This article interprets the repercussions of visual storytelling for art education and arts‐based narrative research and, particularly, it approaches visual storytelling as a critical tool for pre‐service teacher education. After reinterpreting storytelling from the perspective of visual critical pedagogy, I will narratively reconstruct the use of visual storytelling in three learning stories taking the form of students' portfolios. As a visual narrative researcher, I will examine the tactics for writing and reading that these students have developed in creating visual stories: the first narrative analyses the role of art during the reconstruction of the learning process by incorporating autobiography and reflexivity (Tanit's portfolio); the second narrative reflects on deconstruction and intertextuality in a multimedia portfolio, which mainly interrelates opera and cinema (Eulàlia's portfolio); and the third narrative introduces virtual storytelling and connects self‐awareness/meta‐awareness with multi‐literacy in narrative learning (Sonia's portfolios). This article also views improvisations, attempts, drafts and interactions in the process of writing and reading portfolios as part of visual experimentation to fabricate learning stories, in order to analyse the opportunities that visual storytelling offers for visual narrative pedagogy.
The aim of our article is to discuss the potential of art education to enhance children’s culture. In so doing, we are contributing to a debate that began at the InSEA congress in Rovaniemi (2010) during the symposium on cultural diversity. The article is based on recent research
and art pedagogy projects conducted by the writers in five European countries: Finland, Italy, Portugal, Spain and Sweden. When comparing and evaluating these projects, we focus on the space given to children’s culture and on the power art has in constructing childhood as a social and
cultural phenomenon. It was evident from the projects that enhancing children’s culture can be achieved in multiple ways, as cultural dialogues that can produce new understanding and places for further cultural encounters. The projects also made visible how childhood can be constructed
and reconstructed through art both by and for children. The projects emphasized the responsibility art educators have for organizing art education that enables the social and cultural participation of children.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.