1 / 29

Visual Literacy Presentation

Visual Literacy Presentation. Thank you for downloading this file – I hope you enjoy the presentation. Instructions for use: Use the scroll bar at right to move through the presentation. Close this window when you are ready to return to the St Pats Library Website.

morse
Download Presentation

Visual Literacy Presentation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Visual Literacy Presentation • Thank you for downloading this file – I hope you enjoy the presentation. • Instructions for use: • Use the scroll bar at right to move through the presentation. • Close this window when you are ready to return to the St Pats Library Website.

  2. Visual Literacy in Children’s Picture Books Reading the Pictures

  3. “As we enter the twenty-first century, we find ourselves charged with the responsibility of preparing young people to thrive in a world characterised by rapid and accelerating change, an amazing explosion of information and choices, and an urgent need for people and nations to build healthy relationships and work together for worthwhile ethical purposes.”(Dalton& Anderson-1997 . Today’s Children:Tomorrow’s Adults)

  4. Outcomes Learning about Reading -Context and Text .7 Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways and to (add to) and constructs different interpretations of experience. .8 Identifies the structure of a range of texts and discusses how the characteristic grammatical features work to influence readers and views understanding and response to text

  5. Some Elements to Consider in the Relationship Between the Viewer, the Image and the Image Maker • ANGLES • SIZE • FRAMING • COLOUR • DEMANDS AND OFFERS

  6. ANGLES • The use of angles in images allows different relationships to be conveyed between people and between people and objects. (‘Luke’s Way of Looking’…looking up at an object-a feeling of superiority is created)

  7. SIZE • Illustrations may vary in size to establish and enhance the relationship between the viewer, the image maker and the page. (Horrible Harriet…Harriet is made larger to emphasise her bullying nature)

  8. FRAMING • The frame determines the amount of information given to the viewer as well as sometimes signaling a social relationship with a viewer. • Long Shot • Medium Shot • Close Shot (‘The Watertower’…Close Shot)

  9. COLOUR • Colour is used both to create convincing images and suggest particular mood or feelings. Variation in tone and saturation can be used for a variety of purposes (The Red Tree…sombre colour is used to create mood-the red tree is highlighted using colour)

  10. DEMANDS AND OFFERS • The eyes of the character in the image determine either a demand or offer. When the eyes are looking directly at the viewer, they are called a demand. When the eyes are not looking at the viewer, or there are no characters in the image, this is called an offer. (Drac and the Gremlin…A demand is made of the viewer)

  11. SOME TOOLS USED TO CONSTRUCT MEANING IN PICTURE BOOKS • SYNERGY • INTERTEXTUALITY • METAFICTION • MULTIPLE MEANINGS • PLURALITY OF MEANING • STEREOTYPING • JUXTAPOSITION

  12. SYNERGY Where the text and illustrations work together (‘Too Many Pears’…French and Whatley have worked closely to produce a unified work)

  13. ‘Too Many Pears’ French/Whatley Locate and list all the ways that Pamela liked to eat pears. Illustrate Pamela eating these pears. Do you think Bruce Whatley has done a good job of portraying Pamela? A possible activity

  14. INTERTEXTUALITY • The re-telling or transforming of well-known or traditional stories (‘The True Story Of The 3 Little Pigs’…knowledge of the original story is necessary to appreciate the humour of this story)

  15. ‘The True Story of the Three Little Pigs’ Wolf A Draw up a comparitive table .Column 1 should contain the facts from the traditional tale of the ‘Three Little Pigs’ .Column 2 should contain the facts from ’The True Story of the Three Little Pigs’ A Possible Activity

  16. METAFICTION • The manipulation of the whole physical space of the book (‘Faust’s Party’…Ottley has creatively placed text and illustrations in a great variety of positions)

  17. ‘Faust’s Party’ Ottley M Matt Ottley has placed the text in various places on the pages.Locate the pages where the text is not in the ‘normal’place.Is this effective? Why has he chosen this particular type of text? A Possible Activity

  18. MULTIPLE MEANINGS • Picture and text work together to convey the same message or • Picture and text can speak together in different voices (‘The Rabbits’…Picture and text are giving different meanings)

  19. ‘The Rabbits’ Marsden J/Tan S Is this story ONLY about the infestation of rabbits in Australia? Make a list of all the topics you think John Marsden is dealing with in this text A Possible Activity

  20. PLURALITY • Many different meanings working together to produce a unified text (‘Hyram and B.’…there are many meanings layered on top of each other)

  21. ‘Hyram and B.’ Caswell B/OttleyM Discuss the themes of abandonment,abuse,neglect,lossof ‘home’ and adoption featured in the book.Discuss current issues relating to refugees in Australia.Write a letter to a refugee child…What do you think it would be like to walk in another’s shoes? A Possibly Activity

  22. STEREOTYPING Characters in the text are given certain traits that are considered common to all characters of that type (‘Willy The Wimp’…Willy is the stereotypical wimp – he is the victim.)

  23. ‘Willy the Wimp’ Browne A Willy displays many of the characteristics of the ‘victim’. Make a list of these characteristics and what he does to overcome these traits. A Possible Activity

  24. JUXTAPOSITION • The placement and variation of text and illustration in relationship to each other (‘Willy’s Pictures’…Browne places illustrations in a variety of places to add meaning to text)

  25. ‘Willy’s Pictures’ Browne A What technique has Anthony Browne used to make you feel that you are inside an art gallery? How has he used both text and illustration to achieve this effect? A Possible Activity

  26. THE CHALLENGE ! • How do we, as educators, empower our students to engage with texts in a meaningful way? • What are the dangers that face our students when they read all the visuals with honesty and understanding?

  27. Could the critical analysis of the text ruin the book for the student? How do the techniques used position the reader?

  28. BIBLIOGRAPHY OF PICTURE BOOKS Baillie A ‘Drac and the Gremlin’ Viking,Ringwood 1988 Ottley M ‘Faust’s Party’ Hodder Children’s Society; 2000 Hobbs L ‘Horrible Harriet’ Allen& Unwin;Crows Nest 2001 Ottley M ‘Hyram and B’ Hodder;Sydney 2003 Marsden J ’The Rabbits’ Lothian;Port Melbourne 1998 Tan S ‘The Red Tree’ Lothian; Port Melbourne 2001 Wolf A ‘The True Story of The Three Little Pigs’ Penguin; Ringwood;1991 Crew G ‘The Watertower’ Era; Grange; S.Aust 1994 French J ‘Too Many Pears’ Koala Books; Mascot, N.S.W. 2003 Browne A ‘Willy the Wimp’ Walker; London 1995 Browne A ‘Willy’s Pilctures’ Walker; London 2000

  29. Prepared and presented by Sandra Campbell

More Related