VISUAL LITERACY Viewing and Visually Representing

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VISUAL LITERACYViewing and Visually Representing

• These are an integral part of Reading and Writing
  and used together to Make Meaning

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Reading and viewing
Thinking
Thinking
Making Meaning
Talking and listening
Writing and representing
Thinking
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Visual Literacy

• Is the ability to see, understand, think, create
  and communicate graphically.
• Visual Literacy is learned, just like reading and
  writing are learned.
• Basic skills involve identification of the
  subject or elements in the image.
• Higher level skills require critical thinking to
  read visual texts e.g., graphs, diagrams and maps

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Basic Elements of Visual Communication

• Dot pointer or marker of space
• Line Show motion or direction
• Shape outline of objects/negative spaces
• Direction the way the viewers eye moves
• Texture the feel of an objects surface
• Hue colour warm and cool

• Saturation amount of grey in a particular
  colour
• Value tone, light and dark in contrast
• Scale relative size of objects
• Dimension use of linear perspective
• Motion implied using blurring, line, shape,
  texture or direction

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Key Elements of Visual Art and Concept Design

• Lighting and Colour use of light and colour to
  create mood or feelings, or show change in mood
  or time
• Sound presence or absence of sound to create a
  mood, convey action, or signal change
• Composition arrangement of masses and spaces
  objects, people, and places within a scene or
  screen
• Form three-dimensional quality as in height,
  width and depth.
• Perspective Illusion of distance and point of
  view created by size, overlapping, atmosphere,
  sharpness or blurriness, angles

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The Viewing Process

• Visual images convey ideas, beliefs, and values.
• Viewing is an active process of constructing
  meaning.
• Attention to and comprehension of visual
  information broadens the ways students learn.
• Viewing involves 3 steps receiving, attending
  and assigning meaning.

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Step 1 The viewer RECEIVES the visual
stimuli. Step 2 The viewer ATTENDS to the
attributes of the stimuli such as colour and
shape. Attributes and context contribute to the
viewers interpretation. Step 3 The viewer
ASSIGNS MEANING to a visual image based on
previous experience and prior knowledge.
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Teaching Viewing Strategies

• View a video BEFORE, DURING or AFTER reading
• Compare book and video versions of a story
• Use compelling visual images, paintings, posters,
  graphics in subject areas to teach (model and
  share) the basic visual elements
• Model and share the key elements of Visual Art
  and Design when using paintings, posters and
  graphics
• Use viewing projects that help students learn to
  comprehend visual information

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Viewing Projects

• View a television, film, CD-ROM, or video version
  of a book
• Compare illustrations in several versions of the
  same book
• Analyze the illustrators craft to discover
  techniques used.
• View primary sources to extract information about
  a subject topic or theme.
• View the work of one illustrator in several books
  

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Guidelines for Using Visual Media

• Preview
• Plan how to use
• Set the purpose
• Use the pause function
• Re-view
• Vary the procedure used
• Compare the authors and cameras view
• Provide opportunities for response

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• With a partner
• View the poster to identify basic visual elements
  that are present.
• Identify the key elements of visual art and
  design used to communicate messages.
• Join another group and share your learning using
  your posters.
• Discuss how you might use the posters in your
  class to teach viewing skills as part of a
  subject area lesson.
• Share ideas in the large group.