SEEING, THINKING AND SAYING
"All visual art forms push interpreters towards some sense of connection and completion"
"…the viewer of a painting, dance or drama becomes an agent in interaction with the work of art" (Turner, 2006).
- children learn to see, do and be
** "…learning challenges have to be met through honing the powers of attentiveness, memory storage, and capacity to connect, correlate, and conceptualise with appropriate relevance."
- the more the viewer is asked to engage and participate with the material, the more they connect and store new information
"…the mental visual activity that we consider essential to 'thinking', 'understanding', or 'enabling' relies on attending and acting, seeing and doing. In other words, we have to play along in order to know."
"Images do not simply give us representations of the world. They are the foundation of our understanding of ourselves as thinkers and as players - ever moving between realism and fantasy, across contexts and continuities." (Kress, 2004).
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