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Stream/Area:
-
Subject:
-
Paper ID:
IJSREM67250
Volume:
10 |
9 |
Sep 2026
Pages:
1-8
Publication Frequency:
Monthly (12 issues per year)
License:International Journal of Scientific Research in Engineering and Management follows the Creative Commons Attribution 4.0 (CC BY 4.0) License, allowing free use and distribution with proper attribution.
Banasthali Vidyapith, Rajasthan,Assistant Professor,School of visual Arts
Research Scholar, Banasthali Vidyapith, Rajasthan, Assistant Professor,School of visual Arts, Bharati Vidyapeeth,Pune-Satara Road, Dhankawadi, Pune, India
Assistant Professor,collage of fine Arts
Assistant Professor,School of visual Arts, Bharati Vidyapeeth,Pune-Satara Road, Dhankawadi, Pune, India
Assistant Professor,collage of Arts.
Assistant Professor,collage of Arts, Bharati Vidyapeeth,Pune-Satara Road, Dhankawadi, Pune, India
Assistant Professor,collage fine Arts.
Assistant Professor,School of visual Arts, Bharati Vidyapeeth, Pune-Satara Road, Dhankawadi, Pune, India
Photography is not only a medium for recording reality but also a way of observing, interpreting and communicating the visual world. In Visual Arts education, students often learn photography through technical concepts such as camera operation, exposure, composition and lighting. However, developing technical skills alone may not necessarily develop the ability to critically observe and interpret visual information. This paper explores how photography can contribute to the development of visual thinking among Visual Arts students. Drawing on existing literature on visual literacy, photography education and visual analysis, the paper examines photography as a practice through which students learn to observe details, identify relationships, interpret visual information and make purposeful creative decisions. Classroom-oriented examples such as observing ordinary subjects, photographing one subject from different viewpoints and analyzing photographic images are discussed. The paper further proposes a six-stage Visual Thinking through Photography Model consisting of Observe, Notice, Analyses, Interpret, Create and Communicate. The model positions photography as an active process of seeing and thinking rather than simply capturing images. The paper argues that integrating photographic practice with visual analysis and discussion can support students in developing stronger observation, interpretation, critical thinking and visual communication skills. The study concludes that photography can play an important role in Visual Arts education by helping students move from simply looking at images towards understanding how images create meaning.
KEYWORDS
Photography can play an important role in developing visual thinking among Visual Arts students. It provides students with a practical means of observing, analysing, interpreting and communicating visual information. The central argument of this paper is that learning photography should not be limited to learning how to operate a camera. Students should also learn how to look, what to notice, how to interpret what they see and how to communicate their understanding through images. The proposed Visual Thinking through Photography Model—Observe, Notice, analyze, Interpret, Create and Communicate—provides a simple classroom framework for connecting photographic practice with visual thinking. Through repeated photographic activities, students can learn that the meaning of an image is influenced by choices of viewpoint, framing, light, timing, context and intention. They can also learn that the same subject can produce different meanings when approached from different perspectives. Photography therefore becomes more than a method of recording reality. It becomes a way of thinking visually. Future empirical research can test this proposed model with Visual Arts students through interviews, visual-analysis tasks, reflective journals and comparative analysis of student photographs. Such research could provide further evidence about the development of observation, interpretation, critical thinking and visual communication through photography education.
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Publication Date
9/13/2026
Peer Review Type
Double-Blind Peer Review
Review Rounds: 2
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