This paper traces the history of motion pictures from Thomas Edison's vision in 1887 of an instrument that recorded body movements to the development of synchronized sound-motion films in the late 1920s. The first synchronized sound film was made and demonstrated by W. K. L. Dickson, an assistant to Edison, in 1889. The popular acceptance of…

Intelligence Quotient (IQ) tests show that there is a rise in IQ measurement up to age 5 1/2, yet the IQ levels off and drops at age 8 1/2. The shift from unrestricted television viewing for preschoolers to the emphasis on verbal communication in school may be the cause. Visual languages within a symbolic system could be one method of…

VISUALIZE is a course in visual language that can be used as a part of any course where communication and self-expression are among the goals--in religion, art, photography, filmmaking or social studies classes. This instructor manual gives a step-by-step approach to four two-hour seminars and three out-of-class projects. During the course…

Listed are nearly 300 books, articles, and audiovisual materials relating to visual literacy. Listings for written materials include author, title, publisher, and date of publication. Audiovisual listings include title, media type, date of production, and distributor. (EMH)

Identifies two lines of development in art education which require immediate attention if increased media utilization and effective production and consumption of media programs are to become a reality by the year 2000. (Author)

A program designed to test the visual literacy of fourth grade students was described. Its basic purpose was to provide many experiences in which children must arrive at evaluative decisions, make comparisons, and use their imaginations. (Author/RK)

Describes how alphabet books may be used to develop children's visual and verbal literacy. (DD)

Presents materials in the ERIC database on concrete poetry--poetry that juxtaposes the words with the physical dimensions of the text on the page. (SRT)

Ninety-one children participated in a study which evaluated a critical television-viewing skills curriculum. Students were given a comprehensive test of reality versus fantasy portrayals, special effects, and commercials. Methodology and results are presented and analyzed. (JL)

Suggests a simple, adaptable pattern for teaching the grammar of films and television, i.e., its agreed conventions of vocabulary and syntax. A variety of feature-length films and extracts are listed to illustrate the concepts being taught as well as film distributors and addresses. (MBR)

Findings revealed no significant response differences due to mode of presentation. The study provides support for the proposition that mode of presentation has little systematic effect on untrained subjects' evaluations of paintings. (Author/RM)

Stereoscopes can be used to teach visual art students the process of eye accommodations. A classroom activity is described. (RM)

Beardsley's explanation of how works of art have the capacity to give an aesthetic character to human experience provides a justification for art education in the schools. His major work, "Aesthetics," and subsequent writings that have a bearing on art education are discussed. (Author/RM)

Argues that video courses must teach students not only to make intelligent viewing choices but to sift truth from suggestion in commercials, to avoid mindless acceptance of television's versions of appropriate sex roles, and to examine the values promoted in television programs. Suggests a number of books for media study. (MM)

This paper describes how the visual environment--what we see when we look--can be used to develop both visual and verbal literacy, including aesthetic appreciation, comprehension, and vocabulary.