Relevant bibliographies by topics / Visual and performative learning

Academic literature on the topic 'Visual and performative learning'

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Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Visual and performative learning"

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Sastre, Cibele. "Learning/teaching, creating and performing through LBMS." Journal of Dance & Somatic Practices 12, no. 1 (August 1, 2020): 95–106. http://dx.doi.org/10.1386/jdsp_00015_1.

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This article presents Laban/Bartenieff movement studies (LBMS) experiments through pedagogical procedures and creative processes. It comprises artistic and performative perspectives in choreography and dance education from a nineteen years’ research within master and doctorate studies. Laban’s Motif writing shifts its main function to act as a trigger for creative processes. Besides, somatic serenities, as an important body state for the production of presence, are encouraged in somatic‐performative practices that include LBMS into dance programme courses in Rio Grande do Sul. The concept of somatic serenities is introduced to develop an inner‐outer body connection state as an intimate experience with dance, which produces knowledge. This text considers performative dance practices and practice as research as an LBMS teaching methodology in dance courses in the south of Brazil.
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Grushka, Kathryn. "Conceptualising Visual Learning as an Embodied and Performative Pedagogy for all Classrooms." Encounters in Theory and History of Education 11 (November 28, 2010): 13–23. http://dx.doi.org/10.24908/eoe-ese-rse.v11i0.3167.

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The challenge for arts educators is to find language and conceptual framings for visual art education that resonate with the transformative and literacy aims of mainstream education and position visual learning as essential. The unique value of visual knowing is now an imperative in our ocularcentric culture where new technologies, consumerism and unprecedented mobility impacts on all students in the twenty first century. Visual creative adaptability and its culturally located critical and generative understandings draw from our sense-rich world of human experience. Grounded in the theories of communicative knowing (Habermas,1976), becoming as the experience of performing self (Deleuze, 2001, 2004), experience and creativity as personal agency (Semetsky, 2003) and informed by socio-cultural inquiry, visuality and art practice as research (Sullivan, 2005) the research connects explicitly to socio-cultural values. This paper presents a conceptual model of Visual Embodied and Performative Pedagogy as a renewed language for visual arts education. It is grounded in material embodied practices, socio-cultural learning and identities understanding as they emerge in an ethico-aesthetic learning space that contributes to participatory democracy. The paper argues that the embodied and performative visual experience is central to personal socio-cultural inquiry and subjectivity insights. The paper will foreground the theoretical arguments for Visual Embodied and Performative Pedagogy of self with empirical Australian visual education research, between 2004-2007 (Dinham, Grushka, MacCallum, Brown, Wright, & Pasco, 2007; Grushka, 2009). It centers the significance of images in society and the need for all students to develop visual communicative competencies. The benefits of socially embedded and embodied visual inquiry are argued. In so doing it calls into question the illustrative and often secondary role afforded to visual communicative proficiency found in visual arts education and its related learning outcomes. It argues that it is an essential way of knowing for the mediation of ideas and feelings in the new image oriented society.
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Owen, Craig, and Sarah Riley. "Teaching Visual Methods Using Performative Storytelling, Reflective Practice and Learning through Doing." Psychology Learning & Teaching 11, no. 1 (January 1, 2012): 60–65. http://dx.doi.org/10.2304/plat.2012.11.1.60.

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Visual images percolate our everyday lives, visual technologies are increasingly accessible and affordable, and visual methods are at the forefront of methodological innovation. If psychology students are to capitalise on these exciting developments, visual methods teaching needs to be integrated into ‘mainstream’ qualitative methods training. This report offers an example of how this has been done through the use of three pedagogical practices, namely performative storytelling, modelling reflective practice, and learning through doing. It describes how these practices inform the authors' teaching of visual methods, gives an example of how these have been applied, and offers suggestions to the reader for other ways of developing these principles in practice.
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Grushka, Kathryn. "Meaning and identities: a visual performative pedagogy for socio‐cultural learning." Curriculum Journal 20, no. 3 (September 2009): 237–51. http://dx.doi.org/10.1080/09585170903195860.

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Dolan, Jill. "Geographies of Learning: Theatre Studies, Performance, and the "Performative"." Theatre Journal 45, no. 4 (December 1993): 417. http://dx.doi.org/10.2307/3209014.

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Clifton, Shirley, and Kathryn Grushka. "Rendering Artful and Empathic Arts-Based Performance as Action." LEARNing Landscapes 15, no. 1 (June 23, 2022): 89–107. http://dx.doi.org/10.36510/learnland.v15i1.1066.

