Delphi method research results - Opinion of Croatian experts about the impact of visual culture on Visual Arts education
Description
Delphi method collected the opinion of Croatian experts from various scientific fields for the doctoral thesis Visual Culture as a new paradigm of Visual art teaching. The results show the views of experts in curriculum studies, art theory, art education, and art history education. The experts were asked: How will visual culture influence the change in the paradigm of Visual Art teaching in the future? Three rounds of expressing opinions were conducted until a consensus was reached. Experts' opinions were categorized according to the following criteria: methodological changes in the approach to teaching art, the impact of visual culture on young people, the impact of visual culture on curricula, the relationship between fine art and visual culture, and the interdisciplinary approach. According to the highlighted problem, the following research questions were asked: 1. Does visual education in modern times require a change of research interests from the work of art to the conditions of visuality in which seeing takes place? The new concept of teaching Visual Art should focus on researching the expanded field of visuality, which could be achieved through a thematic approach to the contents of the new curriculum, which opens up space for conceptually dealing with visuals. 2. Due to the interdisciplinary character of visual culture, is it necessary to supplement historical-artistic methods with a multidisciplinary and non-disciplinary approach to the image? Future changes should focus on research and new approaches to image interpretation to supplement the interpretation according to the language model established in current practice. One of the possible models can be Mitchell's model of historicization (historical time of origin - original context), anachronization (time in which it is observed - contemporary context), and decontextualization (interpretation outside established norms - new context), but only after scientific research and examination in pedagogical practice. 3. Do the contents of visual culture connect learning about art with the student's everyday experience? Visual culture's influence is crucial for young people's upbringing and education because it forms a large part of their everyday life and affects identity formation and social aspects. Although until recently, it was in the status of Eisner's zero curriculum, the new subject curriculum of Visual Art and Culture has expanded the teaching content to include film, photography, television, design, advertising, virtual reality, and digital to media. 4. Is thinking critically about visual culture considered an essential competence for life, and does it develop visual literacy? The experts accepted the importance of the influence of digital media and the Internet on students' cognitive and emotional development and the importance of critical thinking about images.
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The Delphi method, conducted in Croatia, made the projection of the future, in which selected experts agreed on the influence of visual culture on the teaching of Visual Arts in the future. The research only examines the opinion of experts, motivated by scientific or professional reasons for this issue, about possible determinants for changing teaching about art according to the broader concept of visual culture. Points of encounter (opinions with which experts agree) and points of divergence (views that are the opposite) will be determined, and the possibility of changes in the future will be interpreted accordingly. The most extraordinary kinship exists with art history because it is the only one dealing with the genesis of images in history. An interdisciplinary approach is needed because the opinion of didacticians, methodists of the profession, and the scientific community that deals with the problem at a higher theoretical level must be agreed upon. Experts chosen from different fields interested in this visual culture are equally represented. The proposed criteria were used: an expert in practice (1), an expert from another country (2), a highly-skilled expert in the scientific field (3), experts from various institutions (4), experts in the investigated phenomenon (5) - when choosing an expert, meeting more than one criterion guarantees more concrete and objective answers to solidify the claim after researching the problem. All experts meet at least three measures out of a given five and are employed as university professors in the professions of assistant professors or more and work at the University of Zagreb, Belgrade, and Osijek. In addition to the above criteria, experts are selected according to the following fields: • two experts in the field of theory of art and visual culture (E1, E2) • two methodists of elementary school Visual Arts teaching (E6, E7) • two methodists of secondary school Visual Arts teaching (E4, E5) • two experts in the field of pedagogy and curriculum theory (E3, E8) Reaching a group consensus will be achieved through 3 polls of opinion polls. In the first poll, everyone will be asked the same question - How will visual culture affect the paradigm shift of teaching Visual Arts in the future? - to which they will respond in essay form. Basic conclusions will be drawn from the expert's response by grouping similar opinions into one decision or forming a conclusion from one idea if only one expert has addressed a particular issue. In the second poll, experts will receive the same conclusions to which they will present suggestions, new arguments, agreements, or disagreements, based on which the findings will be reshaped for the third poll. The opinions of all experts will be equally involved in the formation of conclusions. After reshaping the results, experts in the third poll accept the findings or give a separate opinion.