The singular and plural coexist in daily life. The conference organizers are interested in how these forces interact and how this balance is achieved, or, how this relationship unfolds the past, builds on the present and is projected into the future.

The uniqueness of each person as a seed of collective identity (Memory and Memories) the individual expressions that manifest in collective expression (Author and Authors), the individual visual representations that participate in the collective discourse (Project and Projects), the manipulation of resources (Technology and Technologies), and engagement with experimental pedagogy (New Approaches to Education), are situations that we want to see explored within the theme of the conference. Foregrounded in submissions should be the acknowledgement of collective creativity and an empathy towards childhood – its memories, its challenges, and its opportunities for learning and growth.


Themes
1. Education and visual culture: construction of Memory, and with Memories

The influence of collective memory on individual memory and vice versa allows the construction of identity in childhood. It is intended that contributions to this issue relate to important cultural discourses in childhood. Identity, individual and social play, and construction and affirmation of the “I” in the world are to be considered. Possible areas of inquiry include the desire as a design in order to interact with others, affective behaviours, design as a reference, and the relationship of iconic memory and visual culture as a means of knowledge transfer.


2. Visual culture and childhood: Author and Authors

Singular and collective authorship manifestations are ways of seeing, feeling, projecting and communicating the identity, and these expressions are conveyed by desire and a intention that are materialized in artifacts or in play scenarios. We expect contributions related to the relevance of authorship in the construction of identity and cultural discourses, in interpretations of reality and fiction, in playing, and in personal experiences as artists, illustrators, designers and educators as ‘builders’ of sense to the child.


3. Childhood and education: Project and Projects

Drawing and projecting are both processes that lead to finished projects, and they participate conceptually in the fields of Drawing and Project Design. Beyond the expression of the creative individual, these manifestations are tangible representations that communicate across boundaries and cultures. With this topic we search contributions that question the relationship between drawing, typography and illustration and how these are fundamental in the construction of children’s projects, both for and by children. How does focusing on the representation and communication of an idea, in typography as image, in the text versus illustration, in the image versus interpretation, and in drawing as a process behind the project lead to knowledge and experience? What is the role of drawing: graphic expression, creative process, or the drawing as a moment of art – from symbolic communication to the symptomatic?


4. Illustration and visual culture: Technology and Technologies

The materials for personal use and reproduction involve different techniques and processes giving rise to different expressions. The selection of medium is crucial to the development of the project (pencil, watercolor, gouache, collage …); the means of reproduction (silk screen printing, offset, typography …) determine the result; and, irrespective of their nature (toys, interactive games …), formats and platforms involve very different technologies from previous eras. These considerations play an important role in the ‘construction’ of visual culture, which is often ignored. At this level we expect input on the selection and use of technological means and their influence, not only from the point of view of adults, but from children as well.


5. Childhood, visual culture and graphic illustration: New Approaches to Education

Education through direct experience and education through formal pedagogy are two inherent paradigms in childhood learning. Both involve the transmission of knowledge, through creativity, experimentation and play. With this theme it is intended that contributions focus on teaching methodologies related to drawing, typography, image and playful learning; exploring the means of representation as a form of analysis, criticism and synthesis; the value of modelling – both prototypes and behaviours; the dangers of copying and rote memorization on learning; the exploration of educational strategies that advance the promotion and development of playing.

workshops

The Conference suggests Practical Workshop sessions, led by illustrators and educational agents. These sessions will be used as a platform where projects will be developed around the Conference topics.

Joana Quental
From words to design: the visible and the invisible in the process of illustration.

Presentation:
This workshop aims to bring participants into contact with the process of presentation of the meanings of words, a process that has as its starting point in the reading and interpretation of a text, evolving trough the understanding of the program (brief), planning a storyboard, and finally, designing the illustration.

André da Loba


Registration and deadlines
Information for registration

Deadlines and fees to register in the Conference:
(until 30 March)
Standard fee
199 Euros
Students, the unemployed and OAPs
75 Euros

1st April – 23th July, 2012
Standard fee
250 Euros
Students, the unemployed and OAPs
100 Euros

Registration includes:
- publication on the abstract proceedings book
- conference programme
- merchandising
- welcome cocktail/reception
- coffee and tea, in between sessions
- lunch on two days

Conference Gala dinner:
35 euros

Workshop:
50 euros (Shall be effected by order of registration and is limited to 20 seats)