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There is a critical need to consider ways to enrich the educational experiences and well-being of adolescents when the lack of empathy in the world is high. This paper presents the concepts of Artful Empathy and Artful and Empathic Learning Ecology. The concepts are exemplified from a multi-site case study within Australian secondary visual art studio classrooms. The article demonstrates how learning and making art in an artfully empathic ecology can support the legitimacy of diverse and marginalized voices. Arts-based performative approaches may facilitate empathic knowing across disciplines with global traction.
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Sebiane Serrano, Leonardo José. "Mestizo Corporalities: Tropical/vibrant Latin American bodies." Journal of Dance & Somatic Practices 12, no. 1 (August 1, 2020): 107–25. http://dx.doi.org/10.1386/jdsp_00016_1.

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The research suggests understandings about the importance of activation (of/from/in) the body with the systems (culture/communication/health) through somatic‐performative experiences; by means of which the anaesthetized body is destabilized for an awakening of states of the Mestizo Corporalities in the (re)cognition of the tropical/vibrant body. The initiative has fostered the ecology of knowledge, as well as a decolonial education in a research proposal that aims to anthropofagize these experiences in movement of the performer-researcher for an activation/reactivation of diverse points of view incorporating several principles of the somatic‐performative approach, embracing the (inter)arts as an actuator of relationships with nature-life-world, their religious-ritualistic syncretisms and the day-to-day experiences, as well as the paths-identities of the performer-person-researcher. This narrative aims to incorporate completed performances and expose how these paths affect my identity networks; it is in this flow of interactions that articulate transpositions of learning and their different contributions to systems (culture‐communication‐health) that somatic‐performative experiences renew the awakening to the mestizo vibrational body and in some way force the presence of practice research for other methodologies for a decolonial education and knowledge ecology.
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Huebner, Emma June. "TikTok and museum education: A visual content analysis." International Journal of Education Through Art 18, no. 2 (June 1, 2022): 209–25. http://dx.doi.org/10.1386/eta_00095_1.

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Although TikTok has been downloaded 2.6 billion times and is widely used around the world, cultural organizations have been slow to join the trend. The few museums that use the app have had contrasting approaches to their content creation. This study employs a case study methodology to examine the use of TikTok by the Uffizi Gallery (Florence) and the Rijksmuseum (Amsterdam) through a visual content analysis of their posts. Considering theories of learning and teaching in the museum, as well as of connectivism, the central guiding questions are: how are museums using TikTok? In what ways do these short-form videos connect visitors with their collections? What are the implications for museum education? The findings from this study reveal that museums use either expository and didactic teaching practices on TikTok or performative TikTok practices, which include collaboration with youth. The study has implications for museum educators who wish to use TikTok as an educational tool.
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Trezise, Bryoni. "Performative pedagogies: feeling the experience of being (the) social in twenty-first century learning." Research in Drama Education: The Journal of Applied Theatre and Performance 25, no. 3 (July 2, 2020): 465–79. http://dx.doi.org/10.1080/13569783.2020.1789454.

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Zollinger, Rachel, Mariko O. Thomas, Hollis Moore, and Kaitlin Bryson. "Lichenizing Pedagogy: Art Explorations in More-than-Human Performance and Practice." Research in Arts and Education 2022, no. 1 (May 27, 2022): 23–33. http://dx.doi.org/10.54916/rae.116995.

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This project of performative writing and visual inquiry proposes the concept of “lichenizing” as a collaborative methodology for engaging with the lively pedagogy of the more-than-human. Looking to the multispecies mosaic of Lichen as teacher and ally, this arts-based, collectively produced foray considers transcorporeal, intermingled relationships as a pedagogical tool for fostering a radical, ecologically-centered curiosity for learning and making. To support our theorizing, we present two collaborative art projects where tenets of lichenizing were utilized to instruct process and form, and suggest further exploration and research on the practice of “lichenizing.”
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Dissertations / Theses on the topic "Visual and performative learning"

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Zhu, Fan. "Visual feature learning." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/8218/.

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Categorization is a fundamental problem of many computer vision applications, e.g., image classification, pedestrian detection and face recognition. The robustness of a categorization system heavily relies on the quality of features, by which data are represented. The prior arts of feature extraction can be concluded in different levels, which, in a bottom up order, are low level features (e.g., pixels and gradients) and middle/high-level features (e.g., the BoW model and sparse coding). Low level features can be directly extracted from images or videos, while middle/high-level features are constructed upon low-level features, and are designed to enhance the capability of categorization systems based on different considerations (e.g., guaranteeing the domain-invariance and improving the discriminative power). This thesis focuses on the study of visual feature learning. Challenges that remain in designing visual features lie in intra-class variation, occlusions, illumination and view-point changes and insufficient prior knowledge. To address these challenges, I present several visual feature learning methods, where these methods cover the following sub-topics: (i) I start by introducing a segmentation-based object recognition system. (ii) When training data are insufficient, I seek data from other resources, which include images or videos in a different domain, actions captured from a different viewpoint and information in a different media form. In order to appropriately transfer such resources into the target categorization system, four transfer learning-based feature learning methods are presented in this section, where both cross-view, cross-domain and cross-modality scenarios are addressed accordingly. (iii) Finally, I present a random-forest based feature fusion method for multi-view action recognition.
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Huang, Wang. "Visual Sensation and Performative Cultural Politics: Chinese Literary Text Messages and the Colors of Texts." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275499580.

