visual art as a research tool for analyzing children's imagination
DOI:
https://doi.org/10.17561/rtc.extra2.5790Keywords:
education, educational research, visual arts, imaginationAbstract
Video and image-based technologies have changed the traditional ways of performing certain tasks and, even more, the way adults and children decipher and understand the world. The communication method offered by the media system exposes the viewer to repetitive and fleeting information that promotes an uncritical attitude and deprives them of the possibility of interacting. The problem of learning that goes through uncontrolled consumption of audio and video technologies is the absence of a bridge that connects the acquired data with the ability to encode information.
By themselves, the media does not negatively affect children's creativity. The problem is its misuse. In the course of my research, I observed that uncontrolled television consumption tends to limit creative capacities linked to imagination and brain coding, since the child does not manage to assimilate multimedia content in an autonomous and adequate way. If the mental image comes from an external audiovisual image, if it is not processed or constructed in a personal way, for the child there is no clear scheme of knowledge, but rather a set of elements without a logical order. (Arboleda Estudillo, 2013).
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