DOCUMENT BESOME

12U 973 CS 202 803

AUTHGR Feeley Jean T TITLE Developing Language Via Visual LiteracyPUB DATE 75 NOTE 13p Paper presented at the National Conference on

the language Arts (Boston Massachusetts April1975) - f

EDSS PPICE MF-$083 HC-$1 67 Plus Postage DESCFIFTOSS ^Aesthetic Education Bilingual Education Elementary

Secondary Education Grade 7 Language Instruction Peading Skills Special Education Teachingllechnigues Visual Aids Visual Learning Visual Literacy Writing Skills

ABSTRACT^ Elementary and secondary teachers are recognizing

that todays childrer are products of a visual era who bring visual literacy to their school language learning Visual resources may be developed and used as a valuable motivational technigue The following programs utilizing this approach are outlined EorothyLopez 1 development of polaroid picture-taking to stimulate aaecial

~-s4ucat ion children Debss and Williams pictures first -then words reading programs for bilingual children Miriam Offenbergs use of slide-sound productions in visual composition and Judie Vishonskis inclusion of slide-sound productions super-8 movie film and black and white photographs as writing stimuli in her curriculum for seventh-graders (KS)

r

Documents acquired by ERIC include many informal unpublished materials not-available from other sources EBIC mak-es every effort to obtain the best copy available Nevertheless items of iarginal reproducibility are often encountered and this affects the quality of the microfiche and hardcopy reproductions EBIC makes available f via the EHIC Document Reproduction Service (EDRS) EDRS isnot -raquo responsible for the quality of threoriginal document Reproductions supplied by EDRS are the best that can be made from the original

US DEPARTMENT OF HEALTH EDUCATION A WELFARE NATIONAL INSTITUTE OF r

EDUCATION

KN THIS DOCUMENT HAS BEEN REPROshyDUCE B EXACTLY AS RECEIVED FROMrs

ogt HE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEA OR OPINION STATED DO NOT NECESSARILY REPREshySENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OH POLICY

DEVELOPING LANGUAGE ViA -VISUAL LITERACY

National -ionpoundprpnce on the Lan^ja^e Arts

National Council of Te^ehers of English

Bostpn Mass

Apfil 12 1975

Joan T Fefilcy Associate Professor Reading laquoand Language Arts William Patersoa Coilleqe Wayne New-Jersey 07470

-

-PERMISSION TO MEPROOUCE THIS COPYshy RIGHTED MATERIAL HAS BEEN GRANTED ev

Joan T Fgeley

TO ERIC AND OROANIZATIONS OPERATING UNDER AGREEMENTS WITH THE NATIONAL INshySTITUTE Of EDUCATION FURTHER REPROshyDUCTION OUTSIDE THE EBIC SYSTEM RE QUIRES PERMISSION OF THE COPYRIGHT OWNER -

^^^( ^^^^M~^^^^^^ ^~Kff pound f$ampgt amp poundltampfSKxiramp ^

Jyin I1 Kefley Associate Iroi-^sor fcad in^ aru 1 ar-rua^e Arts Wi ilia$ Tatcrson Col Ioo Kayno NewJers--y 07-170

DEVELOPING LANGUAGE VIA VlSyUr LljTKKACY

Ihcvre djcnni trgt t-Jich my son to read next autumn Its time ari Kgt kpw-- it lie already reads fallen loaves -puddles4 things th~gt oui 1iLvs Ictt cpoundit-rrraquorsona Li tic s and how-the-distant ly-viewed-rounlairsr^el-tcAi-y better than I do

