Evaluation of the Incidence of the Formal Elements of Visual Language for Illustration Making: A Research with Students in Initial Teaching Training

• Autores: Maldonado Fuentes, Ana, Rodríguez Alveal, Francisco, Sandoval Rubilar, Pedro
• Formato: artículo
• Fecha de Publicación: 2020
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: Revistas - Pontificia Universidad Católica del Perú
• Lenguaje: español
• OAI Identifier: oai:ojs.pkp.sfu.ca:article/22020
• Enlace del recurso: http://revistas.pucp.edu.pe/index.php/educacion/article/view/22020
• Nivel de acceso: acceso abierto
• Materia: Visual Literacy; Initial Teacher Training; Aesthetic Education; Authentic Evaluation; Learning Evaluation; Alfabetización visual; Formación Inicial Docente; Educación Estética; Evaluación auténtica; Evaluación de aprendizaje; Alfabetização Visual; Formação Inicial de Professores; Educação Estética; Avaliação autêntica; Avaliação de Aprendizagem

In the learning process, visual literacy is key for the construction of meanings, and knowledge of the components of visual language is an expected outcome of the school curriculum. However, studies offering empirical evidence in this area are scarce, particularly from teaching students. This research of exploratory type and with quantitative analysis techniques, examines which of these components would have a greater impact on the elaboration of texts of a visual nature, based on the evaluation of a corpus of illustrations originally made by Early Teacher Training students at a university that is a member of the Board of Chancellors of Chilean Universities. The research process allowed us to identify the predominance of color, composition and visual representation, whose evaluation could enhance learning in this area.