Specific learning activities to increase the visual literacy of elementary students by involving them in the production of their own materials are described. (DE)

Connecting the curriculum of the K-12 classroom with the "curriculum of the living room," this book helps teachers and library media specialists maintain a viable program of visual (or media) literacy by presenting background information on the visual literacy movement and dozens of effective strategies and classroom activities that are ready to…

A film appreciation exercise for use in the foreign language class is outlined. The questions involve analysis of viewer reactions, film characteristics, visual and aural production specifications, and other technical aspects of the film. (MSE)

This classroom guide and "Better Viewing" guide accompany a 28-minute videotape on television literacy called "Master Control." The classroom guide explains the purpose behind the video, pointing out that "Master Control" is not about doing away with TV, but about a youngster's getting the most out of his or her TV…

The author describes a secondary level course in which students make their own audiovisual productions to illustrate social studies issues. (DE)

Reexamines the advantages of using short films in English classes, describes several effective films for classroom use, and presents a list of 150 outstanding short movies. (MM)

Presents a lesson plan developed around the work of architectural muralist Richard Haas. Discusses the significance of mural painting and gives key concepts for the lesson. Lists class activities for the elementary and secondary grades. Provides a photograph of the Haas mural on the Fountainbleau Hilton Hotel, 1986. (GG)

Maintains that young children enjoy talking about art and should be given opportunities to do so. Recommends using Parsons' Aesthetic Development Theory as a flexible framework and guideline for discussion. Includes several transcribed discussions between the teacher and her pupils. (MJP)

Offers eight projects and activities designed to make elementary students wiser television viewers and better thinkers. The activities help students get more out of television, determine what is questionable, and develop visual literacy and thinking skills. Children become active consumers of television and other visual media. (SM)

Presents activities to help teachers address the needs and behaviors of students raised on television; includes resources to help teachers use television productively in the classroom, a send-home reproducible on children and television violence, and notes on an interview with Shari Lewis and television tips for primary students. (SM)

The teaching activities presented in this document focus on teaching students the language of science through reading and writing. The first activity engages students in writing everything they know about a particular science topic, devising questions for further study, reading and gathering information to answer the questions, developing specific…

This book, which focuses on strategies for content area literacy, employs a step-by-step approach to help students comprehend content area texts, effectively express their ideas in writing, and acquire the literacy skills they need to succeed. The book provides a research-based framework for teaching reading and writing with strategies for…

The inclusion of critical thinking and viewing skills across the curriculum is one way to approach the development of problem solving, which could help develop the kind of students prepared to accept the challenges they face. Using popular media in teaching such skills links critical thinking to life in a way that keeps critical thinking from…

Postulates that students' untutored and unrehearsed verbatim responses to viewing artworks parallel specific schools of thought in aesthetic theory. Middle school students tape recorded their responses to a previous museum visit. Their responses reflected some of the key concepts in expressivism, institutionalism, and formalism. (MJP)

Provides evidence that sixth-grade students are capable of considerable art historical understanding. Suggests that second-grade students are able to incorporate knowledge of individual artists, and some limited historical perspective, in their consideration of artworks. Includes assessment instrument and statistical tables. (MJP)