The landscape painting interpretation based on “barrier-free” & “barrier” visualization techniques
The process of painting interpretation handling and text writing resulted in insufficient attention to children’s live speech; the teacher guided their activities, and individual interpretation of a painting is blocked by “barriers,” such as rigid teacher instructions, sample descriptive texts, and the like. The experimental technique was recognized based on establishing open educational communication between the teacher and pupils at the lesson, where primacy and value of the painting worked as a visual image. The research represented the comparative analysis of children’s texts. The results were as follows: first, comparison of text drafts and final versions describing the painting; second, third, analysis of pupils’ worksheets for comparing two paintings; fourth, analysis of individual memos. The research concluded that the “barrier” technique, where pupils should respond on already prepared text, resulted in less detailed statements with fewer figurative expressions, and also increased the similarity of the texts, that was “leveling up” of perception and vision of the painting by children. “Barrier-free” technique ran effectively because it helped children build educational and personal communication.
Changizi, M. (2015). Revolyuciya v zrenii: chto, kak I pochemu my vidimnasamom dele. (in Russian) [The revolution in vision: what, how, and why do we really see what we see.] Publishing house AST: CORPUS, Moscow.
Graves, Donald H. (1983). Writing: Teachers and Children at Work. Portsmouth, NH: Heinemann.
Levinson, A.I. (2014). Kreativnoe pismo: model angloyazychnyh stran v rossijskoj shkole (in Russian) [Creative writing: A Model of English-speaking Countries in the Russian School] // Issues of Education. (Vol. 1).
Lvov, M.R., Goretskii, V.G., Sosnovskaya, O.V. (2002). Metodika prepodavaniya russkogo yazyka v nachalnyh klassah (in Russian) [Methods of teaching the Russian language in primary grades: Educational manual for students of pedagogical institutions of higher education]. Publishing Center Academia, Moscow.
Mamardashvili, M.K. (1997). Psihologicheskaya topologiya puti.
Mirzoeff, N. (Ed.). (2002). The visual culture reader. Psychology Press.
Mitchell, W. T. (2005). What do pictures want?: The lives and loves of images. University of Chicago Press.
Mitchell, W. T. (2013). Iconology: Image, text, ideology. University of Chicago Press.
Mitchell, W. J. (1994). Ekphrasis and the Other. Picture theory: Essays on verbal and visual representation, 151-81.
Polonnikov, A.A., Kalachikova, O.N., Korol, D.N., & Korchalova, N.D. (2016). Tekstocentrirovannyj obrazovatelnyj diskurs v zerkale sovremennoj vizualnoj kultury (in Russian) [Text-centered educational discourse from the perspective of modern visual culture] // Higher education in Russia. (Vol. 10).
Polonnikov, A.A., Korol, D.Yu., Korchalova, N.D. (2017) Vizualnaya mediaciy aobrazovatelnyh sobytij. Mikroehtnogaficheskie aspekty (in Russian) [Visual mediation of educational events. Microethnographic aspects: Collective monograph] / Edited by A.A. Polonnikov. BSU, Minsk.
Pozdeeva, S.I. (2017). Sochinenie po kartine ili sochinenie k kartine: analiz zatrudnenij uchashchihsya I pedagogov (in Russian) [Essays based on the painting or essays about the painting: an analysis of the difficulties students and teachers may meet] // School of the Future / Scientific and Methodological Journal. (Vol. 1).
Pozdeeva, S.I. (2017). Sochinenie po kartine: rabota s algoritmom ili vizualnym obrazom? (in Russian) [Essay based on the painting: to work with an algorithm or a visual image?] / Philological education during childhood: annals / Ural state pedagogical university; edited by E.B. Plaksina. Ekaterinburg.
Pozdeeva, S.I. (2017). Pejzazhnaya kartina–istochnik ili bar’er razvitiya svyaznoj rechi rebenka? (in Russian) [Landscape painting – the source or a barrier of development of child’s speech coherence?] / Pre-school education of children: content, forms, issues, and ways to solve them: materials from the international scientific and practical conference; Altai State Pedagogical University; edited by L.A. Nikitina. AltSPU, Barnaul.
Prozumentova, G.N. (2016). Obrazovatelnye innovacii: fenomen lichnogo prisutstviya I potencial upravleniya (in Russian) [Educational innovations: the phenomenon of “personal presence and potential management (experience of humanitarian study)]. Publishing house Tomsk University, Tomsk.
Wright, A., Betteridge, D., & Buckby, M. (2006). Games for Language Learning Third Edition.
Zinovieva, T.I. (2016). ?etodika obucheniya russkomu yazyku i literaturnomu chteniyu (in Russian) [Methods of teaching the Russian language and literary reading] / edited by T.I. Zinovieva / Textbook and practice. Garant, Moscow.
Copyright (c) 2020 International journal of social sciences and humanities
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Journal of Social Sciences and Humanities (IJSSH) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IJSSH right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IJSSH can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
This copyright notice applies to articles published in IJSSH volumes 4 onwards. Please read about the copyright notices for previous volumes under Journal History.