Visual Literacy
What is Visual literacy?
We know the word “visual” is something that can been seen, and “literacy” is something that can be read. So visual literacy is about “reading images.”
In this lesson, we’ll discover why “image reading” is important!
Visual Literacy (VL) is …”defined as the ability to understand communications composed of visual images as well as being able to use visual imagery to communicate to others. Students become visually literate by the practice of visual encoding (expressing their thoughts and ideas in visual form) and visual decoding (translating and understanding the meaning of visual imagery).” (www.wikipedia.com)
Is it real?
Each photograph or image is a highly edited production, and is created by a person who has unique opinions and views about the world. These viewpoints influence the types of images the photographer creates. In turn, our life experiences and personal opinions influence how we understand and "read" photographs.
VL then is the ability to see, to understand, and ultimately to think, create, and communicate graphically.
A person who is “visually literate,” can look at an image with a critical eye, while trying to understand the intention of the image’s creator. We can apply these VL skills to all types of images, including digital, photographs, paintings, drawings, video images, cartoons, maps, graphs, etc.
Each image conveys information and ideas. The visually literate person can use his reasoning to interpret the images, to place them in context and to determine whether or not they are valid.
Take for example this image – is it real? What is the purpose of it? Why did the image creator make this image?
Everyday images
The first level of visual literacy is to just identify the subject or elements in an image. The next level of visual literacy is to carefully analyze the image to understand what information and ideas it conveys. The third level is to use the information and ideas to make sense of a particular concept.
Take a look at this image. Does it provide information? If so, what does it say?
Therefore, if pictures are worth a thousand words, then images can help bring you to a deeper understanding. And, it has been found that we remember images far better than we remember facts. For example, you’ll remember a person’s face easier than you’ll remember his name.
Examine closely!
The Learning Connection from UNC asks us to consider these general questions when examining a photograph:
1. Identify the image:
1. Who was the photographer (artist)?
2. Is there a caption? Title? Anything written with the image?
3. Where did the image come from?
4. What is/are the subject(s) of the picture?
2. Reason for the photograph (image):
1. Why was it taken? For whom?
2. Is there a theme being represented? Specific event? What is it?
3. What is the photographer (artist) trying to convey to the viewer?
3. Components of the image:
1. Examine all of the subjects, colors (if a color image), and sections of the image. Is there significance for these elements? What?
2. Is the photograph organized into parts? Do the background and foreground have different meanings?
4. Effectiveness of the image:
1. Is there a clear message?
2. Does the photograph (image) tell a story? Pose new questions?
3. Is it useful in making inferences, deductions, or generalizations about the subjects?
5. Items to look for when examining an image:
1. Where is the location?
2. In a landscape image, what is the terrain like? Rural or urban? Mountainous or flat? Skyscrapers or farmland?
3. Who are the people portrayed? What are they doing? What do they look like? What is the relationship between the different people being portrayed?
4. Manmade links subjects.
5. Architecture.
6. Has the image been manipulated?
1. The computer has changed the way you need to look at photographs (images).
2. Does the image have the credit "photo illustration"? This is an indicator that it has been manipulated.
7. Different types of photographs (images) to consider:
1. Landscapes
2. People and landscapes
3. Portraits of people
4. People in action
5. Objects
Let’s use these questions while we look at this slideshow of images.
K – 1
Listen – to overview of VL
Look – at a series of images on a PowerPoint and describe what they see
Do – create an image in TuxPaint – trade it with a partner – the partner then describes what he sees and what the image means to him
2 – 4
Listen – to overview of VL
Look – at a series of images on a PowerPoint and describe what they see
Do – insert image from folder into GBand, add music that you feel represents the image and record a statement about what the image says to you. We’ll look at your podcast in class.
5 – 8
Listen – to overview of VL
Look – at a series of images on a PowerPoint and describe what they see
1. Do – Log onto my voicethread and comment on ONE image! Tell me your name and then tell me what it what it is saying and how you make sense of the image.
2. Do – search Webster’s Visual Dictionary (http://visual.merriam-webster.com/index.php ) and select 3 images (which are appropriate for elementary age students). Place these images in GBand to create a podcast. Create a 1-minute narrative about your interpretation of the meaning and intent of the images. Add music from GBand’s list (or generate your own in GBand) to set the mood/tone of each picture. Include a title page, transitions between start and end of images, and an ending credits slide.
3. Create yourself as a symbol. Use GIMP, TuxPaint or any other type of graphic application. Students will share and interpret each other’s symbols.
References:
Webster Visual Dictionary, http://visual.merriam-webster.com/index.php
Visual Literacy http://www.visual-literacy.org/periodic_table/periodic_table.html
Oakland Musuem of Arts, Picture This http://www.museumca.org/picturethis/visual.html
Learn NC, http://www.learnnc.org/search?tag=visual+literacy
Futures images from:
