To help them internalize the image, tell them to study it for one minute before turning it over and doodling a version of it from memory. Literal observation phase: Give students a hard copy of the Eckford and Bryan photo. The photo was disseminated worldwide within a couple of days, uncorking new support for civil rights. In the photo, you see her entering the school grounds while a throng of white students, most prominently an enraged Hazel Bryan, jeer. Remember the 1957 photo of Elizabeth Eckford and Hazel Bryan? Eckford was one of the first African American students to attend the newly desegregated Little Rock High School. The following lesson is partially based on Ann Watts Pailliotet’s notion of deep viewing, a process that occurs in three phases: Step-by-Step: Working With Images That Matter Image analysis worksheets: To promote analysis of key features specific to different formats, pick an appropriate tool from the National Archives: Describe what all the images have in common.ĭuring a subsequent discussion, ask students to show what elements of the photo prompted their responses.Identify a song that comes to mind for one or more of the images.Jot down one word that they associate with each image.To promote VL, have students follow these steps:
Ever heard kids debate the object salience and shot angles of a Ryan Gosling meme? To add to the instructional complexity, visuals come in an assortment of formats, including advertisements, cartoons (including political cartoons), charts and graphs, collages, comic books and graphic novels, diagrams and tables, dioramas, maps, memes, multimodal texts, photos, pictograms, signs, slide shows, storyboards, symbols, timelines, videos.įive Card Flickr: In Five Card Flickr, players are dealt five random photos. On their own and without explicit, intentional, and systematic instruction, students will not develop VL skills because the language for talking about images is so foreign. Standard 9: Uses viewing skills and strategies to interpret visual media.Mid-Continent Research for Education and Learning Standards
Standard 1: Students read a wide range of print and non-print texts.National Council of Teachers of English Standards .1: “Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.”..6: “Assess how point of view or purpose shapes the content and style of a text.”..7: “Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.”..6-8.7: “Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.”.
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Visual literacy is a staple of 21st century skills, the idea that learners today must “demonstrate the ability to interpret, recognize, appreciate, and understand information presented through visible actions, objects, and symbols, natural or man-made.” Putting aside the imperative to teach students how to create meaningful images, the ability to read images is reflected in the following standards. Standards Support Visual Literacy Instruction Do you wish your students could better understand and critique the images that saturate their waking life? That’s the purpose of visual literacy (VL)-to explicitly teach a collection of competencies that will help students think through, think about, and think with pictures.