Thematic Construction of Digital Visual Arts: Implications for Digital Pedagogy
This paper attempts to describe the signifier choice of student artists in thematic representations of digital visual arts and determine its implications for digital pedagogy. Utilising a qualitative approach to research and covering a corpus of six digital artworks of student artists, the semiotic...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Commonwealth of Learning
2023-07-01
|
| Series: | Journal of Learning for Development |
| Subjects: | |
| Online Access: | https://jl4d.org/index.php/ejl4d/article/view/773 |
| _version_ | 1797773754409943040 |
|---|---|
| author | Richard Mendoza Bañez |
| author_facet | Richard Mendoza Bañez |
| author_sort | Richard Mendoza Bañez |
| collection | DOAJ |
| description |
This paper attempts to describe the signifier choice of student artists in thematic representations of digital visual arts and determine its implications for digital pedagogy. Utilising a qualitative approach to research and covering a corpus of six digital artworks of student artists, the semiotic analysis utilising Peirce’s (1991) sign modes showed the student artists’ preference for mostly indexical and symbolic signifiers in thematic representations of Filipinos’ resiliency to the pandemic. This signifier choice of student artists was influenced by their experience, family, self, other artists, and their initiatives for finding information and drawing inspiration from online sources, as revealed in the conducted Focus Group Discussion (FGD) with the participants. Moreover, the individual interviews with the participants demonstrated that the student artists’ choice of signifiers served as a vehicle for expression, representation, and impression of ideas, themes, and abstractions dominating their artworks. This study calls for the integration of digital artmaking tools into pedagogy to provide opportunities for artistic expression and support diverse representation. Teachers can introduce various digital tools and platforms, create assignments that encourage creative experimentation, and foster a safe and inclusive classroom environment. Future research could explore the practical applications of digital pedagogy in visual arts education.
|
| first_indexed | 2024-03-12T22:10:03Z |
| format | Article |
| id | doaj.art-81456d44178f4f388729b34417662850 |
| institution | Directory Open Access Journal |
| issn | 2311-1550 |
| language | English |
| last_indexed | 2024-03-12T22:10:03Z |
| publishDate | 2023-07-01 |
| publisher | Commonwealth of Learning |
| record_format | Article |
| series | Journal of Learning for Development |
| spelling | doaj.art-81456d44178f4f388729b344176628502023-07-23T13:37:02ZengCommonwealth of LearningJournal of Learning for Development2311-15502023-07-0110210.56059/jl4d.v10i2.773Thematic Construction of Digital Visual Arts: Implications for Digital PedagogyRichard Mendoza Bañez0Batangas State University This paper attempts to describe the signifier choice of student artists in thematic representations of digital visual arts and determine its implications for digital pedagogy. Utilising a qualitative approach to research and covering a corpus of six digital artworks of student artists, the semiotic analysis utilising Peirce’s (1991) sign modes showed the student artists’ preference for mostly indexical and symbolic signifiers in thematic representations of Filipinos’ resiliency to the pandemic. This signifier choice of student artists was influenced by their experience, family, self, other artists, and their initiatives for finding information and drawing inspiration from online sources, as revealed in the conducted Focus Group Discussion (FGD) with the participants. Moreover, the individual interviews with the participants demonstrated that the student artists’ choice of signifiers served as a vehicle for expression, representation, and impression of ideas, themes, and abstractions dominating their artworks. This study calls for the integration of digital artmaking tools into pedagogy to provide opportunities for artistic expression and support diverse representation. Teachers can introduce various digital tools and platforms, create assignments that encourage creative experimentation, and foster a safe and inclusive classroom environment. Future research could explore the practical applications of digital pedagogy in visual arts education. https://jl4d.org/index.php/ejl4d/article/view/773semioticssignsstudent artiststhematic representation |
| spellingShingle | Richard Mendoza Bañez Thematic Construction of Digital Visual Arts: Implications for Digital Pedagogy Journal of Learning for Development semiotics signs student artists thematic representation |
| title | Thematic Construction of Digital Visual Arts: Implications for Digital Pedagogy |
| title_full | Thematic Construction of Digital Visual Arts: Implications for Digital Pedagogy |
| title_fullStr | Thematic Construction of Digital Visual Arts: Implications for Digital Pedagogy |
| title_full_unstemmed | Thematic Construction of Digital Visual Arts: Implications for Digital Pedagogy |
| title_short | Thematic Construction of Digital Visual Arts: Implications for Digital Pedagogy |
| title_sort | thematic construction of digital visual arts implications for digital pedagogy |
| topic | semiotics signs student artists thematic representation |
| url | https://jl4d.org/index.php/ejl4d/article/view/773 |
| work_keys_str_mv | AT richardmendozabanez thematicconstructionofdigitalvisualartsimplicationsfordigitalpedagogy |