Communication - Making and receiving messages

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Communication - Making and receiving
messages Perception Cognition Sender/intention
responder/receiver Images carry
information emotionally and intellectually. When
we take pay attention to visual information, we
are analyzing it for meaningful content.
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. We have considered influences on perception and
cognition. We have considered how images can be
used to perpetuate stereotyped information or
misleading information. Analyzing an image can
allow us to understand the intention of the image
maker, as well as its potential effect or use.
The process starts with a personal review of
what is in a composition
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• Critics throughout the history of literature have
  used many methods to analyze the works of others.
  Perspectives provide some ways of critically
  analyzing an image.
• Before utilizing six perspectives from the work
  of David Lodge in order to help analyze an image,
  we should note all the major graphic and content
  elements within the frame of the picture
• Make an inventory list of everything you see
• Notice the compositional elements and lighting
• Study the visual cues
• Where do you think the picture was made?
• What do you think is the purpose of the image?

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• Aldous Huxley
• Brave New World
• Inflammation of the Cornea
• The Art of Seeing
• The Visual Process
• Sensing
• Selecting
• Perceiving
• The More You Know, the More You See

Aldous Huxley
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• Personal Impact Assessment
• What is the picture's story?
• An isolated moment a boy resting.
• List primary words/images
• Eagle sculpture, boy, park, resting
• List associative words to images
• Eagle sculpture American symbol, strong,
  protecting
• Boy African American, comfortable, looking
• Park peaceful, lush, quiet, haven for rest
• Rest away from chaos
• Select most significant associative words
• Protecting, haven, comfortable

• Pair up primary most significant associative
  words in your lists
• Sculptureprotecting, boy comfortable,
  parkhaven
• Relate word pairs with your own feelings/emotions
• Sculptureprotecting symbol for America, boy
  comfortable young and needs to feel safe,
  parkhaven place to relax in public space
• Relate any inner, personal symbolism/association
• Recall the feelings after 9/11 and all the
  relentless media coverage- and our strengths as a
  country
• Write a brief note concerning personal insights
  from this process
• I remember playing as a child in the park with my
  mother nearby and feeling safe near a large
  fountain..

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Using the Six Perspectives to analyze an image

• Historical Perspective
• What is the image's place in history?
• When do you think the image was made?
• Recently the clothing on the boy looks more
  modern
• Is there a specific style that the image
  imitates?
• the style reminds of the newer approach to
  photojournalism more casual, less formal

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• Technical Perspective
• Consider the process decisions what was created
  in the image with the relationship between light,
  the recording medium used to produce the work and
  the presentation of the work
• How was the image produced?
• What techniques were employed?
• Is the image of good quality?
• The values are well distributed so we notice
  details, such as texture. The boy doesnt seem
  concerned or posing so the photographer was
  good at getting the shot without bothering him.

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• Ethical Perspective
• What are ethical considerations?
• Categorical Imperative
• unconditional duty following whatever is set
  up as rules, without question
• Utilitarianism
• Greatest good for the greatest number of
  people
• Hedonism Personal Gain
• live for today only
• Golden Mean
• Finding a Compromise
• Golden Rule
• Do Not Add to Anothers Grief

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• Was the image maker socially responsible?
• Has any person's rights been violated?
• Is the image maker empathetic with the subject?
• Does the visual message cause unjustified harm?

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• Cultural Perspective
• Societal Impact
• What is the story and the symbolism involved with
  the elements in the visual message?
• Critical Perspective final stage
• Reasoned,
• cumulative opinion
• What do you think of this image now that you have
  spent time looking and studying it?

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• YOUR turn
• Make an inventory list of everything you see
• Notice the compositional elements and lighting
• Study the visual cues
• Where do you think the picture was made?
• What do you think is the purpose of the image?

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• What is the picture's story?
• List primary words/images
• List associative words to images
• Select most significant associative words- nouns,
  adjectives, phrases
• Pair up primary most significant associative
  words in your lists
• Relate word pairs with your own feelings/emotions
• Relate any inner, personal symbolism/association
• Write a brief note concerning personal insights
  from this process

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• Historical Perspective
• The image's place in history or importance based
  on mediums (photography) timeline
• When do you think the image was made?
• Is there a specific style that the image
  imitates?

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• Was the image maker socially responsible?
• Has any person's rights been violated?
• Is the picture aesthetically appealing?
• Is the image maker empathetic with the subject?
• Can all the image choices be justified?
• Does the visual message cause unjustified harm?

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• Cultural Perspective
• Societal Impact
• What is the story and the symbolism involved with
  the elements in the visual message?
• Critical Perspective final stage
• Reasoned,
• cumulative opinion
• What do you think of this image now that you have
  spent time looking and studying it?

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Yalta Conference, meeting (Feb. 411, 1945), at
Yalta, Crimea, USSR, of British Prime Minister
Winston Churchill, U.S. President Franklin Delano
Roosevelt, and Soviet Premier Joseph Stalin. The
Yalta conferees confirmed the policy demanding
Germany's unconditional surrender. Plans were
made for dividing Germany into four zones of
occupation (American, British, French, and
Soviet) under a unified control commission in
Berlin, for war crimes trials, and for a study of
the reparations question.