Abstract
The immersive method is a new concept of visual education that is better suited to the needs of students in contemporary post-industrial society. The features of the immersive method are: 1) it emerges from interaction with visual culture; 2) it encourages understanding of contemporary art (as an integral part of visual culture); and 3) it implements the strategies andprocesses of the dominant tendencies in contemporary art (new media art and relational art) with the goal of adopting the creative process, expressing one’s thoughts and emotions, and communicating with the environment. The immersive method transfers the creative process from art to the process of creation by the students themselves. This occurs with the mediation of an algorithmic scheme that enables students to adopt ways to solve problems, to express thoughts and emotions, to develop ideas and to transfer these ideasto form, medium and material. The immersive method uses transfer in classes, the therapeutic aspect of art and “flow state” (the optimal experience of being immersed in an activity)/aesthetic experience (a total experience that has a beginning, a process and a conclusion)/immersive experience (comprehensive immersion in the present moment). This is a state leading to the sublimative effect of creation (identification with what has been expressed), as well as to self-actualisation. The immersive method teaches one to connect the context, social relations and the artwork as a whole in which one lives as an individual. The adopted creative process is implemented in a critical manner on one’s surrounding through analysis, aesthetic interventions, and ecologically and socially aware inclusion in the life of a community. The students gain the crucial meta-competence of a creative thinking process.
Highlights
Visual education does not typically incorporate the strategies students use in everyday life in the visual culture that has been created by new media technologies
Visual education should take into account the powerful didactic character of visual culture and adopt creative processes and strategies from contemporary art in the development of students’ creativity, enabling expression and communication with the environment and its active modification in order to establish a contemporary society with better qualities
The results obtained from the instruments of written tasks, performative tasks and ludic tasks show that all of the students accepted these tasks as an integral part of the classes, and that they accepted guidance in defining clear visual messages
Summary
Visual education does not typically incorporate the strategies students use in everyday life in the visual culture that has been created by new media technologies. Visual education must be steered towards the development of cognitive processes that include the psycho-biological and socio-cultural aspects necessary for orientation in contemporary postmodern society, so that students can become involved in their environment on multiple levels With this in mind, visual education should take into account the powerful didactic character of visual culture and adopt creative processes and strategies from contemporary art in the development of students’ creativity, enabling expression and communication with the environment and its active modification in order to establish a contemporary society with better qualities. Visual education should take into account the powerful didactic character of visual culture and adopt creative processes and strategies from contemporary art in the development of students’ creativity, enabling expression and communication with the environment and its active modification in order to establish a contemporary society with better qualities All of this is taken into account in the immersive method
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
