Research background of the paper

The lecture is related to the curriculum innovation project “Moholy-Nagy Visual Modules - Teaching the Visual Language of the 21st Century” of the Visual Culture Research Group of the Hungarian Academy of Sciences and Eötvös Loránd University. The program examines the visual language of the 21st century, divided into different modules, the teaching and teachability of its visual culture, especially with regard to the extremely fast and ever-changing technical and technological environment of visual culture. One of the main aims of the research is to examine the possibilities and practices of the integration of visual culture with other subjects, with the help of sample programs and projects.

Fitting into this process, digital creativity development builds on students’ digital skills to complement existing classroom practices with new technologies.

The experiment presented here is a visual culture - mathematics - physics integrated program implemented within the framework of distance education using 3D design software.

First Section - theoretical framework

In the first stage of the lecture, I will briefly describe the results and issues of our STEAM (Science, Technology, Engineering, Arts, Mathematics) educational experiment (in our three-year school experiment we’re testing new digital, visual methodologies that can be used in visual culture curricula). STEAM pedagogy is also a theoretical and practical framework for our research. The methodology of visual creativity integrated with the natural sciences may represent a possible new theoretical background for the subject.

Another important pillar of the theoretical background is critical art pedagogy. Interpreting and visualizing social issues and involving students in the joint design of programs can reposition the teacher-student hierarchical relationship into a more horizontal pedagogical situation.

I interpret the theoretical repositioning of the subject of visual culture from these two directions.

Second Section - The project

In the second phase of the presentation, I will present the integrated 3D design project.

Students worked with 3D design software (tinkercad) as part of a five-week program. It is a free, browser-based program developed for schools, which, in addition to the design function, also has digital classroom functions, so that the teacher can follow the students' online design and creative workflows in real time.

As part of the task, we supplemented the design of spatial objects (visual culture, spatial vision development) with the solution of mathematical problems. The second step of the complex building-settlement-environment design phase is to print the completed plans with a 3D printer. Moving the finished, printed objects with stop motion animation technique (digital creativity development) is the third step of the project. Spatial planning is complemented in this way by a narrative, cinematic project element. During the project, students use their computer in parallel to design and their smartphone to move objects (using a stop motion studio application - available for free).

Sensitivity to social phenomena was an important aspect in the design of the project. In the planned settlements and characters, special emphasis was placed on the incorporation of some social issues by the students.

Third Section - summary, presentation of selected works

In the third, final phase of the lecture, I present student work and analyze the success of the program through them, and talk about the possibilities of a new visual culture subject integrated with science and focusing on digital competencies. I draw a picture of a new subject paradigm where the development of digital creativity, the representation of social themes and phenomena appears in integrated methodologies.