1. Visual Literacy: A Picture is Worth 1000 Words
LEADERS IN LITERACY CONFERENCE
Visual Literacy: A Picture is Worth 1000 Words
Power point template opening slide
Aiken County Public School District
January 13, 2017

2. https://www.youtube.com/watch? v=fz-sUb3E_C8
Visual Literacy
v=fz-sUb3E_C8
Power point template opening slide
Think about it!

3. Essential Question
What is visual literacy, why is it an important skill for 21st century students and how can I teach it in the classroom?
aiken county public school district

4. Meeting Outcomes
As a result of attending this meeting, participants will have:
A clear understanding of the meaning of visual literacy and methods for improving visual literacy in the classroom
Completed a visual literacy model for art criticism that makes interdisciplinary connections
Gained access to resources that facilitate teaching visual literacy to students
aiken county public school district

5. What is Visual Literacy?
The ability to interpret and construct meaning from images
Reading, writing, and comprehending visual language
It is not a skill in and of itself, but rather, requires the utilization of a toolbox of multiple skills
It is a form of critical thinking that is interdisciplinary
aiken county public school district

6. Why is Visual Literacy Important?
Everything is an image, even text!
90% of the information we take in from the world around us is taken in visually
Images are a universal language
We live in an era of visual culture and students need to understand how the media manipulates/affects its audience
It engages students in higher order thinking and problem solving
It encourages awareness, mindfulness, and reflection
aiken county public school district

7. Visual Literacy
PARKING LOT?
aiken county public school district

8. Visual Literacy in the Classroom
How do students use
visual literacy
in your classroom?
aiken county public school district

9. Visual Literacy in the Classroom
Art/Image Criticism
Critique
Self- Assessment
Artist/Reflective Statements
Drawing from Observation
Creating Master Copies
Graphic Organizers
Visual Notetaking
aiken county public school district

10. Art Criticism Model Look, See, Draw Describe Analyze Interpret Judge
I utilize this model as bellwork, reviewing one section each day with short conversations. After scaffolding, students can complete many sections on their own and less guided practice is needed.
This model could be done during a class period or used in parts to best serve your classroom/content needs.
aiken county public school district

11. Boy with Gasmask, Banksy, Graffiti on Oil Drum (London) , 2010
Practice
STEP 1:
Look, See, Draw
Boy with Gasmask, Banksy, Graffiti on Oil Drum (London) , 2010
aiken county public school district

12. LOOK, SEE, DRAW This section teaches students:
Spatial Intelligence
Reducing Images to Basic Shapes (increasing drawing skills)
Rules of Composition
Encourages “Looking Closely” and Increased Observation Skills*
Increase D.O.K. through asking questions like…
How does this image relate to our current project/unit?
How does this artwork compare to the art of our inspirational artist/culture?
aiken county public school district

13. LOOK, SEE, DRAW Making Connections:
Grid/Scale Drawings of Images Scientific Inquiry through Observational Drawing Using images/artwork from a specific time period, culture, etc. and discussing main indicators within the image
aiken county public school district

14. Boy with Gasmask, Banksy, Graffiti on Oil Drum (London) , 2010
Practice
STEP 2:
Describe
Boy with Gasmask, Banksy, Graffiti on Oil Drum (London) , 2010
aiken county public school district

15. DESCRIBE This section teaches students:
To identify basic facts about the artwork/image
Vocabulary terms (art genres, subjects, etc.)
Increases observation skills and information gathering skills depending on the depth of description you require
Increase D.O.K. through asking questions like…
Describe what you see in the image as if you were telling a friend who had never seen it before.
What do you notice first about the image? Defend your answer.
How is this image categorized in… (art genres, ad types, etc.)?
aiken county public school district

16. DESCRIBE Making Connections:
Give students an article with background information about the image, culture, artist, etc. and have them write about the work using visual and contextual evidence and background knowledge. Composition with Golden Ratio Fibonacci Sequence
aiken county public school district

17. Boy with Gasmask, Banksy, Graffiti on Oil Drum (London) , 2010
Practice
STEP 3:
Analyze
Boy with Gasmask, Banksy, Graffiti on Oil Drum (London) , 2010
aiken county public school district

18. ANALYZE This section teaches students:
Formal analysis of the Elements and Principles of Art and Design and how they are used
Rules of composition
Justification skills (Using evidence from the image to support their answers)
Increase D.O.K. through asking questions like…
What is the most important principle of design used in this image? Defend your answer.
Which element(s) help to illustrate the design principle?
aiken county public school district

19. ANALYZE Making Connections:
Read the image closely to determine what the image says explicitly and make logical inferences from it; cite specific evidence when writing or speaking to support conclusions drawn from the image. *This can be done using content-specific imagery and asking students to look for lesson/unit specific information. Analyzing Advertisements and Propaganda Linear Perspective, Pattern and Repetition, Symmetry
aiken county public school district

20. Boy with Gasmask, Banksy, Graffiti on Oil Drum (London) , 2010
Practice
STEP 4:
Interpret
Boy with Gasmask, Banksy, Graffiti on Oil Drum (London) , 2010
aiken county public school district

21. INTERPRET This section teaches students:
Theme, Purpose, and Function
Analytical thinking skills
Justification skills (Using evidence from the image)
Symbology, Color Theory, and Persuasive Oral/Writing Skills
Increase D.O.K. through asking questions like…
What is the theme or message that the artist is trying to communicate? Develop a logical argument using evidence from the image to support your answer.
aiken county public school district

22. INTERPRET Making Connections:
Argumentative or Persuasive Writing relating to content lesson/unit Incorporate Literary Devices (Personification, Metaphors, Symbols, etc.) Optical Illusions (how are they achieved?)
Writing about and discussing images of life forms, ecosystems, etc. or images from a specific time period or culture.
aiken county public school district

23. Boy with Gasmask, Banksy, Graffiti on Oil Drum (London) , 2010
Practice
STEP 5:
Judge
Boy with Gasmask, Banksy, Graffiti on Oil Drum (London) , 2010
aiken county public school district

24. JUDGE This section teaches students:
Analytical thinking skills
Justification skills (Using evidence from the image)
Argumentative writing
Increase D.O.K. through asking questions like…
Do you think the artist was successful in… (conveying their intent, etc.)?
Support your opinion with evidence from the image.
aiken county public school district

25. JUDGE Making Connections:
Argumentative or Persuasive Writing relating to content lesson/unit
aiken county public school district

26. Visual Literacy
PARKING LOT PARTY?
aiken county public school district

27. Resources For Teaching Visual Literacy
aiken county public school district

28. Meeting Outcomes Revisited
As a result of attending this meeting, participants will have:
A clear understanding of the meaning of visual literacy and methods for improving visual literacy in the classroom
Completed a visual literacy model for art criticism that makes interdisciplinary connections
Gained access to resources that facilitate teaching visual literacy to students
aiken county public school district

29. Essential Question
What is visual literacy, why is it an important skill for 21st century students and how can I teach it in my classroom?
aiken county public school district

30. Questions or Comments? Thank you for your time!
questions to
aiken county public school district