The world of new media has inevitably changed teachers’ and students’ attitude
towards information. Data of all kinds and from any scientific field
are easily available at any time. Nevertheless, isolated data have nothing
to do with knowledge. We refer to »knowledge« when an interdependence
of information has a particular significance in defined conditions. How to
use and connect this information is one of the primary issues teachers have
to engage with since they are still the main organisers of the educational
process. Taking into account the objectives of his/her explanations, he/she
chooses certain relevant contents, and connects them, striving for an interdisciplinary
view of the world that makes sense and gives sense to his/
her explanations, all in an attempt to motivate students in their approach
to knowledge. This article presents research in which the participants, future
art teachers, had to answer a questionnaire that required comparing
artistic compositions and compositions present in nature. Almost half of
them could not find proper examples, even though the participants were
students who should have been able to manage contents from both fields.
Understanding how art follows nature is an important goal within the
education of future art teachers. Difficulty in connecting data, transferring
knowledge, giving meaning to images and understanding visual and
verbal discourse seem to be a persistent problem in many aspects of their
education. Possible strategies to improve the situation using transmedia
narratives are presented in the conclusion.
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