S ih thrso words- Sam Sabt-sta (I1 O15G) describes his visuo3lv

^ - -- li toitV six-ycaroUl who is about to enter the ranks ltrf the verbally --

li tcrate irgtre cbnwioniy defined as those who can read and write print lt~

Barley (1971) draws an interesting analogy by defining vis-i literacy

ar tno ability Lo read and wrile usin-^ visual tools We live in a

virjul world of wonderful Ti^hts and colors which may be experienced ltT ^ fI - t

cithor directly or indirectly through- pictures film and television-

s teachers we are usually so concerned with developing the verbally

literati- child that we often ignore the natural literacy he may bring

with him to school from his visual environment This is frequently an laquot

untapped resource which may be extended and used to develop language

skills ^

Visual literacy eirerged as a serious concern for educators- after raquo - -

the f-ir t National Conference -on Visual Literacy held in Rochester in 1969

The proceedings (1970) presented definitions a rationale researcWk and laquoraquo -o -

descriptions of on-oinq school programs They made stirring reading - - - -

offering new insights and promising new ways of working with children

^^

i

Jyin I1 Kefley Associate Iroi-^sor fcad in^ aru 1 ar-rua^e Arts Wi ilia$ Tatcrson Col Ioo Kayno NewJers--y 07-170

DEVELOPING LANGUAGE VIA VlSyUr LljTKKACY

Ihcvre djcnni trgt t-Jich my son to read next autumn Its time ari Kgt kpw-- it lie already reads fallen loaves -puddles4 things th~gt oui 1iLvs Ictt cpoundit-rrraquorsona Li tic s and how-the-distant ly-viewed-rounlairsr^el-tcAi-y better than I do

S ih thrso words- Sam Sabt-sta (I1 O15G) describes his visuo3lv

^ - -- li toitV six-ycaroUl who is about to enter the ranks ltrf the verbally --

li tcrate irgtre cbnwioniy defined as those who can read and write print lt~

Barley (1971) draws an interesting analogy by defining vis-i literacy

ar tno ability Lo read and wrile usin-^ visual tools We live in a

virjul world of wonderful Ti^hts and colors which may be experienced ltT ^ fI - t

cithor directly or indirectly through- pictures film and television-

s teachers we are usually so concerned with developing the verbally

literati- child that we often ignore the natural literacy he may bring

with him to school from his visual environment This is frequently an laquot

untapped resource which may be extended and used to develop language

skills ^

Visual literacy eirerged as a serious concern for educators- after raquo - -

the f-ir t National Conference -on Visual Literacy held in Rochester in 1969

The proceedings (1970) presented definitions a rationale researcWk and laquoraquo -o -

descriptions of on-oinq school programs They made stirring reading - - - -

offering new insights and promising new ways of working with children

^^

i

gt

f - -Fee ley Faltse 2

in gt o adv nod visual tlt-chiol gtgt Wondcrini what had happened

since trios- cibba divs 1 vas quite disappointed when I reviewed

the Ifcenl literature urni found only d handfulof iters and very littles

newinformation However Itidnt stnp lhre but continuedmy seapch

ig^to the rcKool- hengtelve to find that vis_ul literacy is inxieed - ~deg alive an-iv-Cn an l Tlour Lsl-in^ -in --any c 1 assroonjs ampgt creative teachers

are ernl-raquovin-^ visual literacy techniques in their language programs^ rfteii withrut beirj a are of d-c -er or the rovenent that 2rew out

of the ijigtchetor conference r ix y-poundirr ao

gtv2ciil Noeds and Hi lingual Children o

In Nov York City IXirbthy Lopez runs a suroncr program for special

ed-jcati jr children An impurtjint component feature instructing the

childen in Polaroid photography so thatraquo thsy can record higblirjhts of

field trjps for later discussfon and lan^uage experience stories0 The

immediacyof feedoaok supnliod by the Polaroid pictures helps to sustain raquo

newly developed oral vocabulary and concepts ^for these special needs

children Hack at school they dictate their stories about their pictures - rtd teachcrs and aid^s who record the^ in print for each childs own

f

photc-story book These areused a individualized readers to heln 9

maintain anti

further developgt

reading skills-^

^

- describe Debes and Wi lliams (1)7-1 p So ^several- similar pictures first

thqn words reading proijrams bc-ih^ used with suibjj special populations -- as W t t4n-ucl~clialdren deg in th-- Montebellb School District in Southern

lt

A

Fc--roy -Pa re 3 - - - 0

Cc4-1 i lo i ami V in ^hijdron in Chny ltn ^hinlc Arizona They say

he r-h6gt i 5 basically tho lr jia-^e experience rethod but ^ wit1 ^ r tur -s Jdi raquoa nov oriul no X- io-T-nt The combination

of raki pi c tu-os aoti- bm ^in- ami then usirr-j th photos as vis- 1 1 cios to tho verbal lan-^ua^o that has been connected- d th th-raquor hol^s the chillron rako vrry solid pro^ress in learniiipoundrt-at in-j -kill ( r 7-1 p 33)

