Learning through Art in Medical Education

Medical Humanities approach is becoming an important action in the health curriculum. Art can play a central role in the training of care staff for the development of skills and for the humanization of the therapeutic path. The application of art as a tool for learning and its historical relationship with medicine can be a valid support for the development of skills such as observation, active listening, problem solving and empathy, useful for improving the profession and the relationship with the patient. It is possible to rediscover the link between art, medicine, and care to help health professionals to improve their activities and resilience. Particular methods such as that of the Visual Thinking Strategies (VTS) can help health students and professionals to become better actors in the care context.

Unfolding Layers of Meanings: Visual-Verbal Relations in Just Ask—A Children’s Picture Book

Studies in the field of semiotics and children’s literature have described the relationship between the verbal and visual texts in picture books as both complex and subtle. These relationships are named differently across theories, yet they still note two possibilities, whether they support or are against each other in conveying meanings to the readers. This study seeks to explore the relations between visual-verbal modes depicted in a children’s picture book entitled Just Ask (author/illustrator by Sotomayor Lopez, 2019), viewed from the perspective of multimodality as proposed by Unsworth (2006). The analysis between the visual and verbal modes in the picture book is focused on ideational concurrence and ideational complementarity. The results indicate that meanings in Just Ask are negotiated through verbal and visual texts which may be complementary or have divergent relationships to one another. It is through such strategy that the suggested theme of the picture book, in this case accepting diversity, is consistently conveyed to the targeted readers. Since picture books are used vastly in EFL/ESL classrooms to enhance students’ reading experiences, this study may help teachers develop students’ ability to make meaning from verbal and visual texts and inspire their visual thinking strategies.

Percepciones del profesorado de primaria sobre las visitas educativas basadas en las Visual Thinking Strategies (VTS). DAFO de su aplicación en el Museo Picasso de Barcelona.

Se presenta un estudio de caso sobre la aplicación del método pedagógico Visual Thinking Strategies (VTS) a las visitas escolares del Museo Picasso de Barcelona. Teniendo como objetivo principal analizar las percepciones del profesorado de primaria y articular sus voces, se recurre a una metodología mixta a través de triangulaciones de instrumentos y técnicas de análisis. Para ello se opta por un análisis DAFO y se interrelacionan sus debilidades, amenazas, fortalezas y oportunidades mediante un mapa conceptual. Los docentes señalan muchos más aspectos positivos que negativos, concentrándose los primeros en tres áreas temáticas: los efectos cognitivos en el alumnado, el modelo educativo constructivista y significativo que impulsa y el concepto de museo como zona de confort donde el estudiantado puede participar y opinar libremente. Los aspectos negativos giran en torno a los rasgos propios del método, las características de la adaptación que de él hace la institución y las limitaciones estructurales del Museo Picasso. De acuerdo al profesorado, la implementación del método mejoraría al aplicarlo de manera más continuada y flexible, combinando las interpretaciones libres sobre obras de arte con contenido histórico-artístico. Al ser un método competencial se sugiere también un trabajo continuado en el museo y/o en la escuela.

VISUAL THINKING STRATEGIES BASED PICTURE BOOK MEDIA FOR THEMATIC LEARNING IN ELEMENTARY SCHOOLS

The research in this article aims to develop a picture book based on visual thinking strategies for thematic learning in elementary schools. This is specifically intended to test the feasibility of the media developed in aspects of 1) material, 2) media, 3) teacher response, and 4) student response. This research is categorized as research and development. Research subjects for limited trials were teachers and third-grade students of SD Muhammadiyah 16 Karangasem consisting of 2 teachers and 9 students. The type of research is qualitative evaluative. The data were obtained from the validation assessment of material experts, media experts, teachers, and students' responses. The data analysis technique was conducted through flow and constant comparison methods. Based on the results, the assessments of the media developed are 1) material experts earned a score of 62 with suitable category, 2) media experts obtained a score of 45 with suitable category, 3) teacher responses scored 44 with very suitable category, and 4) student responses gained a score of 14.1 with very suitable category. To conclude, the picture book based on visual thinking strategies is suitable for learning media in elementary schools.Penelitian dalam artikel ini bertujuan untuk mengembangkan buku bergambar berbasis strategi berpikir visual untuk pembelajaran tematik di sekolah dasar. Hal ini secara khusus dimaksudkan untuk menguji kelayakan media yang dikembangkan pada aspek 1) materi, 2) media, 3) respon guru, dan 4) respon siswa. Penelitian ini dikategorikan sebagai penelitian dan pengembangan. Subjek penelitian pada penelitian terbatas ini adalah guru-guru dan siswa kelas tiga di SD Muhammadiyah 16 Karangasem yang terdiri dari 2 guru dan 9 siswa. Data diperoleh dari penilaian validasi ahli materi, ahli media, guru, dan tanggapan siswa. Teknik analisis data dilakukan dengan metode perbandingan aliran dan konstan. Berdasarkan hasil penilaian terhadap media yang dikembangkan adalah 1) ahli materi memperoleh skor 62 dengan kategori sesuai, 2) ahli media memperoleh skor 45 dengan kategori sesuai, 3) tanggapan guru memperoleh skor 44 dengan kategori sangat sesuai, dan 4) Respon siswa memperoleh skor 14,1 dengan kategori sangat sesuai. Kesimpulannya, buku bergambar berbasis strategi berpikir visual cocok untuk media pembelajaran di sekolah awal.

KELAYAKAN MEDIA BUKU BERGAMBAR BERBASIS VISUAL THINKING STRATEGIES DI SEKOLAH DASAR

Penelitian ini secara umum bertujuan untuk mengembangkan media buku bergambar berbasis visual thinking strategies pada pembelajaran tematik di Sekolah Dasar. Secara khusus pada ahtikel ini ditujukan untuk menguji kelayakan media yang dikembangkan pada aspek: 1) materi, 2) media, 3) respon guru, dan 4) respon siswa. Jenis penelitian ini secara umum penelitian dan pengembangan. Jenis penelitian pada artikel ini evaluatif kualitatif. Penelitian dilakukan pada semester genap 2019/2020 di SD Muhammadiyah Al-Kausar Kartasura Sukoharjo Jawa Tengah. Data diperoleh dari penilaian validasi ahli materi, ahli media, respon guru dan siswa. Teknik analisis data dengan metode komparasi konstan deskriptif. Hasil penelitian, penilaian media yang dikembangkan, yaitu 1) ahli materi sebesar 88,75% termasuk dalam kategori sangat layak, 2) penilaian ahli media sebesar 85% termasuk dalam kategori sangat layak, 3) respon guru sebesar 98,75% termasuk dalam kategori sangat layak, dan 4) respon siswa sebesar 85,92% termasuk dalam kategori sangat layak. Berarti dapat disimpukan, media buku bergambar berbasis visual thinking strategies yang dikembangkan layak digunakan sebagai media pembelajaran di Sekolah Dasar.

Transformative Learning in the Art Museum: A Methods Review

Clinical educators are continually seeking innovative methods and settings for teaching. As such, they have increasingly begun to use art museums as a new educational space in which to build clinically-relevant skills and promote learners’ professional identity formation. Art museum-based pedagogy can be understood through the framework of transformative learning theory, which provides an account of how adults learn through experience. In this article, the authors apply this theory to art museum-based teaching and offer a practical overview of art museum-based activities, highlighting three exemplars: visual thinking strategies, personal responses tour, and group poems. This toolbox of art museum-based teaching methods provides a launching pad for educators and learners to explore this innovative educational strategy.