Visual Culture Education, Creative Cognition, and Visual Symbolization Skills in Early Children^s Learning. Mohamad Helmi Ismail, Nurul Hidayah, Ririn Despriliani, Serina Ellsa Tasya
Universitas Pendidikan Indonesia
Abstract
The visual culture-based arts education (VCAE) is presumably can build children^s awareness of socio-political aspect in visual images, altering the inappropriate visual arts integration practices, children^s symbolic thinking, and creativity. However, there is not enough evidence to claim its relevance in the Kindergarten setting. This research is conducted to study the VCAE possibility in the K-2 and its relations with the children^s creative cognition and visual symbolic skills. Using the integrative literature review method, this research is synthesize various data collected by opportunistic sampling technique and analyze it thematically. The study finds that VCAE only works in elementary school and above although it resembles the culturally relevant approach that commonly used in Kindergarten. Conceptually, VCAE are having connections with the visual symbolic thinking and the creative cognitive skills. In conclusion, VCAE is a promising concept that needs to be explored further to test its sufficiency in the K-2 setting.