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Goh, Hanlin. "Learning deep visual representations." Paris 6, 2013. http://www.theses.fr/2013PA066356.

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Les avancées récentes en apprentissage profond et en traitement d'image présentent l'opportunité d'unifier ces deux champs de recherche complémentaires pour une meilleure résolution du problème de classification d'images dans des catégories sémantiques. L'apprentissage profond apporte au traitement d'image le pouvoir de représentation nécessaire à l'amélioration des performances des méthodes de classification d'images. Cette thèse propose de nouvelles méthodes d'apprentissage de représentations visuelles profondes pour la résolution de cette tache. L'apprentissage profond a été abordé sous deux angles. D'abord nous nous sommes intéressés à l'apprentissage non supervisé de représentations latentes ayant certaines propriétés à partir de données en entrée. Il s'agit ici d'intégrer une connaissance à priori, à travers un terme de régularisation, dans l'apprentissage d'une machine de Boltzmann restreinte (RBM). Nous proposons plusieurs formes de régularisation qui induisent différentes propriétés telles que la parcimonie, la sélectivité et l'organisation en structure topographique. Le second aspect consiste au passage graduel de l'apprentissage non supervisé à l'apprentissage supervisé de réseaux profonds. Ce but est réalisé par l'introduction sous forme de supervision, d'une information relative à la catégorie sémantique. Deux nouvelles méthodes sont proposées. Le premier est basé sur une régularisation top-down de réseaux de croyance profonds à base de RBMs. Le second optimise un cout intégrant un critre de reconstruction et un critre de supervision pour l'entrainement d'autoencodeurs profonds. Les méthodes proposées ont été appliquées au problme de classification d'images. Nous avons adopté le modèle sac-de-mots comme modèle de base parce qu'il offre d'importantes possibilités grâce à l'utilisation de descripteurs locaux robustes et de pooling par pyramides spatiales qui prennent en compte l'information spatiale de l'image. L'apprentissage profonds avec agrÉgation spatiale est utilisé pour apprendre un dictionnaire hiÉrarchique pour l'encodage de reprÉsentations visuelles de niveau intermÉdiaire. Cette mÉthode donne des rÉsultats trs compétitifs en classification de scènes et d'images. Les dictionnaires visuels appris contiennent diverses informations non-redondantes ayant une structure spatiale cohérente. L'inférence est aussi très rapide. Nous avons par la suite optimisé l'étape de pooling sur la base du codage produit par le dictionnaire hiérarchique précédemment appris en introduisant introduit une nouvelle paramétrisation dérivable de l'opération de pooling qui permet un apprentissage par descente de gradient utilisant l'algorithme de rétro-propagation. Ceci est la premire tentative d'unification de l'apprentissage profond et du modèle de sac de mots. Bien que cette fusion puisse sembler évidente, l'union de plusieurs aspects de l'apprentissage profond de représentations visuelles demeure une tache complexe à bien des égards et requiert encore un effort de recherche important
Recent advancements in the areas of deep learning and visual information processing have presented an opportunity to unite both fields. These complementary fields combine to tackle the problem of classifying images into their semantic categories. Deep learning brings learning and representational capabilities to a visual processing model that is adapted for image classification. This thesis addresses problems that lead to the proposal of learning deep visual representations for image classification. The problem of deep learning is tackled on two fronts. The first aspect is the problem of unsupervised learning of latent representations from input data. The main focus is the integration of prior knowledge into the learning of restricted Boltzmann machines (RBM) through regularization. Regularizers are proposed to induce sparsity, selectivity and topographic organization in the coding to improve discrimination and invariance. The second direction introduces the notion of gradually transiting from unsupervised layer-wise learning to supervised deep learning. This is done through the integration of bottom-up information with top-down signals. Two novel implementations supporting this notion are explored. The first method uses top-down regularization to train a deep network of RBMs. The second method combines predictive and reconstructive loss functions to optimize a stack of encoder-decoder networks. The proposed deep learning techniques are applied to tackle the image classification problem. The bag-of-words model is adopted due to its strengths in image modeling through the use of local image descriptors and spatial pooling schemes. Deep learning with spatial aggregation is used to learn a hierarchical visual dictionary for encoding the image descriptors into mid-level representations. This method achieves leading image classification performances for object and scene images. The learned dictionaries are diverse and non-redundant. The speed of inference is also high. From this, a further optimization is performed for the subsequent pooling step. This is done by introducing a differentiable pooling parameterization and applying the error backpropagation algorithm. This thesis represents one of the first attempts to synthesize deep learning and the bag-of-words model. This union results in many challenging research problems, leaving much room for further study in this area
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Walker, Catherine Livesay. "Visual learning through Hypermedia." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1148.

