Beyond the religious zone - Innovative symbolic drawing practices in schools
(2024) GEGM06 20231Department of Human Geography
- Abstract
- In geography, drawing and presenting visual material are approached as means to explore the daily interaction in a given place. Not least, as means to evoke cultural experiences. Under this token, this master thesis addresses the use of drawing tasks as practices to evoke new recognitions/ facets to religious education in schools. This study emerged geographically from the notion of processing material that holds cultural values. Where drawing tasks are approached as means to process visual material to influence social experiences in schools. In that context, a line of drawing templates was formulated and examined. The templates involved Abrahamitic religious symbols whose shapes were given environmental contexts to evoke visual... (More)
- In geography, drawing and presenting visual material are approached as means to explore the daily interaction in a given place. Not least, as means to evoke cultural experiences. Under this token, this master thesis addresses the use of drawing tasks as practices to evoke new recognitions/ facets to religious education in schools. This study emerged geographically from the notion of processing material that holds cultural values. Where drawing tasks are approached as means to process visual material to influence social experiences in schools. In that context, a line of drawing templates was formulated and examined. The templates involved Abrahamitic religious symbols whose shapes were given environmental contexts to evoke visual experiences with symbols from other perspectives. The design of the drawing templates was based on a theoretical framework construed by means of a grounded theory methodology. Where different mindsets from cultural science and visual art education were engaged in building a theory that was constructed according to the conceptual structure of a known design model. Not least, construing the theory included data collection through observations in a pedagogical project concerning Judaism is Swedish schools. In the second stage of work here, the pedagogical utility of the templates was analyzed in two interviews according to three utility pillars. The first utility pillar explored the symbolic utility of the drawing templates as means to evoke both cultural and environmental thinking. Where the two other utility pillars questioned the visual interaction with the drawing templates in schools, both as drawing tasks and displayed visual material. In that context, attention was given to the social interaction that re-working religious symbols through drawing can evoke. Data collection indicates overarchingly that visual instruction material in schools can be used as a means to innovative experiential learning in education. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9147336
- author
- Bakal, Itzhak LU
- supervisor
- organization
- course
- GEGM06 20231
- year
- 2024
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- Material culture, affecting atmosphere, embodied practices, small geographies, intercultural interaction
- other publication id
- ID - D182876612
- language
- English
- id
- 9147336
- date added to LUP
- 2024-01-30 17:11:45
- date last changed
- 2024-01-30 17:11:45
@misc{9147336,
abstract = {{In geography, drawing and presenting visual material are approached as means to explore the daily interaction in a given place. Not least, as means to evoke cultural experiences. Under this token, this master thesis addresses the use of drawing tasks as practices to evoke new recognitions/ facets to religious education in schools. This study emerged geographically from the notion of processing material that holds cultural values. Where drawing tasks are approached as means to process visual material to influence social experiences in schools. In that context, a line of drawing templates was formulated and examined. The templates involved Abrahamitic religious symbols whose shapes were given environmental contexts to evoke visual experiences with symbols from other perspectives. The design of the drawing templates was based on a theoretical framework construed by means of a grounded theory methodology. Where different mindsets from cultural science and visual art education were engaged in building a theory that was constructed according to the conceptual structure of a known design model. Not least, construing the theory included data collection through observations in a pedagogical project concerning Judaism is Swedish schools. In the second stage of work here, the pedagogical utility of the templates was analyzed in two interviews according to three utility pillars. The first utility pillar explored the symbolic utility of the drawing templates as means to evoke both cultural and environmental thinking. Where the two other utility pillars questioned the visual interaction with the drawing templates in schools, both as drawing tasks and displayed visual material. In that context, attention was given to the social interaction that re-working religious symbols through drawing can evoke. Data collection indicates overarchingly that visual instruction material in schools can be used as a means to innovative experiential learning in education.}},
author = {{Bakal, Itzhak}},
language = {{eng}},
note = {{Student Paper}},
title = {{Beyond the religious zone - Innovative symbolic drawing practices in schools}},
year = {{2024}},
}