Described is a college-level art activity that teaches aesthetic literacy to entry-level art education majors. Students are asked to bring to class and to discuss two objects--one, an art object, and the other a nonart object. The article also presents thematic categories for the generation of aesthetic concepts. (RM)

Discusses a public library film literacy program offered to adolescents and young adults which incorporates films that are not curriculum-oriented and center around specific themes such as self-identity, creativity, speculations, and lifestyles. Seven films selected for program on social issues and viewers' evaluations are highlighted.…

Presents a structure for a film and video production course, with emphasis on three types of literacy: visual, verbal, and technical. (HTH)

Suggests that television's imaginative hold on its viewers is produced by its use of primal mythological stories and powerful ritual narratives. (MM)

Presents activities designed to help students understand the graphic elements that contribute to visual expression in film. (Author/KS)

This paper discusses the role of digital technology within the cognitive revolution of the perception of images. It analyzes the traditional values placed on images as a source of cognition. These values are discussed in terms of the ethical and social issues raised by the use of digital image manipulation in so far as the digital era is falsely…

This digest explains the concept of visual literacy in science and provides a guide to resources for further study. The case is made that the capacities to both understand and generate technical pictures are fundamental to scientific and technological literacy for students at many levels, from early elementary school to the university level.…

A description and course outline of a British film study course which stressed an auteristic approach to cinema. (CH)

Article describes an experimental project in Milford, Ohio, in which students were taught visually. (HB)

Included are: a discussion of the need for aesthetic education, instructional packages available, suggested teaching methods, and classroom practices. (SP)

A brief look at how one sixth-grade class produced its own photo-stories as an exercise in visual literacy. (AK)

Discusses the relationship of visual art and language as modes of communication. Words are cumulative in effect, while visual images communicate more directly. Art education provides students with a means of interpreting and evaluating visual images. (AM)

Discusses the potential for cooperation between schools and art museums and examines the use of visual materials in the classroom. Surveys show that teachers normally use nonprint visual materials only to make their classrooms attractive or to illustrate information. Museum experiences can enrich student visual imagery and appreciation of art. (AM)

Defines visual literacy and considers a number of elements of wordless picture books that contribute to the development of visual literacy in students. (FL)