Reflections on semiotics, visual culture, and pedagogy
-
Deborah L Smith-Shank
Deborah Smith-Shank (b. 1950). Her research interests are visual culture, feminism, art education, and liberatory pedagogy. Her publications include ‘The Sheela-Na-Gig: A postmodern medieval mystery’ (2003); ‘The semiotics of community celebrations’ (2003);
Semiotics and Visual Culture: Sights, Signs, and Significance (2004); and ‘Gender, creativity, and genius’ (2006).
Abstract
Art education is reluctantly but steadily shifting from a modernist disciplinebased field towards a more interdisciplinary and semiotic approach to visual culture studies. This interdisciplinary approach to our field connects directly with Peirce's ideas on pragmatism, plays of musement, and especially his notion of the importance of a community of inquiry. This paper will consider the ideas of Charles Sanders Peirce and his followers as they relate to contemporary art education. Semiotics, with its emphasis on codes, signs, and their interactions, is especially appropriate for rethinking the learning and teaching processes in art, as well as parameters which may constrain learning in the art education field.
About the author
Deborah Smith-Shank (b. 1950). Her research interests are visual culture, feminism, art education, and liberatory pedagogy. Her publications include ‘The Sheela-Na-Gig: A postmodern medieval mystery’ (2003); ‘The semiotics of community celebrations’ (2003); Semiotics and Visual Culture: Sights, Signs, and Significance (2004); and ‘Gender, creativity, and genius’ (2006).
© Walter de Gruyter
Articles in the same Issue
- Educating the semiotic mind: Introduction to special issue on ‘Semiotics and education’
- Diagrammatic reasoning and hypostatic abstraction in statistics education
- The give and take between semiotics and second-order cybernetics
- Conversational structures of ‘reports’ in writing class group work
- Semiosis as an educational instrument: The irrelevance of mediation and the relevance of social capital
- The complementarity of a representational and an epistemological function of signs in scientific activity
- Semiotics and classroom interaction: Mediated discourse, distributed cognition, and the multimodal semiotics of Maguru Panggul pedagogy in two Balinese Gamelan classrooms in the United States
- A preliminary examination of a theoretical model for researching educator beliefs
- Learners' idiosyncratic links as affordances for meaning making in the semiotic process
- Towards a semiotic theory of learning: Deleuze's philosophy and educational experience
- Regina Rex or, a semiotic fable from the end of education
- Reflections on semiotics, visual culture, and pedagogy
- Education à la Silhouette: The need for semiotically-informed curriculum consciousness
Articles in the same Issue
- Educating the semiotic mind: Introduction to special issue on ‘Semiotics and education’
- Diagrammatic reasoning and hypostatic abstraction in statistics education
- The give and take between semiotics and second-order cybernetics
- Conversational structures of ‘reports’ in writing class group work
- Semiosis as an educational instrument: The irrelevance of mediation and the relevance of social capital
- The complementarity of a representational and an epistemological function of signs in scientific activity
- Semiotics and classroom interaction: Mediated discourse, distributed cognition, and the multimodal semiotics of Maguru Panggul pedagogy in two Balinese Gamelan classrooms in the United States
- A preliminary examination of a theoretical model for researching educator beliefs
- Learners' idiosyncratic links as affordances for meaning making in the semiotic process
- Towards a semiotic theory of learning: Deleuze's philosophy and educational experience
- Regina Rex or, a semiotic fable from the end of education
- Reflections on semiotics, visual culture, and pedagogy
- Education à la Silhouette: The need for semiotically-informed curriculum consciousness