1 Arfain in Now^Yorc City Xiriam H^ffonberjc ^ave her Spanisn-speaking

-rjirci- raquoltralti-rs ijs tammatic cariLrajj -to nhc toorranh scones from their neighbor- x - ~

hood Converting -these picturj^ into slides she used th^m to proTnote- v laquo - - oral- aural IjnliS Vshon it caino t rrio for her class to not -tojjptherjiX v ~

r - -- v a Chri trs assVjrbly projrltpi a s3 jtle-saund nroductio^n seemed only - - naturl -r-h child contributed at least dhe slide and the clasps

^

co^rliivitDd th-j scenes with Chfistmas son^s Kcst o-f thlaquo pictur-os-- - - -

reprfrlt-n U-d Christmas in the city store windows wreaths on traffic raquo -

lights uVpr a local bodega wi-th a Santa Claus advertisement on its - laquodoor To --coirgtarv their own sin^in of Good King enceslaus the

-

childrcn appropriately chose s-lides taken on a class trip to the Cloisters i -a reconstf jc ted r^dieval monastery These children for whom English -- was a second yet- to-be-con trolled lan^ua^e were able to compose visually

expressing +

a theme by interweaving their photo(jraghs with familiar

e

f - gt English lyrics

Visually Literate -

Seventh-Graders

in Suburbia s

^ x - - -- One of those teachers to wfeom the term visual literacy was new

Judie Vihonski has been extending and developing both verbal and visual

Fc--roy -Pa re 3 - - - 0

Cc4-1 i lo i ami V in ^hijdron in Chny ltn ^hinlc Arizona They say

he r-h6gt i 5 basically tho lr jia-^e experience rethod but ^ wit1 ^ r tur -s Jdi raquoa nov oriul no X- io-T-nt The combination

of raki pi c tu-os aoti- bm ^in- ami then usirr-j th photos as vis- 1 1 cios to tho verbal lan-^ua^o that has been connected- d th th-raquor hol^s the chillron rako vrry solid pro^ress in learniiipoundrt-at in-j -kill ( r 7-1 p 33)

1 Arfain in Now^Yorc City Xiriam H^ffonberjc ^ave her Spanisn-speaking

-rjirci- raquoltralti-rs ijs tammatic cariLrajj -to nhc toorranh scones from their neighbor- x - ~

hood Converting -these picturj^ into slides she used th^m to proTnote- v laquo - - oral- aural IjnliS Vshon it caino t rrio for her class to not -tojjptherjiX v ~

r - -- v a Chri trs assVjrbly projrltpi a s3 jtle-saund nroductio^n seemed only - - naturl -r-h child contributed at least dhe slide and the clasps

^

co^rliivitDd th-j scenes with Chfistmas son^s Kcst o-f thlaquo pictur-os-- - - -

reprfrlt-n U-d Christmas in the city store windows wreaths on traffic raquo -

lights uVpr a local bodega wi-th a Santa Claus advertisement on its - laquodoor To --coirgtarv their own sin^in of Good King enceslaus the

