ERIC Number: ED057591
Record Type: RIE
Publication Date: 1971
Reference Count: 0
The Elephants of Visual Literacy.
Barley, Steven D., Ed.; Ball, Richard R., Ed.
Visual literacy, as used here, refers to the skills which let a person understand and use visuals to communicate his messages and interpret the messages of others. Visual literacy should be important in the curriculum because: 1) children pay more attention to movies and television than they do to teachers; 2) the plethora of visual information means children should learn how to turn off unneeded messages; 3) the sophistication of visual messages requires youngsters to become adept in distinguishing the value from the glamor, and 4) visuals are a good way to reach the non-verbal person. Among the ways visuals can be tools for learning are: 1) visual sequences, in which student- or teacher-produced photographs tell a story which the class interprets; 2) motion pictures, which allow more complicated stories by use of action, rhythm, and manipulation of time, and 3) animation. Brief instructions for animation, titling, and using tempo and rhythm are included. Suggestions for financing a visual literacy program include film competitions, publication of pictorial periodicals, and traditional means like bake sales. (JK)
Descriptors: Animation, Art Products, Audiovisual Aids, Film Production, Nonverbal Learning, Photography, Production Techniques, Student Developed Materials, Visual Learning, Visual Literacy, Visual Perception
Eastman Kodak Company, Department 454 Rochester, N.Y. 14650 (T-90-1-2, 35J)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Eastman Kodak Co., Rochester, NY.
Note: Supplement to Visuals are a Language