Proving or Improving Visual Education: Implications for Teacher Education

Document Type

Conference Proceeding


Faculty of Education and Arts


School of Education




Dinham, J., Wright, P. R., Pascoe, R., MacCallum, J., & Grushka, K. (2007). Proving or improving visual education: Implications for teacher education.


Knowledge, as central to sustaining society and culture, is becoming increasingly dependent on the visual. While other signs and symbol systems such as text and numbers have dominated, and other arts forms such as music and dance are able to express and reveal the pulse of human existence, it is the emergence of new visual technologies and new multimodal forms of the visual that see us expressing and communicating, as never before, in a wide variety of visual forms and materials - including multi-media, web, video, photography and film - along with expressions and communications through design objects and the more traditional forms of art and crafts. Many of these forms of visual expression and presentation are penetrating deeply into everyday work and life. As the nature of the (visual) world is transforming and enlarging, so is the way we develop knowledge and act in the world. This creates new opportunities and a demand for skills that enable people to function within the mediated, graphic and performative environments (Druckery, 1996; National Standards for Arts Education, 1997).

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