-

childrcn appropriately chose s-lides taken on a class trip to the Cloisters i -a reconstf jc ted r^dieval monastery These children for whom English -- was a second yet- to-be-con trolled lan^ua^e were able to compose visually

expressing +

a theme by interweaving their photo(jraghs with familiar

e

f - gt English lyrics

Visually Literate -

Seventh-Graders

in Suburbia s

^ x - - -- One of those teachers to wfeom the term visual literacy was new

Judie Vihonski has been extending and developing both verbal and visual

N Fcclcy Iai^e 4

skills in her seventh-rade lan^ttae arts classes in the Valley

Middle- School Oakland Now Jersey in several ways Individuals laquo -

or r-1-il 1groups coirRoo slide-sound productions around a theme usually

expr^sst-d in ^a favorite POP tuno For~examolc Anna shot scenes of

petMvjo helping poonle in the school_environrent (the nurse teacher --

older childropR with those younger) and arranged themto fit the words

laquo of the- Long Lean on Mo Ann and Cathy chose to capture such scenes I

as sunsets Tieir c3assnatc at nlay interesting faces and bloojhing - amp

plan ts and i lowers to accomnany- Kvorythin^ Is Beautiful -v - -

These scventh~rrailcrs alspemnlwy sirple animation techniques raquo

to corposo single concept and story cartoons usin4 the super-8 movie

-1 - - - gt c-rera Alan Neaie and JJob collaborated on an animated alphabet film

a v - -laquo- lt i -^ i raquo

A Inhabetoons usin cut-fcit letters and simule figures that move

r across a flannel-board to the tune pf-v The PJjtertaiRir Carol developed viiufll- 6- laquo

a concept film called Circle to viraquoual shapes for primary children

-Freddy Froths Great Adventure drawn^and filmed by Mark and John and

5- M

9 -

The Day Rudolph Lost His ilose executed by David and Robert are ^ laquo

wordless cartoon fantasies that delight young viewers These embryo -

o filirrakerfi involve their audiences by encouraging theni to tell the

- story as the drawings flicker across the screen thus helping the younger

- - children to grow invisual perception and oral language (Directions

raquo - - ~ -_ raquo^

frfr these animation techniques appear at the end of this paper) raquo

Ms Vihqhski also uses some of David Sohns (1964)-ideas by offering - -a

-- - lt - ---

her own mounted black and white photographs as writing stimuli thus

6

laquo Feeley Pace 5i laquo -^

reverin the n-(cess the children used in making slide-sound and - -

suner-r productions -Instead of consrunicating- bymentis of visuals

thsy now write expressively to tell the pictures story

Ihe nh6tos of pe gtplo in various urban s fittings elicited empathctic i

deg rraquo shy

and percentivc responses from even the most reluctant writers They t gt A e -i laquo- shy -

wrote- of th-i lonlinelaquos aivds anxjje-ty thai lay beneath the clown s smiling ^ - - -

face of-the sadness 4

and frustration 9

conveyed

by the figure of the t

dejected-Van leahin-^ despondently over the impersonalcity-s-park -

fence Mnd of the fear and futility of a homesick soldigr The

power of the visuals seemed to unleash the power 6f the childrens raquo

written lan-^uaue Samples of their poetry and poetry-like prose follow

__ - Clown

Hislife is Jiko a kaleidoscooe always changing Underneath that happy painted face is a serious attitude This clowns job is to makepeoplehanny but how-happy is he Hours grow into days and year t^o past Who is he Jerhaps he does not know

t Maureen Mutter - - e ~

8 fliding behind a painted smile thinking

raquoWhere will I be tomorrow f Wrat will today be like

Is this what my life is going to -- Be likegoing from day to day

Never knowing where Ill end up]-- orhow I will be --

= - Laurie VanderVliet

V Sadness Leaning over the fence crying

Showing his emoticns - - - laquo ^Feeling lqnely - ~ 0 shy

Sadness affects everyone - Mark Vanderibos

J

s

- -j-v--gt - r raquo -j-shy

Ioolev e 6

~a s t ir^n vie gt t fence yfij to escapeA j~ltri if iThVT) i rv^ss -From the tfoj-sy crowded park

