Do you image living in a world where there is no need for words? Only pictures? What about learning how to use computer first instead of reading or writing? Cedillo, an experienced professor of writing, rhetoric and communication asserts in her article: "Diversity, Technology, and Composition: Honoring Students' Multimodal Home Places" argues that the home is multimodal. The home place is not solely measured by its physical dimensions but combines personal, community and cultural values. As a result, learning should be structured to embrace this attribute. The learning process in a school setting should integrate the existing values of a home to ensure that the learners have the ownership of the learning process. This will also promote learning among the learners. Learning also includes the technologies needed to maintain these modalities.
Interactive learning has the same impact in all levels of education. Multimodal learning has the same effect for students at different levels. Repeated learning ensures that the students gain a deeper understanding of the concept being taught. Authors have indicated different perspectives on multimodal learning indicating that the innovative educational technologies used in education institutions provide valuable opportunities for learning. Nonetheless, multimodal systems of learning engage both action and sensory systems of the learner which applies in all levels of learning.
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The learning process is without a doubt the most powerful model inspiring as well as facilitating individuals. For this reason, the process of learning needs to be conducted to promote better comprehension.The article, "The play's the thing: Lessons from preschool story times for college classrooms" by Heidebrink-Bruno suggests that university learning is not entirely different from pre-school education. She gives several similarities between these different stages of education. She stresses the importance of strong foundation in education. She emphasizes the need for students to learn to look beyond the direct meaning of texts. This practice can be taught earlier at the lower stages of education. In her opinion, education has a core structure that should remain unchanged regardless of the level.
Multiple representations of content as exhibited in multimodal learning promotes engagement and learning performance. Another article about visual learning is "Teaching Communication Skills to Medical Students in a Virtual World" written by Lowes, Hamilton, Hochsteller and Paek. The authors conducted a study to analyze the effectiveness of virtual role-playing in teaching communication skills to medical students. Communication is a necessary skill in medical practice. The use of a virtual world aimed to minimize the anxiety of real-life situations. The program was based on research through mistakes. Improvements would be made on discovery of shortfalls.
This paper intends to illustrate the exact potential of visual art in driving and propelling the act of creativity and innovation, how visual closely aides the academic arena bringing on board important ways to communicate significant and necessary knowledge as well as ideas. It is true that a single image can speak more than a thousand words in less time. Themes explored within this paper a literature review that is pertinent to the nature of learning in the field of visual art, creative pedagogies and teaching of visual art for creativity. At the conclusion of this discussion, it is discovered that can efficiently be used in school to motivate the higher level of education in the arena of creativity and innovation among the school students
The art of using the multiple representations of content has always offered a fertile ground for forester creativity and innovation. The fact that visual art presents many opportunities to decode and understand things around the world. First, before analyzing the roles played by visual art, it is important to acknowledge that images are symbolic, expressive, discursive and communicative practice that is holistic. Image plays a vital role in the visual realities, virtual cultures and the new digital social networking practices that are significantly shaped by meanings attributed to them and the social contract
Visual art is very crucial in the life of every student and any person, from early childhood, children before learning on how to write, they are first taught on how to draw. Teaching children on how to draw becomes essential since it helps them connect the image with the name. Art, therefore, becomes a focal point of communication because it brings clarity and understanding. It does not solve problems but creates awareness. Students at the early stage should be engaged by both the parents and the teachers since art is the major engine of innovation and creativity. It is during this early stage that the parent will discover the potential of their children. They will lay down the appropriate structure in helping them become more exceptional people in the future. For example, you can find a child loves constructing vehicle toys if this is natured well the child may be one of the most excellent engineers. It is easy to remain focused in the area of interest that remains focus in the area of inconvenience.
Naturally, children love art making music, drawing, painting, and theater. It is very unfortunate that when the budget is reduced in school the first department to be affected is the department of art. It should be appreciated that the basic foundation of knowledge is the art and therefore, should be embraced. Psychologically the human brain is constituted of two major parts, the right hemisphere, and the left hemisphere. The right hemisphere is usually for emotional intuition, perception, and creativity. The right brain is the one that is always engaged in the process of making art; this is the part that school environs fail to nature. The left brain is mostly used in analysis and logical thinking. Co by incorporating art into the curriculum of the school is giving equal opportunity to both the ones who are superior on the left and the right.
At this point, this paper intends to argue the challenges post by visual culture. Teaching on how to communicate to medical students is of higher value since it helps them to dispatch their duties when employed to work for any medical organization. In scenarios that could be very hard to tell the client the condition that they are in after testing, it would be necessary to prepare them psychologically also to avoid the stress that will automatically lead to depression. If the patient is in a critical situation, the doctor/nurse is expected first to engage face expression preparing the heart of the patient/client to be ready to receive the report and accept them, moving with haste in the mission of finding a possible solution. Improper communication, especially by nurses, always creates more problems. This is after the patient gets to know the situation that he/she is in. If it is worse, then it will make the patient feel unworthy.
Today some visually oriented culture, dictates that increased use of photographs, graphics, drawings, text design specifically for persuasion effects and innovative pages. Visuals have positively enhanced feelings that consequently march levels of engagement. In the learning arena, they hook the eyes and attention of the readers by substantially enlivening the argument by the writer. Use of visual in arguments also creates a huge challenge. It fixes the argument on a tight position and burdens him/her with the task of understanding the audience, to thoroughly think through all the effects visuals will finally have to the audience. This makes sure that both the visual and verbal of an argument will reconcile and work together and relay the exact intended message that will persuade the audience to act as purposed, that at the end, the sole intention is achieved by the arguer.
The final argument is that technological advancement that has come up with animations which are not the real picture. Technology using a computer has been employed to create an image that is not real images. This has been met with critics from both the scholars and professor. In movie film, so much animation has been used that times appear to be realistic. In the middle of this critique, it was still argued that imagination is part of creativity and innovation, stating that for one to innovate something, the person must first have the image on the mind then bring it to existence beginning with artistic work. So at the end of the argument, the agreement was that room be created for imagination.
In summary, visual culture has come of age with many changes taking place but still maintaining the important role of promoting imaginative learning. Initially, it was only pictured that someone can visualize this is still used for photojournalism, then came to motion picture without sound and finally the most advanced is the one with sound, this can be informed of voiceover or actual images with their exact sound. By incorporating visual art in schools or any learning institution through use of graphics and other visual objects helps in promoting the understanding of concepts being taught.
References
Arcavi, A. (2013). The role of visual representations in the learning of mathematics. Educational studies in Mathematics, 52 (3), 215-241.
Cedillo, C. (2017). Diversity, Technology, and Composition: Honoring Students’ Multimodal Home Places. A Journal of Rhetoric in Society (2). Retrieved from http://www.presenttensejournal.org/volume-6/diversity-technology-and-composition-honoring-students-multimodal-home-places/
Heidebrink-Bruno, S. (2014). THE PLAY’S THE THING: LESSONS FROM PRESCHOOL STORYTIMES FOR COLLEGE CLASSROOMS. Hybrid Pedagogy . Retrieved from http://www.digitalpedagogylab.com/hybridped/plays-thing-lessons-preschool-storytimes-college-classrooms/
Jewitt, C. (2015). Multimodaloty and literacy in school classrooms. Review pf reserach in educationm, 32 (1), 241-267.
Lowes, S., Hamilton, G., Hochstetler, V., & Paek, S. (2013). Teaching Communication Skills to Medical Students in a Virtual World. The Journal of Interactive Technology and Pedagogy .
Marshall , J. (2017). Image as insight. Visual images in practice-based research. Studies in Art Education, 49 (1), 23-41.
