Abstract
This research explores visual storytelling as a core pedagogical method within design education, grounded in psychological theory and realized through practice-based research. Drawing from cognitive, emotional, social, persuasive, and developmental psychology, the study examines how students interpret and create visual narratives as a means of learning, identity expression, and engagement. The research is situated in storytelling is used not only to teach design principles, but to support cultural expression and personal reflection. Through iterative classroom-based design assignments, student reflections, and artifact analysis, the study investigates how visual storytelling activates memory, fosters empathy, enhances cultural relevance, and supports critical thinking. The inclusion of generative AI tools is explored not as a replacement for creativity, but as an aid to ideation and iteration. By positioning visual storytelling as both a teaching strategy and a method of design inquiry, this research offers a scalable, culturally responsive framework for educators seeking to deepen learning through narrative and image-making. The implications extend beyond design pedagogy, offering a model for equity-focused, human-centered approaches to education in the creative arts.
Presenters
Tyquin BriggsProfessor of Art and Design, Social and Behavioral Science, Cheyney University , Pennsylvania, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Visual Storytelling, Design Pedagogy, Psychology, Practice-Based Research, Arts Education, Identity, Narrative, Creativity, AI in Education, Cultural Expression
