The Genealogical Self Project is a component of a basic drawing course open to undergraduates from diverse disciplines and cultures, and engages students in critical drawing activities at Koç University, a liberal arts college in Īstanbul. By introducing
a chapter from Tim Ingold's book, Lines: A Brief History, to the course, we aim to revisit the elements and processes that constitute drawing education, and what lines and mark-making mean in art and daily life. Thus, Tim Ingold's anthropological approach to elements of drawing opens a door
to the expanded capacity of this art in general and invites students to interact with a text that handles parallel topics such as line. The project offers students an experimental way of building a drawing via inspiration from the text covered in the course and by inspiring them to base their
work on myriad sources from their life going beyond drawing physical objects.
How can interactive technology enhance children’s literature? How can new materials and technology be incorporated into courses on children’s literature at the university level feeding upon the Human-Computer Interaction (HCI)? What is the best way to embed new materials such as paper circuits into a children’s narrative? This article offers a review of an experiment conducted at a liberal arts college where students were provided the theoretical and practice-based knowledge for designing children’s picturebooks, then asked to introduce circuit technology to their picturebook design. The upper-level course admitted students from all disciplines, such as computer science, psychology, literature, medicine, and media and visual arts, which resulted in lively exchanges in a group of people from diverse academic backgrounds. Regardless of their strengths, students participated in the hands-on workshop supported by a designer and the course instructor to learn about electric circuits, copper tape, and LEDs, and seek ways to adapt them into the page structure and the narrative sequence. They explored how to fuse light to text and image to tell a story and facilitate engagement in a children’s book. This study builds upon the Maker Movement and borrows technology from HCI, fusing the two movements into children’s books. As such, students were asked to assess the potential uses of HCI technology in art and design, book arts and seek ways to apply those technologies to enrich children’s engagement during reading. Students revealed that this request motivated them to think creatively as they explored ways to transform children’s literature. Thus, the course brought theory and practice together with electric circuits to offer a novel way to contemplate children’s literature.
This chapter analyses nonfiction picturebooks that ease children's interactions in art museums as they practice meaning-making of the artworks. First, it examines relations between museums and picturebooks to explain art. Second, it gives examples of books offering sensorial, spatial, hands-on and bodily engagements that educate children on art history via guided play. Thus, it presents how nonfiction picturebooks support understanding of art and museums through guided and embodied experience.
This work makes an overview of the evolution of Tipitip bubblegum comics in Turkey, studying its impact on society especially on children for more than four decades. Besides its colourful and positive characteristics, Tipitip comics fostered optimism intertwined with wit tailor made for the Turkish audience at the time. Tipitip not only presented accessible visuals for its audience but also introduced rich content ranging from sports to opera, occupations to traffic, transmitting valuable visual information in each illustration. Tipitip, promoted as ‘your cheerful friend’, was not only a father figure but also an enthusiast, an adventurer and an inventor as he is seen in many roles, from a conductor to a waiter, from a scout to a drummer, which made these comics inclusive and modern. The Tipitip bubblegum comics, similar to their contemporaries, achieved more than just market success; they benefited their audience, especially children, by reaching even small towns and initiating literary engagement.
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