Visual Art, a Pedagogical Tool of Plural Knowledge between Creative Productions and Community Ties: a Theoretical-Practical Research Between Italy and Kenya

Educational places are changed into meaningful spaces where it is possible to unleash creativity and discover plural perspectives when visual art becomes a pedagogical tool, which activates cooperative dynamics, co-building knowledge, and relational skills. This hypothesis was verified as a part of the European project «TICASS» – Technologies of Imaging in Communication, Art and Social Sciences (2017-2021) –, carried out between Europe and Africa. Starting from the reference framework, various interpretations of visual languages and ways of perception of individuals belonging to different socio-cultural contexts were investigated (Lester, 2010). This contribution introduces paths and outcomes of the research action interventions, carried out by a psycho-pedagogical research team in kindergartens and primary schools since 2018, involving over 100 children aged 3 to 5 in Italy and over 300 children aged 8 to 12 in Kenya (Deluigi, 2019; Deluigi, Machova & Stara, 2021). Methodology: The collection of qualitative data took place through participatory observation, supervision of the workshops, and the ongoing critical reflection of the research group. This analysis deals with the use of the image as a stimulus carefully researched and introduced through silent books (Zizioli, 2017) with a less structured input to leave room for a creative process. Thus, children become producers of images and imaginaries drawn from their very personal creativity (Malaguzzi, 1998). Results/Conclusions: The results of the workshops carried out can motivate educators, teachers, and pedagogues to design interactive experiences among peers (including adults), through the use of creative languages as mediators of community learning processes in an intercultural and transcultural framework (Cooper & Sjostrom, 2006).