Teaching and visual communication
Since the beginning of the profession in the 80s I had experienced all the technologies available ( overhead projector, slides,video camera), but these methods had at least two limitations: the complexity and lack of operational flexibility in data management (eg .next to the images, texts and diagrams were necessary etc.)..
In the nineties, the computer was fast improving its graphic qualities and publishing services made available CD of art, but as the textbooks even these proposals were too restrictive for the teacher who needs a continuous adaptability to the context in which it operates.
Finally only programs by slide presentation offered the right instrument to teach art because it was very flexible and truly multimedia.
Of course creating and editing a slide is a long and complex work for the teacher and the image elaboration must have the best form for a good and right learning.
These digital lessons are structured to be shown in classroom by a digital projector and they require the teacher's explanation.
However, they offer a large amount of data that facilitate the work of the student in order to study at home.
Professional comments
The presentation of items:
In order to educate with a clear vision of the didactic path, it is necessary to choose images of good quality , but often this process isn't enough for a right explanation of the item, because the richness and complexity of the masterpieces should be highlighted using special magnification.
The viewing experience widens the understanding and the sensibility of the student, and it gives the opportunity to make comparisons between different works.
As a consequence of this process, students begin to make personal deductive processes, which benefit the development of a self-knowledge.
The background and the style of the slides are very important for a good analysis of the item, they mustn't interfere with others images and icons, but at the same time they have to help the reading of the slide.
Animations: a wide range of animations in the slide can make the lesson more challenging, but they may often create distraction.
After many verifications, I think it is useful to limit animations and they have to be directly relied to the information you want to highlight.
In my opinion , the best animation is the fade out because it makes the comparison of meaningful data possible (i.e. before and after the restoration of a masterpiece).
Structural patterns: with the graphical tools provided by the programs, you can overlap linear elements or colors which can reveal the hidden structures present in the works or important details of the item (cores composition, perspective lines, etc..).
Texts are very important to understand and explain what the work means, but only with the help of the teacher you can understand what you are going to look at.
Texts are very short, because they have to prepare the reading of a particular image with keywords and short captions.
When you have to synthesize large concepts, mind maps are very important, because,I think, they make synthetic understanding easier.
Finally, I want to express my thanks and gratitude to my students who wanted to create this on-line experience, that enhances and shares my love for human creativity.
Santino Nastasi
Teacher of History of Art at "Liceo Classico Gabriello Chiabrera" of Savona - Italy
Since the beginning of the profession in the 80s I had experienced all the technologies available ( overhead projector, slides,video camera), but these methods had at least two limitations: the complexity and lack of operational flexibility in data management (eg .next to the images, texts and diagrams were necessary etc.)..
In the nineties, the computer was fast improving its graphic qualities and publishing services made available CD of art, but as the textbooks even these proposals were too restrictive for the teacher who needs a continuous adaptability to the context in which it operates.
Finally only programs by slide presentation offered the right instrument to teach art because it was very flexible and truly multimedia.
Of course creating and editing a slide is a long and complex work for the teacher and the image elaboration must have the best form for a good and right learning.
These digital lessons are structured to be shown in classroom by a digital projector and they require the teacher's explanation.
However, they offer a large amount of data that facilitate the work of the student in order to study at home.
Professional comments
The presentation of items:
In order to educate with a clear vision of the didactic path, it is necessary to choose images of good quality , but often this process isn't enough for a right explanation of the item, because the richness and complexity of the masterpieces should be highlighted using special magnification.
The viewing experience widens the understanding and the sensibility of the student, and it gives the opportunity to make comparisons between different works.
As a consequence of this process, students begin to make personal deductive processes, which benefit the development of a self-knowledge.
The background and the style of the slides are very important for a good analysis of the item, they mustn't interfere with others images and icons, but at the same time they have to help the reading of the slide.
Animations: a wide range of animations in the slide can make the lesson more challenging, but they may often create distraction.
After many verifications, I think it is useful to limit animations and they have to be directly relied to the information you want to highlight.
In my opinion , the best animation is the fade out because it makes the comparison of meaningful data possible (i.e. before and after the restoration of a masterpiece).
Structural patterns: with the graphical tools provided by the programs, you can overlap linear elements or colors which can reveal the hidden structures present in the works or important details of the item (cores composition, perspective lines, etc..).
Texts are very important to understand and explain what the work means, but only with the help of the teacher you can understand what you are going to look at.
Texts are very short, because they have to prepare the reading of a particular image with keywords and short captions.
When you have to synthesize large concepts, mind maps are very important, because,I think, they make synthetic understanding easier.
Finally, I want to express my thanks and gratitude to my students who wanted to create this on-line experience, that enhances and shares my love for human creativity.
Santino Nastasi
Teacher of History of Art at "Liceo Classico Gabriello Chiabrera" of Savona - Italy
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