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Owens, Andrew (Andrew Hale). "Learning visual models from paired audio-visual examples." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/107352.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 93-104).
From the clink of a mug placed onto a saucer to the bustle of a busy café, our days are filled with visual experiences that are accompanied by distinctive sounds. In this thesis, we show that these sounds can provide a rich training signal for learning visual models. First, we propose the task of predicting the sound that an object makes when struck as a way of studying physical interactions within a visual scene. We demonstrate this idea by training an algorithm to produce plausible soundtracks for videos in which people hit and scratch objects with a drumstick. Then, with human studies and automated evaluations on recognition tasks, we verify that the sounds produced by the algorithm convey information about actions and material properties. Second, we show that ambient audio - e.g., crashing waves, people speaking in a crowd - can also be used to learn visual models. We train a convolutional neural network to predict a statistical summary of the sounds that occur within a scene, and we demonstrate that the visual representation learned by the model conveys information about objects and scenes.
by Andrew Owens.
Ph. D.
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Gontovnik, Monica. "Another Way of Being: The Performative Practices of Contemporary Female ColombianArtists." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1420473106.

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Peyre, Julia. "Learning to detect visual relations." Thesis, Paris Sciences et Lettres (ComUE), 2019. http://www.theses.fr/2019PSLEE016.

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Nous étudions le problème de détection de relations visuelles de la forme (sujet, prédicat, objet) dans les images, qui sont des entités intermédiaires entre les objets et les scènes visuelles complexes. Cette thèse s’attaque à deux défis majeurs : (1) le problème d’annotations coûteuses pour l’entrainement de modèles fortement supervisés, (2) la variation d’apparence visuelle des relations. Nous proposons un premier modèle de détection de relations visuelles faiblement supervisé, n’utilisant que des annotations au niveau de l’image, qui, étant donné des détecteurs d’objets pré-entrainés, atteint une précision proche de celle de modèles fortement supervisés. Notre second modèle combine des représentations compositionnelles (sujet, objet, prédicat) et holistiques (triplet) afin de mieux modéliser les variations d’apparence visuelle et propose un module de raisonnement par analogie pour généraliser à de nouveaux triplets. Nous validons expérimentalement le bénéfice apporté par chacune de ces composantes sur des bases de données réelles
In this thesis, we study the problem of detection of visual relations of the form (subject, predicate, object) in images, which are intermediate level semantic units between objects and complex scenes. Our work addresses two main challenges in visual relation detection: (1) the difficulty of obtaining box-level annotations to train fully-supervised models, (2) the variability of appearance of visual relations. We first propose a weakly-supervised approach which, given pre-trained object detectors, enables us to learn relation detectors using image-level labels only, maintaining a performance close to fully-supervised models. Second, we propose a model that combines different granularities of embeddings (for subject, object, predicate and triplet) to better model appearance variation and introduce an analogical reasoning module to generalize to unseen triplets. Experimental results demonstrate the improvement of our hybrid model over a purely compositional model and validate the benefits of our transfer by analogy to retrieve unseen triplets
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Tang-Wright, Kimmy. "Visual topography and perceptual learning in the primate visual system." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:388b9658-dceb-443a-a19b-c960af162819.

