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Aesthetic expressions in order to achieve deep understanding: Storyline in higher education

Conference contribution
Authors Margaretha Häggström
Anna Udén
Published in 6th International Storyline Conference, University of Strathclyde, Glasgow
Publication year 2015
Published at Department of Pedagogical, Curricular and Professional Studies
Language en
Keywords Aesthetic expressions, multimodal, visual
Subject categories Didactics, Pedagogy

Abstract

We live in a time when information no longer is represented with just written texts or spoken language, but amongst a variety of semiotic resources. Texts have become multimodal. Our language is more and more visual at the sacrifice of written language. Mitchell (1992) calls it “The pictorial turn”. A multimodal perspective set out that both linguistic and visual, and more modes, when combined strengthen the aims of a message or information purposes. Each mode contributes a specific meaning when clustered, and when combined a multiplier effect. A multimodal perspective on education, teaching and learning processes highlights and notes the importance of using different modes such as aesthetic expressions as a tool for learning. Teachers need to use them themselves to feel comfortable, that is to understand how each of them work and what advantages and limits each of them has. This workshop will make the participants try out aesthetic expressions in a multimodal way, visually as well as in writing. This is an opportunity to try an aesthetic expression in a joyful learning process. One might say, as many teachers regrettably do: education should not be fun. On the contrary, we reply, there is a great deal to be gained when learners are having fun while they learn; learners’ motivation to learn will increase. When the atmosphere is good, relaxed and friendly and less demanding, learners’ general interest grow and they become more creative. The work procedure make the knowledge stay, and the recollection will be stronger.

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