Experimenting with Visual Storytelling in Students' Portfolios: Narratives of Visual Pedagogy for Pre‐Service Teacher Education

Abstract

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 storied mind: A meta-narrative review exploring the capacity of stories to foster humanism in health care

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Las actividades musicales preferidas de la voz de los propios niños y niñas de cuatro años. Un estudio exploratorio

“…Por lo que concierne a la segunda técnica de recogida de datos, la narrativa visual, se conceptualiza como un discurso visual creado para contar eventos (Rifà-Valls, 2011). Es por esto que se pide a los niños y niñas que dibujaran su actividad musical preferida para luego explicarla al resto de compañeros.…”

Special Collections as a catalyst for flexible pedagogical approaches: three case studies

“…The discourse around criticality, questioning and narrative construction as the foundation for engaging with historical artefacts, as well as their role in relation to the process of critical and aesthetic enquiry, are well developed in the museum education literature (see, for example, Raney, 1999;Bevan and Xanthoudaki, 2008;German and Harris, 2017) and slowly gaining momentum in teaching and learning development in higher education. Furthermore, the discourse around visual pedagogy and intertextuality (see, for example, Moss, 2010;Rifà-Valls, 2011) provides a useful frame of reference for our work, in which both visual and verbal language are approached as 'text'. In this sense, the language born out of the interaction between objects and images (and/or verbal text) can supply learners with meaningful contextualisation for their process of enquiry.…”