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The primate visual system is organised and wired in a topological manner. From the eye well into extrastriate visual cortex, a preserved spatial representation of the vi- sual world is maintained across many levels of processing. Diffusion-weighted imaging (DWI), together with probabilistic tractography, is a non-invasive technique for map- ping connectivity within the brain. In this thesis I probed the sensitivity and accuracy of DWI and probabilistic tractography by quantifying its capacity to detect topolog- ical connectivity in the post mortem macaque brain, between the lateral geniculate nucleus (LGN) and primary visual cortex (V1). The results were validated against electrophysiological and histological data from previous studies. Using the methodol- ogy developed in this thesis, it was possible to segment the LGN reliably into distinct subregions based on its structural connectivity to different parts of the visual field represented in V1. Quantitative differences in connectivity from magno- and parvo- cellular subcomponents of the LGN to different parts of V1 could be replicated with this method in post mortem brains. The topological corticocortical connectivity be- tween extrastriate visual area V5/MT and V1 could also be mapped in the post mortem macaque. In vivo DWI scans previously obtained from the same brains have lower resolution and signal-to-noise because of the shorter scan times. Nevertheless, in many cases, these yielded topological maps similar to the post mortem maps. These results indicate that the preserved topology of connection between LGN to V1, and V5/MT to V1, can be revealed using non-invasive measures of diffusion-weighted imaging and tractography in vivo. In a preliminary investigation using Human Connectome data obtained in vivo, I was not able to segment the retinotopic map in LGN based on con- nections to V1. This may be because information about the topological connectivity is not carried in the much lower resolution human diffusion data, or because of other methodological limitations. I also investigated the mechanisms of perceptual learning by developing a novel task-irrelevant perceptual learning paradigm designed to adapt neuronal elements early on in visual processing in a certain region of the visual field. There is evidence, although not clear-cut, to suggest that the paradigm elicits task- irrelevant perceptual learning, but that these effects only emerge when practice-related effects are accounted for. When orientation and location specific effects on perceptual performance are examined, the largest improvement occurs at the trained location, however, there is also significant improvement at one other 'untrained' location, and there is also a significant improvement in performance for a control group that did not receive any training at any location. The work highlights inherent difficulties in inves- tigating perceptual learning, which relate to the fact that learning likely takes place at both lower and higher levels of processing, however, the paradigm provides a good starting point for comprehensively investigating the complex mechanisms underlying perceptual learning.
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Shi, Xiaojin. "Visual learning from small training datasets /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2005. http://uclibs.org/PID/11984.

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Liu, Jingen. "Learning Semantic Features for Visual Recognition." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3358.

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Visual recognition (e.g., object, scene and action recognition) is an active area of research in computer vision due to its increasing number of real-world applications such as video (image) indexing and search, intelligent surveillance, human-machine interaction, robot navigation, etc. Effective modeling of the objects, scenes and actions is critical for visual recognition. Recently, bag of visual words (BoVW) representation, in which the image patches or video cuboids are quantized into visual words (i.e., mid-level features) based on their appearance similarity using clustering, has been widely and successfully explored. The advantages of this representation are: no explicit detection of objects or object parts and their tracking are required; the representation is somewhat tolerant to within-class deformations, and it is efficient for matching. However, the performance of the BoVW is sensitive to the size of the visual vocabulary. Therefore, computationally expensive cross-validation is needed to find the appropriate quantization granularity. This limitation is partially due to the fact that the visual words are not semantically meaningful. This limits the effectiveness and compactness of the representation. To overcome these shortcomings, in this thesis we present principled approach to learn a semantic vocabulary (i.e. high-level features) from a large amount of visual words (mid-level features). In this context, the thesis makes two major contributions. First, we have developed an algorithm to discover a compact yet discriminative semantic vocabulary. This vocabulary is obtained by grouping the visual-words based on their distribution in videos (images) into visual-word clusters. The mutual information (MI) be- tween the clusters and the videos (images) depicts the discriminative power of the semantic vocabulary, while the MI between visual-words and visual-word clusters measures the compactness of the vocabulary. We apply the information bottleneck (IB) algorithm to find the optimal number of visual-word clusters by finding the good tradeoff between compactness and discriminative power. We tested our proposed approach on the state-of-the-art KTH dataset, and obtained average accuracy of 94.2%. However, this approach performs one-side clustering, because only visual words are clustered regardless of which video they appear in. In order to leverage the co-occurrence of visual words and images, we have developed the co-clustering algorithm to simultaneously group the visual words and images. We tested our approach on the publicly available fifteen scene dataset and have obtained about 4% increase in the average accuracy compared to the one side clustering approaches. Second, instead of grouping the mid-level features, we first embed the features into a low-dimensional semantic space by manifold learning, and then perform the clustering. We apply Diffusion Maps (DM) to capture the local geometric structure of the mid-level feature space. The DM embedding is able to preserve the explicitly defined diffusion distance, which reflects the semantic similarity between any two features. Furthermore, the DM provides multi-scale analysis capability by adjusting the time steps in the Markov transition matrix. The experiments on KTH dataset show that DM can perform much better (about 3% to 6% improvement in average accuracy) than other manifold learning approaches and IB method. Above methods use only single type of features. In order to combine multiple heterogeneous features for visual recognition, we further propose the Fielder Embedding to capture the complicated semantic relationships between all entities (i.e., videos, images,heterogeneous features). The discovered relationships are then employed to further increase the recognition rate. We tested our approach on Weizmann dataset, and achieved about 17% 21% improvements in the average accuracy.
Ph.D.
School of Electrical Engineering and Computer Science
Engineering and Computer Science
Computer Science PhD
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Books on the topic "Visual and performative learning"

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Black arts in Britain: Literary, visual, performative. Roma: Aracne, 2011.

