Intermedia in the classroom: reading, communicating, creating, making
Art in context
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This research is situated in the field of theoretical-methodological approaches of teaching practices and aims to analyze and encourage the praxis of intermedia dialogues involving literature, visual arts and performing arts in teaching-learning environments. Furthermore, we seek to present a theoretical-practical approach, multiplying the doing for art teachers, under the perspectives of John Dewey's experience, Fayga Ostrower's creativity, and Claus Clüver's intermediality. The conceptions of these authors will serve as a basis for the research and analysis of the artistic works we have cho...
This research is situated in the field of theoretical-methodological approaches of teaching practices and aims to analyze and encourage the praxis of intermedia dialogues involving literature, visual arts and performing arts in teaching-learning environments. Furthermore, we seek to present a theoretical-practical approach, multiplying the doing for art teachers, under the perspectives of John Dewey's experience, Fayga Ostrower's creativity, and Claus Clüver's intermediality. The conceptions of these authors will serve as a basis for the research and analysis of the artistic works we have chosen and for the practical activity of demonstrative character, presented from the pedagogical mediation, in order to justify the theoretical background used. Next, we associate the field of reading with the visual and theatrical field and seek to point out poetic and pedagogical possibilities on the path to approximation and appropriation of languages. From different reading modalities, under different media, we approach the characteristics of artistic objects, their definitions and aesthetic contexts.
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