Browsing by Author "García Lazo, Verónica"

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    Developing thinking skills through the visual: An a/r/tographical journey
    (2014) García Lazo, Verónica; Smith, Jill
    This article reports on research that investigated how students’ critical thinking skills can be developed through images. The research was located in New Zealand, a country whose national curriculum and assessment systems stress ‘thinking’ as a key competency and place emphasis on developing visual literacies. The research was underpinned by a critique of the impact of images on students living in an image-saturated world and the importance of them being visually literate. It involved examination and documentation of strategies used by two teachers to foster the critical thinking of year 13 students in visual arts education and their responses to those experiences. The research was positioned within an a/r/tographical framework, a method which links art, research and teaching, and privileges both text and image. The findings, presented as an integration of participant and researcher ‘voice’ and the ‘visual’, illustrate the profound effects of critical looking practice through an enquiry framework.
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    Dialogical Pedagogies in Visual Arts Education: A/r/tographical Encounters in Aotearoa New Zealand
    (2022) García Lazo, Verónica
    This article reports on a research that explored students’ critical thinking in visual arts secondary education. The study was underpinned by an appraisal of the effects of the visual on students’ lives and the importance for them to critically navigate these experiences. Aotearoa New Zealand’s bicultural educational policies – based on Māori and European views – and flexible curriculum emerged as a rich conceptual vantage point from which to examine critical thinking. In this context, the curriculum underpins dialogical pedagogies and visual arts students engage in unique arts-based projects driven by their personal interests and visual culture. The research was framed by a/r/tography, a methodology that enabled the interconnection of the fields of art, research and education in response to what emerged from the data. Through verbal and artistic means, the findings show the critical potential of Indigenous knowledge, dialogical pedagogies and arts-based research methodologies.
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    Pedagogy and Social Critique in the Era of Fragmentation: A Collective Writing Experiment as cadavres exquis
    (2020) García Lazo, Verónica; Locke, Kirsten; Rupcich, Nicolás, 1981-; O’Connor, Gabby; Yoon, Caroline; Longley, Alys
    This is the result of a collaborative and creative experiment, a process in which six scholars—Garcia Lazo, Locke, Rupcich, O’Connor, Yoon and Longley—agreed to co-author an article through written and/or visual pieces of work. The emphasis taken in the article is to perform a methodology of fragmentation. The article is to be read as a series of ‘folds’, where collages or fragments of text are contained and while each fold is numbered, the reader is invited to read any fold in any order. Using fragmentation as method in writing also inspired our interpretation of a body of work made up of multiple ‘folds’ from the collaborative parlour game played by the surrealist movement. Known as cadavre exquis, surrealists enjoyed the strange juxtaposition created by each artist’s contribution as they drew part of a body onto a folded piece of paper without seeing the previous drawings in each fold. While often referred to in the context of psychoanalysis, we instead emphasise the fragmentation and hybridity of this form of collaboration in order to critique of universalising narratives about education (and writing) that we consider to be at odds with the post-capitalist realities of contemporary education and life.
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    The many becoming the unresolved one: Reconciling the fields of art, research and education through a/r/tography and collage
    (2022) García Lazo, Verónica
    El presente artículo discute el uso de la a/r/tografía en una indagación que exploró cómo el pensamiento crítico de los estudiantes es articulado en la educación artística visual en tres escuelas secundarias de Aotearoa Nueva Zelanda. La fuerte influencia de las experiencias visuales en la vida cotidiana de los jóvenes y el llamado del currículum nacional a fomentar el pensamiento crítico en el contexto cultural de los estudiantes motivaron la investigación. El estudio incluyó el análisis de políticas educacionales, grupos focales con docentes, entrevistas con estudiantes, observaciones en el aula, documentación fotográfica y la práctica del collage por parte de la investigadora. La a/r/tografía permitió la reconciliación de arte, investigación y educación a través de una indagación relacional enfocada en espacios liminales. El proceso del collage muestra cómo las metodologías artísticas pueden funcionar como un dispositivo relacional entre investigador y participantes. Los hallazgos se presentan como entrelazamientos de significados destinados a provocar la imaginación y abrir conversaciones.
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    The potential of visual arts education: strengthening Pre-Service Primary Teachers' cultural identity
    (2024) García Lazo, Verónica; Donoso Lara, Valentina Paz; Springinzeisz, Kata; Jeldres Zamorano, Rolando
    This article reports on research focused on a visual arts education course offered during a primary teacher training in Chile. It was driven by the increasing cultural diversity in Chilean schools, the potential of art education to respond to this context and the limited space that this field has in the national curriculum, an issue that is replicated in most teachers' training programmes. Intercultural and students' cultural funds of knowledge theories informed a framework that was implemented in the investigated course to strengthen pre-service teachers' cultural identity and the adoption of culturally inclusive practices. Through focus groups with the students and analysis of their visual journals, the research explored whether the course impacted their perception of visual arts education, and their cultural identities. Through a/r/tography, an arts-based methodology that articulates art, research and education, the study presents the students' voices and imagery, testimonies that contributed to reassess the space given to art education in primary schools and teacher training programmes.