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Imagining organizations: Performative imagery in business and beyond. New York, NY: Routledge, 2011.

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K, Nayar Shree, and Poggio Tomaso, eds. Early visual learning. New York: Oxford University Press, 1996.

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M, Moore David, and Dwyer Francis M, eds. Visual literacy: A spectrum of visual learning. Englewood Cliffs, N.J: Educational Technology Publications, 1994.

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Liberty, Jesse. Learning Visual Basic .NET. Sebastopol, CA: O'Reilly, 2002.

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Learning Visual Basic. NET. Beijing: O'Reilly, 2003.

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N, Erin Jane, ed. Visual handicaps and learning. 3rd ed. Austin, Tex: PRO-ED, 1992.

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Learning through visual displays. Charlotte, North Carolina: Information Age Publishing, Inc., 2013.

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Visual impact, visual teaching: Using images to strengthen learning. San Diego, Calif: Brain Store, Inc., 2005.

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Visual impact, visual teaching: Using images to strengthen learning. 2nd ed. Thousand Oaks, CA: Corwin Press, 2009.

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Book chapters on the topic "Visual and performative learning"

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Lähdesmäki, Tuuli, Jūratė Baranova, Susanne C. Ylönen, Aino-Kaisa Koistinen, Katja Mäkinen, Vaiva Juškiene, and Irena Zaleskiene. "Multimodality: Art as a Meaning-Making Process." In Learning Cultural Literacy through Creative Practices in Schools, 31–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89236-4_3.

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AbstractThe authors of the book see multimodality as intrinsic to human communication and texts, and as consisting of a multiplicity of signs. This chapter discusses how this applies in educational settings, to examine how different modes of communication are intertwined and utilized in learning, including children’s creative learning practices. In this, the authors use the semiotic concepts that operate in all communicative contexts: Field, tenor, and mode. Through them, the authors view the CLLP as a space that enables social activities, exploration of cultural, social, and societal contents and topics, and the development of social relationships. All this occurs through various communication channels, ranging from linguistic to visual and from auditive to performative expression.
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Crowhurst, Michael, and Michael Emslie. "Performative Analysis." In Working Creatively with Stories and Learning Experiences, 27–37. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69754-3_3.

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Wulf, Christoph, Birgit Althans, Kathrin Audehm, and Juliane Engel. "Learning as a performative social process." In Learning as Social Practice, 103–45. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Foundations and futures of education: Routledge, 2021. http://dx.doi.org/10.4324/9781003139188-5.

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Dahl, Thomas. "The poiesis and mimesis of learning." In Performative Approaches in Arts Education, 11–24. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge research in education: Routledge, 2019. http://dx.doi.org/10.4324/9780429444159-2.

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Williams, Julian, Julie Ryan, and Siân Morgan. "Lesson Study in a Performative Culture." In Workplace Learning in Teacher Education, 151–67. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7826-9_9.

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Burge, M., and W. Burger. "Learning visual ideals." In Image Analysis and Processing, 316–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/3-540-63508-4_138.

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Burge, M., and W. Burger. "Learning visual ideals." In Lecture Notes in Computer Science, 464–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/bfb0025067.

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Panciroli, Chiara, Laura Corazza, and Anita Macauda. "Visual-Graphic Learning." In Proceedings of the 2nd International and Interdisciplinary Conference on Image and Imagination, 49–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41018-6_6.

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Lu, Zhong-Lin, and Barbara Anne Dosher. "Visual Perceptual Learning." In Encyclopedia of the Sciences of Learning, 3415–18. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_258.

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Lovegrove, William. "The Visual Deficit Hypothesis." In Learning Disabilities, 246–69. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9133-3_8.

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Conference papers on the topic "Visual and performative learning"

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Li, Shuwen. "Performative ePortfolio: A learning tool in technical and professional communication class." In 2016 IEEE Professional Communication Society (ProComm). IEEE, 2016. http://dx.doi.org/10.1109/ipcc.2016.7740492.

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Lošonc, Alpar, Andrea Ivanišević, and Ivana Katić. "Economic discourse and visual configuration." In 10th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design,, 2020. http://dx.doi.org/10.24867/grid-2020-p53.

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Economic discourse has always used different visual modes of shaping perception. For example, characteristic classical image in economic discourse is the "invisible hand". In doing so, economic discourse reaches for, concerning of its metaphors, for resources in physics, but also in literature. If big part of the visual figures of economic discourse (equilibrium, e.g.) was borrowed from physics in the twentieth century, mathematics is a significant, even dominant source of the formation of visual perception, based on different schemes, graphs and geometric figures. In this paper, we show the configuration dynamics of visual perceptions in economic discourse, starting from the fact that visualization of economic discourse has the following functions: a) demonstration of certain knowledge, b) the realization of a performative visual effect, that is the creation of certain forms of visibility, c) persuasion of the public regarding the fact that economic discourse has cognitive authority.
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Fratini, Nathalie. "PERFORMATIVE LEARNING METHODS IN VOCATIONAL EDUCATION AND TRAINING TO IMPROVE SOCIAL AND PERSONAL SKILLS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0445.

