Theories of Photography in the Visual Art Classroom
This thesis represents the findings from a series of experimental investigations that explore young people’s transition from socially constrained image making to innovative photographic practice within the art education context. It identifies the constraints young peoples’ vernacular theories about what makes a good photograph, have on their own photographic origination. It draws on the work of Berti and Freeman (1997) and Karmiloff-Smith (1992) and accepts underlying descriptions of theory of mind development in young children (Wellman 1990)
.