14/11/2017

Visual literacy – some examples

Recently, I wrote about plans to explore visual literacy with Year 5 using the CBCA Short List Picture Books. With the lessons now complete, this post provides an update on progress and shares some student work examples. The CBCA short list picture books provided a wonderful opportunity to connect with a range of quality literature. The books contained insightful social and emotional context and differing styles of illustrations, they proved to be exemplary for exploring visual literacy.

Out text by Angela May George, illustrated by Owen Swan

As outlined previously, visual literacy or visual grammar provides terminology to help understand and describe features of an image that create visual meaning. We learn who or what is in the picture, the activities involved, interactions between characters, emotions, and how the image catches our attention. Examining images in picture books also helps to add meaning and build depth to the story.

As stated in the NSW Education Standards Authority English K-10 Glossary visual language:

“…contributes to the meaning of an image or the visual components of a multimodal text and are selected from a range of visual features like placement, salience, framing, representation of action or reaction, shot size, social distance and camera angle. Visual language can also include elements such as symbol, colour, scene and frame composition, setting and landscape, lighting and the use of editing.”

Out text by Angela May George, illustrated by Owen Swan

Once we had completed reading and exploring each book, students worked with a partner and selected one of the books and one image to focus on and annotate. Students referred to the visual literacy guide which provided examples of terminology and direction on how to organise their summaries.

Overall we were highly impressed with the level of student engagement and commitment to learning. Some students selected to take a photo of the image and add annotations using Word inserting callouts, while others were provided with a colour photocopy of the image to annotate by hand. Once complete the students uploaded their work onto the school LMS allowing for sharing and feedback.

One Photo text by Ross Watkins, illustrated by Liz Anelli

Pantaleo (2016), in an observation of teaching and learning visual literacy lessons with primary aged students, suggests focusing on one visual literacy element at a time and having students write a personal response of their learning after reading a picture book. Callow (2016), highlights the many opportunities of the Australian Curriculum to read and engage with books to explore visual literacy. He encourages us to create opportunities for students to investigate picture books to locate visual literacy elements and to allow students to create their own images using visual literacy learning.

Using the CBCA short list picture books allowed for an outstanding series of learning experiences. Following a few simple steps to introduce visual literacy and providing for students to explore and respond with examples can be adapted to a wide range of purposefully selected picture books.

The visual literacy guide was made available to students via the school library homepage. Full access to the guide is available here: Tips for Viewing Images in Picture Books

Home in the Rain by Bob Graham

References

Callow, J. (2016). Viewing and doing visual literacy using picture books. Practical Literacy, 21(1), p.9-12. Retrieved from https://www.alea.edu.au/resources/practical-literacy-the-early-and-primary-years-pl-2

Forrest, S. (2017).  How does it make me feel? Using visual grammar to interact with picture books. Literacy Learning in the Middle Years, 25(1), p.41-52. Retrieved from https://www.alea.edu.au/resources/literacy-learning-the-middle-years-ll

NSW Education Standards Authority. (2017). Glossary. Retrieved from http://syllabus.nesa.nsw.edu.au/english/english-k10/stage-statements/

Pantaleo, S. (2016). Primary students’ understanding and appreciation of the artwork in picturebooks. Journal of Early Childhood Literacy. 16(2), p.228-225. DOI: 10.1177/1468798415569816

12/07/2017

Visual Literacy using the CBCA Short list Picture Books

The CBCA Short List Picture Books provide many opportunities to explore and engage with quality literature. This term Year 5 will explore the short list books in relation to visual literacy or visual grammar.

Visual literacy helps us understand and describe the features of a picture that create visual meaning. We learn who or what is in the picture, the activities involved, interactions between characters, emotions, and how the image catches our attention. We can learn to discover by looking deeper and thinking about what we see.

As advised by Callow, 2016 “Talking about the various features of picture books before, during and after reading allows us to teach children about their various features.” Using the CBCA Short List Picture Books offers a perfect way to introduce or extend on visual literacy. Exploring the themes and issues and applying visual grammar elements allows students to deepen their engagement with the books. Furthermore, providing instruction and direction to recognise, discuss and label visual techniques will ensure students enhance their visual literacy skills (Forrest, 2017).

What is planned?

  • Introduce one of the CBCA Short List books and highlight visual grammar elements
  • Provide students with the Visual Literacy Guide available from my TES Resources site
  • Group students into small groups and allocate one of the picture books. Working with a partner create a sub-group where each sub-group selects one page (image) to focus on
  • Take a photo of the image and using Word or a simple photo writing App such as Phonto annotate onto the image
  • Post work to class Blog and share findings

Below is an example applying visual grammar following the guidelines that I created for student use. Goanna by Jenny Wagner is one of the first picture books I purchased in my early teaching days, I found it on my bookshelf and so loved reading it again.

Continue reading