Bildstörung – zur theoretischen Grundlegung einer experimentell-empirischen Bilddidaktik
Bildstörung – zur theoretischen Grundlegung einer experimentell-empirischen Bilddidaktik
Abstract
The term ›visual competence‹ plays an important role in current debates about the relevance of art teaching in schools as part of a comprehensive review of the education system. Determining a theoretical didactic basis for this term is shown to be a genuine problem in image science. Both the science and the didactics of images require a process model of understanding images. The term ›image perturbation‹, which Hans Dieter Huber introduced into the debate about art teaching, is used to good effect here in this process approach. It is demonstrated that the process approach implies the concept of a ›possibility space‹ or ›expectation space‹. This space is a precondition for the effects and indications of didactic action to be observed and thus empirically studied. The term ›expectation space‹ contains two inextricably linked concepts: the perspective of describing an image in philosophical terms, and the study of its empirical psychological effects.
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Keywords:
image theorydidactics