Challenges visions of a total audiovisual future by defending the importance of written language. (RB)

Suggests a connection between the perceptual world taken as a system of signs and the system of signs we normally think of as visible language and defends this thesis. (TO)

Suggests using student media compositions (collages) as preparatory exercises for theme assignments and provides examples of how this can be done. (TO)

Advocates value of visual literacy and recommends schools develop an image curriculum. Stressing perception, meaning and action. (DS)

A plea to English teachers to begin where the students are" and to make use of, rather than ignore, the students' interest in popular culture and the mass media. (SP)

Challenges television research which presents an overly critical view of the effects of television viewing on its audience. (JJD)

Discusses the value of making students visually literate. Stresses the technique of visual rehearsal and offers suggestions for incorporating visual rehearsal activities into the classroom. (FL)

Employs the metaphor of verbal language to explore the elements which make up the alphabet, grammar, and vocabulary of visual language, with special emphasis on medical illustrations. Form, line, mass, the role of light, perspective, and visual perception are discussed; nine figures and five references are included. (JL)

Provides topics and activities by which English teachers can make their students visually literate and capable of critical television viewing. (RL)

Explores the association of various disciplines with visual literacy and develops a definition of the term that can be used for theory development. (FL)

In an interview, designer and filmmaker Saul Bass discusses the nature of creativity and the creative process and his work in the visual arts and their implications for education. (HTH)

The author urges art educators to contribute to holistic education by emphasizing the unique and alternative modes of thinking and acting which are intrinsic to visual arts. He presents two exercises to help students develop a perceptual rather than conceptual or linguistic mode. (Author/SJL)

Considers whether linguistic models can be used to examine how information is structured in the screen media. Highlights differences between language and screen media that make the transference difficult. Raises interesting questions about media literacy and whether screen media may have important perceptual and cognitive effects. (JMF)

Presents a checklist which can be used in the development of materials and activities to develop visual abilities; and includes a visual preference survey designed to provide data needed in responding to some of the checklist items, especially those related to learner abilities and preferences. (CMV)