Looking for Empathy in Visual Encounters

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Sinquefield-Kangas , R 2019 , ' Looking for Empathy in Visual Encounters ' , International Journal of Education and the Arts , vol. 20 , no. 21 , pp. 1-30 . https://doi.org/10.26209/ijea20n21

Title: Looking for Empathy in Visual Encounters
Author: Sinquefield-Kangas, Rachel
Contributor organization: Learning, Culture & Interventions (LECI)
Teacher Education
Date: 2019-11-25
Language: eng
Number of pages: 30
Belongs to series: International Journal of Education and the Arts
ISSN: 1529-8094
DOI: https://doi.org/10.26209/ijea20n21
URI: http://hdl.handle.net/10138/315959
Abstract: Empathy is fundamental in our abilities to achieve healthy, happy, socially successful lives. The importance of its inclusion in educational pedagogical practices and classroom instruction is highly emphasized, yet very little research has been conducted to examine artistic exercises as effective ways for promoting empathy through pedagogy. VTS is a dialogical form of aesthetic interview that encourages groups of students to engage critical thinking skills. This article addresses a dissertation study in which VTS was implemented as an arts-based educational research (ABER) methodology to elicit discourse. The data, comprised of an audio recorded VTS exercise, was collected during a workshop at a conference in Vienna, Austria. Participants discussed an illustration taken from Shaun Tan’s The Arrival, a graphic novel telling the story of an Immigrant’s journey. Findings illuminate how VTS exercises elicited empathic discourse and a discussion explores VTS as a pedagogy for eliciting empathy within a theoretical context.
Subject: 6132 Visual arts and design
Arts-based research
visual thinking strategies
critical thinking
516 Educational sciences
Peer reviewed: Yes
Rights: cc_by_nc
Usage restriction: openAccess
Self-archived version: publishedVersion

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