Journal of Visual Literacy | 2019
Reading personal photographs: a case study at an Israeli art college on multiple identities
Abstract
Abstract This article presents a pedagogical–visual process developed in a traditional frontal-format course with a multi-identity group of students set in a large lecture hall. It examines an assignment that required students to analyze a meaningful personal photograph and connate it culturally, while internalizing visual general patterns utilizing a sharing digital forum. This activity promotes combining visual theories with relevant introspective self-expression, emphasizing multi-identities. One can relate this utilization of visual tools to Paulo Freire s approach to dialogic pedagogy, which emphasizes the relevance to learners and the shift between the personal and the cultural, helping to confront the heterogeneity of the class.