This primer is designed to teach students the interconnected arts of visual communication. This book provides a framework within which to re-examine and revise one's thinking about the basic structure and impact of visual messages. Numerous illustrative examples are employed to clarify the basic elements of design to show how they are used in simple syntactical combinations.
What does it mean to be visually literate? Does it mean different things in the arts and the sciences? In the West, in Asia, or in developing nations? If we all need to become "visually literate," what does that mean in practical terms? The essays gathered here examine a host of issues surrounding "the visual," exploring national and regional ideas of visuality and charting out new territories of visual literacy that lie far beyond art history, such as law and chemistry. With an afterword by Christopher Crouch, this groundbreaking collection brings together the work of major art and visual studies scholars and critics to explore what impact the new concept of "visual literacy" will have on the traditional field of art history. Contributors: Matthias Bruhn, Vera Dünkel, Jonathan Crary, Christopher Crouch, Peter Dallow, James Elkins, Henrik Enquist, W.J.T. Mitchell, Richard K. Sherwin, Susan Shifrin, Jon Simons, Barbara Maria Stafford, William Washabaugh
Comic Books, Film, Television and Picture Narratives
Author: Tim Stafford
Teaching Visual Literacy in the Primary Classroom shows how everyday literacy sessions can be made more exciting, dynamic and effective by using a wide range of media and visual texts in the primary classroom. In addition to a wealth of practical teaching ideas, the book outlines the vital importance of visual texts and shows how children can enjoy developing essential literacy skills through studying picture books, film, television and comic books. Designed to take into account the renewed Framework for Literacy, each chapter offers a complete guide to teaching this required area of literacy. Aimed at those who want to deliver high quality and stimulating literacy sessions, each chapter contains a range of detailed practical activities and resources which can be easily implemented into existing literacy teaching with minimal preparation. In addition, each chapter gives clear, informative yet accessible insights into the theory behind visual literacy. Containing a wealth of activities, ideas and resources for teachers of both Key Stage 1 and Key Stage 2, this book discusses how children's literacy skills can be developed and enhanced through exploring a range of innovative texts. Six chapters provide comprehensive guides to the teaching of the following media and literacy skills: picture books film and television comic books visual literacy skills genre adaptation. Teaching Visual Literacy in the Primary Classroom is an essential resource for all those who wish to find fresh and contemporary ways to teach literacy and will be useful not only to novices but also to teachers who already have experience of teaching a range of media. Students, primary school teachers, literacy co-ordinators and anyone who is passionate about giving pupils a relevant and up-to-date education will be provided with everything they need to know about teaching this new and ever-expanding area of literacy.
Recording your ideas and observations primarily in pictures instead of words can help you become more creative and constructive on the job, no matter what your level of artistic ability. This show-by-example sourcebook clearly illustrates proven methods and procedures for keeping a highly useful visual notebook. Visual Notes for Architects and Designers demonstrates how to make rapid, notational sketches that serve as visual records for future reference, as well as improve understanding and facilitate the development of ideas. It shows you how to expand your knowledge of a subject beyond what is gained through observation or verbal representation alone. You gain access to simple techniques for collecting, analyzing, and applying information. Crowe and Laseau examine the relationship between note-taking, visualization, and creativity. They give practical guidance on how to develop: * Visual acuity--the ability to see more in what you experience * Visual literacy--expressing yourself clearly and accurately with sketches * Graphic analysis--using sketches to analyze observations Numerous examples demonstrate some of the many uses of visual notes. They help you develop a keener awareness of environments, solve design problems, and even get more out of lectures and presentations. The authors also discuss types of notebooks suitable for taking visual notes. If you want to develop your perceptual and creative skills to their utmost, you will want to follow the strategies outlined in Visual Notes for Architects and Designers. It is a valuable guide for architects, landscape architects, designers, and anyone interested in recording experience in sketch form.
Despite the work that has been done on the power of visual communication in general, and about the social influence of television in particular, television’s relationship with reality is still something of a black box. Even today, the convention that the screen functions as a window on reality structures much of the production and reception of televisual narratives. But as reality ought to become history at one point, what are we to do with such windows on the past? Developing and applying a highly innovative approach to the modern picture, American Icons sets out to expose the historicity of icons, to reframe the history of the screen and to dissect the visual core of a medium that is still so poorly understood. Dismantling the aura of apparently timeless icons and past spectacles with their seductive power to attract the eye, this book offers new ways of seeing the mechanisms at work in our modern pictorial culture.
How have changes in media affected our everyday experience, behavior, and sense of identity? Such questions have generated endless arguments and speculations, but no thinker has addressed the issue with such force and originality as Joshua Meyrowitz in No Sense of Place. Advancing a daring and sophisticated theory, Meyrowitz shows how television and other electronic media have created new social situations that are no longer shaped by where we are or who is "with" us. While other media experts have limited the debate to message content, Meyrowitz focuses on the ways in which changes in media rearrange "who knows what about whom" and "who knows what compared to whom," making it impossible for us to behave with each other in traditional ways. No Sense of Place explains how the electronic landscape has encouraged the development of: -More adultlike children and more childlike adults; -More career-oriented women and more family-oriented men; and -Leaders who try to act more like the "person next door" and real neighbors who want to have a greater say in local, national, and international affairs. The dramatic changes fostered by electronic media, notes Meyrowitz, are neither entirely good nor entirely bad. In some ways, we are returning to older, pre-literate forms of social behavior, becoming "hunters and gatherers of an information age." In other ways, we are rushing forward into a new social world. New media have helped to liberate many people from restrictive, place-defined roles, but the resulting heightened expectations have also led to new social tensions and frustrations. Once taken-for-granted behaviors are now subject to constant debate and negotiation. The book richly explicates the quadruple pun in its title: Changes in media transform how we sense information and how we make sense of our physical and social places in the world.
International Visual Literacy Association. Conference
Selected Readings from the 22nd Annual Conference of the International Visual Literacy Association
Author: International Visual Literacy Association. Conference
Publisher: International Visual Literacy Association, Incorporated
Category: Visual education
This volume contains 53 articles grouped under five headings: (1) Research (14 papers on such topics as cognitive style and cognitive strategies, visual literacy training, and the impact of diagrams, type styles, and computer graphics on learning); (2) Theory (nine papers on such topics as the development of visual literacy concepts, cognition and understanding, visual intelligence, instructional design, and hypermedia); (3) Computers and Technology (six papers on such topics as hypermedia, still photography, high definition television, and desktop publishing); (4) Arts (12 papers on such topics as photography, images and meaning, incongruous imagery, visual thinking, and art and computer graphics); and (5) Schools and Curriculum (12 articles on such topics as teaching visual literacy at the elementary, high school, and college levels, illustration of children's books, visual creativity, visual design, and schema construction). Most papers contain references. (KRN)