Line, shape, color and texture have always been the universal components of visual expression. Together these elements form a visual language. This packet is designed to be used as part of the Thematic Tour "First Look" offered by the Georgia Department of Education. The material explores some of the ways people use pictorial language;…

This paper discusses current changes in the teaching and learning of artistic rendering in light of technological advances that may cause teachers to rethink both what is taught, and the manner in which the results of the artistic process are valued and evaluated. The two methods of generating a photorealistic computer image are described,…

Based on the notion that visual decisions play an important role in what children recognize and interpret in books and that teachers have a special responsibility to help students become visually literate, this article draws parallels between visual and verbal concepts and suggests some activities for teaching "picture reading" skills in the…

Proposes ways for teachers to integrate visual literacy into the curriculum in order for young people to understand the visual culture they live in. Examples use children's books to explore stereotypes, reading images, artistic style, visual accuracy, and comparisons between books and the audiovisual products upon which they are based. (EM)

A model for the teaching of aesthetic dialogue to intermediate grade students is presented. One outcome of children discussing the aesthetic structure of art is that they transfer this learning and structure to other areas of their life. (Author/RM)

Suggests that films can enrich students' understanding of the literature on which they are based and can strengthen the same academic competencies students are expected to develop through reading. (MM)

The first step in learning to appreciate art is learning to classify a work according to its primary purpose. The artist creates art for one of three reasons: to recreate the physical world (Imitationalism); to express an idea or feeling (Emotionalism); or to create an interesting design (Formalism). A classified work may then be critiqued by: (1)…

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…

Cortical blindness is defined and its diagnosis is explained. Guidelines and sample activities are presented for use in a cognitive/visual/multi-sensory stimulation program to produce progress in cortically blind infants. The importance of using the eyes from birth through early development in order to form the nerve pathways responsible for…

History teachers should be less concerned with having students try to re-experience the past and more concerned with teaching them how to learn from the study of it. Keeping this in mind, teachers should integrate more critical film and television analysis into their history classes, but not in place of reading or at the expense of traditional…

Discusses importance of the ability to visualize images evoked by the written word in the development of children's skills in both reading and creative writing. Specific skills involved are noted, examples from picture books are given, and 48 picture books that would be useful to developing such skills are listed. (EM)

Children must learn to discriminate among the visual stimuli they experience and to recognize the existence of a visual language. Learning activities to help young children develop a sense of visual literacy are suggested. (PP)

This student workbook provides information about mass media and invites students to consider and respond to that information. Students are encouraged to use reading, writing, researching, critical thinking, interpreting, and debating skills in their responses. The book is organized into 8 chapters: (1) "The World of Media"; (2) "Television: Is…

Art reflects the ideas, experiences, spirit, and hopes of those who create it. It is through art works that students can see a visual record of how men and women lived and thought throughout history and across cultures. This instructional resource includes 52 transparencies, accompanying teaching strategies, and student worksheets which are…