Ricardo Reis | University of Barcelona (original) (raw)
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Visual Arts teacher at a Portuguese public school;
Teachers trainer in didactics of visual arts;
Former teacher at School of Education of Lisbon and Setúbal, in graduate and postgraduate programs;
Board Member of Portuguese Art Teachers Association (APECV);
Member of editorial board of inVISIBILIDADES – Iberoamerican Journal of Research in Education, Culture and Arts;
Member of Iberoamerican Art Education Network;
Cooperating Research Member of Research Institute in Art, Design and Society (i2ADS), School of Fine Arts, University of Porto;
PhD candidate at University of Barcelona, Arts and Education Program, currently researching about “the role of schools in the development and social appreciation of visual literacy”.
Supervisors: Fernando Hernandez
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Papers by Ricardo Reis
This article is the result of a current research on "the role of school in the development and so... more This article is the result of a current research on "the role of school in the development and social highlighting of visual literacy" and is also a first analysis of the evidences collected. The methodology is based on the use of visual research methods and interpretation of the collected evidences, as well as on documental analysis of programs, curricula and educational projects. This article focuses on research procedures with youngsters from two Portuguese public schools. The advent of new technologies and the impact that they have in our lives led to a reassessment of the concept of literacy, leading to the acknowledgement of multiliteracies or new literacies. The notions, practices and strategies shown by the youngsters are analyzed and categorized in a straight relation between shared images and the discourses that made sense during the work sessions, and they are framed in six categories that correspond to six images sets. I intend to give clues to clarify the processes of analysis, interpretation, reinterpretation, appropriation, evaluation, and also creation, made by the young people during this research. I don`t intend to present conclusions but instead to suggest clues to reflection about which are the notions and practices in the visual literacy field that pass through young people discourses.
unesco.org
New education paradigms fostering creative risk-taking, and re-discovery are needed as employers ... more New education paradigms fostering creative risk-taking, and re-discovery are needed as employers and ministers seek innovative individuals to stimulate economic growth. Artsbased curriculum breaks traditional boundaries, allowing students to challenge established ideas and resist stereotyped world-views. Effective art education, including art-integration, encourages active, problem-based inquiry, data collection, evaluation, and communication. Unlike didactic instruction, such process imitates research requiring student-generated discovery learning, often producing multiple solutions and questions beyond the original assignment. Museum-and public art-based education paradigms uniquely engage learners, requiring multi-sensory involvement providing multiple perspectives on discipline-specific and world problems. Such paradigms are consistent with the UNESCO Roadmap for Arts Education.
International Journal of Education Through Art, Jan 1, 2010
This article presents the results of a trans-disciplinary study focusing on public art and art ed... more This article presents the results of a trans-disciplinary study focusing on public art and art education. It poses questions about public art as an educational resource, and acknowledges the need to clarify its educational role. The study investigated whether or not urban environments with numerous works of public art contribute positively to the development of visual literacy. A survey was conducted of fifth and sixth grade students in three schools located in urban spaces with a lot of public art and three schools in places with very little. A finding was that students who attended schools in environments with many public works were more skilled in the perception of urban space and more visually literate. This was due not only to their daily contact with them, but also to socio-cultural factors. Based on the results, the author produced an educational resource for teachers and parents interested in developing children's visual literacy.
Proceedings of the International InSEA …, Jan 1, 2006
Literacia, Media e Cidadania, Jan 1, 2011
This article is the result of a current research on "the role of school in the development and so... more This article is the result of a current research on "the role of school in the development and social highlighting of visual literacy" and is also a first analysis of the evidences collected. The methodology is based on the use of visual research methods and interpretation of the collected evidences, as well as on documental analysis of programs, curricula and educational projects. This article focuses on research procedures with youngsters from two Portuguese public schools. The advent of new technologies and the impact that they have in our lives led to a reassessment of the concept of literacy, leading to the acknowledgement of multiliteracies or new literacies. The notions, practices and strategies shown by the youngsters are analyzed and categorized in a straight relation between shared images and the discourses that made sense during the work sessions, and they are framed in six categories that correspond to six images sets. I intend to give clues to clarify the processes of analysis, interpretation, reinterpretation, appropriation, evaluation, and also creation, made by the young people during this research. I don`t intend to present conclusions but instead to suggest clues to reflection about which are the notions and practices in the visual literacy field that pass through young people discourses.
unesco.org
New education paradigms fostering creative risk-taking, and re-discovery are needed as employers ... more New education paradigms fostering creative risk-taking, and re-discovery are needed as employers and ministers seek innovative individuals to stimulate economic growth. Artsbased curriculum breaks traditional boundaries, allowing students to challenge established ideas and resist stereotyped world-views. Effective art education, including art-integration, encourages active, problem-based inquiry, data collection, evaluation, and communication. Unlike didactic instruction, such process imitates research requiring student-generated discovery learning, often producing multiple solutions and questions beyond the original assignment. Museum-and public art-based education paradigms uniquely engage learners, requiring multi-sensory involvement providing multiple perspectives on discipline-specific and world problems. Such paradigms are consistent with the UNESCO Roadmap for Arts Education.
International Journal of Education Through Art, Jan 1, 2010
This article presents the results of a trans-disciplinary study focusing on public art and art ed... more This article presents the results of a trans-disciplinary study focusing on public art and art education. It poses questions about public art as an educational resource, and acknowledges the need to clarify its educational role. The study investigated whether or not urban environments with numerous works of public art contribute positively to the development of visual literacy. A survey was conducted of fifth and sixth grade students in three schools located in urban spaces with a lot of public art and three schools in places with very little. A finding was that students who attended schools in environments with many public works were more skilled in the perception of urban space and more visually literate. This was due not only to their daily contact with them, but also to socio-cultural factors. Based on the results, the author produced an educational resource for teachers and parents interested in developing children's visual literacy.
Proceedings of the International InSEA …, Jan 1, 2006
Literacia, Media e Cidadania, Jan 1, 2011