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Gimenez Calpe, Ana. "The Lecture-Performance: Implementing Performative Pedagogy in Literature Class." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11186.

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In recent years the performative has gained importance within the pedagogical field and has opened new perspectives in educational research. Experience has shown that the integration of performative elements in the learning process allow teachers to involve learners emotionally and cognitively. The present paper deals with a learning experience performed with students in the course “German Literature (2nd language)” at the University of Valencia. From the perspective of Performative Pedagogy, students are asked to carry out a research project and then transfer the acquired knowledge to the theatrical format that must be didactic: a Lecture-Performance. This activity highlights the benefits of students’ autonomous and cooperative learning, as well as the development of students’ performative competence, with which they achieved deeper levels of understanding and improved their retention of what was studied. The teacher evaluation and a questionnaire carried out by the students at the end of the activity confirm the achievement of the initial objectives.
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Buijs, Jean M., and Michael S. Lew. "Learning visual concepts." In the seventh ACM international conference. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/319878.319880.

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Zhao, Qi, and Christof Koch. "Learning visual saliency." In 2011 45th Annual Conference on Information Sciences and Systems (CISS). IEEE, 2011. http://dx.doi.org/10.1109/ciss.2011.5766178.

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BERARDI, NICOLETTA, and ADRIANA FIORENTINI. "VISUAL PERCEPTUAL LEARNING." In Proceedings of the International School of Biophysics. WORLD SCIENTIFIC, 2001. http://dx.doi.org/10.1142/9789812799975_0034.

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Guida, Francesco Ermanno, and Ernesto Voltaggio. "Programming Visual Representations. Evolutions of Visual Identities between Tangible and Intangible." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3334.

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The communication design field it's considerably changed in the last 20 years and more as well as the role of the designer. Technology has modified the daily work tools and new possible relations between the designer, the commitment and the final user can be underlined. Observing some of the most experimental practices, new visual languages have draw the attention, affected by innovative approaches and mixed competencies. The area of visual identities is especially of interest, not excluding other areas of experimentations.The phenomenon of the so-called dynamic or post-logo identities underlined the possibilities of using more fluid and expressive, variable, context related, processual, performative, non-linear, consistent visual languages instead of the usual and static repetition of a logo or an imposed series of rules (Felsing, 2010). But also their contradictions in making recognizable an organization and in the visual identity daily management.An interesting evolution to be underlined is in the use of the digital tools, not anymore in a passive way but in an active way. Visual designers can build their digital tools basing them on design and esthetic needs. Innovation is in the creative process, instead of in the final result, is in the “way to live our own creativeness” as affirmed precisely by Soddu (1998).The designer is not anymore just the user of ready-made digital tools, becoming himself programmer of customized digital toolboxes by using open source codes like Processing or VVVV or hardware like Arduino. This allows to affirm that visual designers are are becoming designer-producers (Bianchini & Maffei, 2012) too, as its happening for the colleagues of the product design field. Not just a DIY attitude but something that it's changing the control knobs of a design system in all its process and development. As far as technology support is relevant, technical matters are relegated in the background on behalf of abstraction and data parametrization that means on behalf of a meta-design level. The use of programming in creative and visual communication design processes “empowers the designer, freeing he from the constraints of predefined computational tools, and promoting creative freedom in the construction of visual metaphors” (Duro, Machado, Rebelo, 2012). The aim of this paper is to argue this recent evolution in the field of visual identities and in the wider area of communication design practices.DOI: http://dx.doi.org/10.4995/IFDP.2016.3334
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Guangming Chang, Chunfen Yuan, and Weiming Hu. "Interclass visual similarity based visual vocabulary learning." In 2011 First Asian Conference on Pattern Recognition (ACPR 2011). IEEE, 2011. http://dx.doi.org/10.1109/acpr.2011.6166597.

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Mahouachi, Dorra, and Moulay A. Akhloufi. "Deep learning visual programming." In Disruptive Technologies in Information Sciences III, edited by Misty Blowers, Russell D. Hall, and Venkateswara R. Dasari. SPIE, 2019. http://dx.doi.org/10.1117/12.2519882.

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Reports on the topic "Visual and performative learning"

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Bhanu, Bir. Learning Integrated Visual Database for Image Exploitation. Fort Belvoir, VA: Defense Technical Information Center, November 2002. http://dx.doi.org/10.21236/ada413389.

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Edelman, Shimon, Heinrich H. Buelthoff, and Erik Sklar. Task and Object Learning in Visual Recognition. Fort Belvoir, VA: Defense Technical Information Center, January 1991. http://dx.doi.org/10.21236/ada259961.

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Jiang, Yuhong V. Implicit Learning of Complex Visual Contexts Under Non-Optimal Conditions. Fort Belvoir, VA: Defense Technical Information Center, July 2007. http://dx.doi.org/10.21236/ada482119.

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Poggio, Tomaso, and Stephen Smale. Hierarchical Kernel Machines: The Mathematics of Learning Inspired by Visual Cortex. Fort Belvoir, VA: Defense Technical Information Center, February 2013. http://dx.doi.org/10.21236/ada580529.

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Harmon, Dr Jennifer. Exploring the Efficacy of Active and Authentic Learning in the Visual Merchandising Classroom. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1524.

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Yu, Wanchi. Implicit Learning of Children with and without Developmental Language Disorder across Auditory and Visual Categories. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7460.

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Kulhandjian, Hovannes. Detecting Driver Drowsiness with Multi-Sensor Data Fusion Combined with Machine Learning. Mineta Transportation Institute, September 2021. http://dx.doi.org/10.31979/mti.2021.2015.

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In this research work, we develop a drowsy driver detection system through the application of visual and radar sensors combined with machine learning. The system concept was derived from the desire to achieve a high level of driver safety through the prevention of potentially fatal accidents involving drowsy drivers. According to the National Highway Traffic Safety Administration, drowsy driving resulted in 50,000 injuries across 91,000 police-reported accidents, and a death toll of nearly 800 in 2017. The objective of this research work is to provide a working prototype of Advanced Driver Assistance Systems that can be installed in present-day vehicles. By integrating two modes of visual surveillance to examine a biometric expression of drowsiness, a camera and a micro-Doppler radar sensor, our system offers high reliability over 95% in the accuracy of its drowsy driver detection capabilities. The camera is used to monitor the driver’s eyes, mouth and head movement and recognize when a discrepancy occurs in the driver's blinking pattern, yawning incidence, and/or head drop, thereby signaling that the driver may be experiencing fatigue or drowsiness. The micro-Doppler sensor allows the driver's head movement to be captured both during the day and at night. Through data fusion and deep learning, the ability to quickly analyze and classify a driver's behavior under various conditions such as lighting, pose-variation, and facial expression in a real-time monitoring system is achieved.
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Nahorniak, Maya. Occupation of profession: Methodology of laboratory classes from practically-oriented courses under distance learning (on an example of discipline «Radioproduction»). Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11412.

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The article deals with the peculiarities of the use of verbal, visual and practical methods in the distance learning of professional practically-oriented discipline «Radioproduction», are offered new techniques for the use of these methods during the presentation of theoretical material and the creation of a media product (audiovisual content), due to the acquisition of a specialty in conditions online. It is proved that in distance learning, this discipline is inadmissible to absolutize the significance of verbal methods (narrative, explanation, conversation, discussion, lecture) and that all varieties of verbal methods require the intensification of an interactive factor. Based on its own experience, it has been demonstrated, as with the help of various educational platforms, the most appropriate use of visual learning methods. Particular attention is paid to the fact that practical teaching methods based on professional activities of students acquire priority in their professional training. It has been established that only when parity application of new receptions of verbal, visual and practical methods of online learning may have a proper pedagogical effect and will ensure the qualitative acquisition of the specialty. Training methods – verbal, visual, practical – are intended to provide all levels of assimilation of knowledge and skills to promote the full master of the radiojournalist specialist.
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Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7932.

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Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.
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Dale, Naomi, Aneesa Khan, and Sophie Dale. Early intervention for vision and neurodevelopment in infants and very young children with visual impairment: a systematicreview. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0080.

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Review question / Objective: Research question - What is the effectiveness of Early Childhood Intervention (ECI) in the first 3 years of life? Population (P) Infants and very young children with diagnosed visual impairment. Intervention (I) ECI programmes that includes vision and developmental stimulation, play, learning and responsive parenting Comparison (C) Standard care or control Outcomes (O) Primary: Vision function or and/or neurodevelopment and/or parent-child interaction outcomes Secondary: Parental context factors eg parental wellbeing and mental health, parental satisfaction with service provision. Condition being studied: Childhood congenital or very early visual impairment arising from congenital disorders of the peripheral or anterior visual system or cerebral-based vision disorders. This includes all vision disorders of the globe, retina and anterior optic nerve and all vision disorders that are considered cerebral based along visual pathways that are retro-chiasmatic and include central brain regions and networks involved in vision processing.
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