Ik tVoiS veiy droarv To tranquilityKltm Hoffer Carol Shindler

~ The Soldier lt ^__t_

Jut sitlin th^r-o feeling sorry for himself He thinks about -his fari )y at hgtro h^ r-uddcnly jjrows hoposick 4hs wife Lives each 0day Korrioj-i n ^ if her nu^band i-s a 11 jhts She only keeps in touchwith hrr th^fj h U-tvors lie ponders ovraquor the thousht of ^o-in^ outontho bittl -Vicld gt

teaT is raquoJin^ 6ver hin~ The lunn degin his throat-crows enorirousandiho h^tcrflio-r in hir stomach seem to jet bi^^er His life isso con--us^il f l

laquo Cindy Frank l

Incidentally -

the

composition

aboufthe

soldier was elicited

bya nhotn of an exploTfj scorrt Vho -just ^happened to b^- oriental

in fatique clothir amidst troop ^car nn a Staten Island ferry The

wniter obviously brought hervisual experiences with the war in Indoshyo gt

China to her interpretation of the picture This incident lends support shy

tor Millions (1)73 p308) ar-^uirent lttor visual literacy programs that __

prepare students for our highly visual culture The viewer must realize

-that v-much of what he seeshas been processed and Filtered through

someone tides perceptions first 1 While thjs deceptive photo had no

q^rrectuinterpretation in this case becauseraquoit wasbein^ used to s-timulate laquo

free expressive writing the children could learn from iplusmn that modern -

media can distort reality sometimes intentionally for political or

-propaganda purposes

Fee ley Pa^e 7

Other policationsof the Slide-Sound Technique

r the^e Oakland seventb^-^rad^rs arc using slide-sound to ile raquo

Enfield Connecticut express ^r-noril themes hiih school students in

1974 p35) -were challenged 6y their teacher -f ( Debes laquond Williims

them and produce to choose any subject irt Social Studies that interested i

for class and school use 9 - Known as the Lab Cart amp slide~scunltt vork

laquo

program the approach requir-ed tha-t the students io in to the community - laquo

raquo

purposes organize Cilarr-fy and translate ifleas into for research _ - -

vvsual terns raquo Kvcntually they did move into print producing journals

yearbooks which were ifsed in the school community and even by arilf

HeaKh-- a social a-^ncy Tho National Association ofKental

Social Studies students at Park Ea3t Hii3h School a non-traditional i jf -

in documentaries fpr community school 1 NewYork City made slide-sound -

a unit study on immigration (Cumirin^s p37) The students gathered

memorabilia from family albums and taped interviews with pictures and e

Jo produce Pamily R6ots dealing with the relatives and friends

Jews fom Europe blacks from the Sooth and arrival- in New York-of laquo5

Enslisb-speakin and Spanish-speaking Puerto Ricans from the shyboth

island In effect they wrote their own text with visuals and taped

-- - - gt - - - k reminiscences shy

Televisipn a^id Reading - - -

Mount Vernon New Yorlc -Both the Philadelphia Pennsylvania and a ^ n

commercial school systems are experimenting with using videotapes of popular

9

- Fyelcy Patje 8shy 5

laquo 9

shows liko Sanford and Son and Kung Fu to help reluctant readers----- - ^ _

learn to read (Feelcy 1^75) laquo Middle-^radeJunior- High stgdentswho ltraquo deg gt

haw low achievement scores or who can read butdont view the-video-

rapes and then immediately read from Ihte scripts~assuming the Various

_rolrs In this way the readers bring a good deal of information aboutlt -

the language of the text to their reading and motivation is high

The children lern video language (zoom teaser pan) and filming

techniques (close up shooting up to create dominance) as they view

and read iavorite shows combining growth in visual and verbal literacy

They learn to interpret body language and kinesics for exiraquomplfe Red Foxx

produced a grimace11 in a toothache segment and his face more than ^ i - o

adequately defined the wordf _ shy

While Mount Vernon ha^s decided poundo cbncentrate orir^ading skills

the Philadelphia approach develops a whole range of languampge skills shy- laquos - - --

around tife visual experience Resides the activities with the commercial

tapes ihe children research write dramatize and filjn their own shows i j

learning to read nad write through both film and print ^ v

Conclusions ~ c-

More and more teachers in the mid-seventiesare recognizing that

our children are products of a visual era^whobring a good deal bF yisual

literacy to their school language learnings- School does not have to he- -

a print-dominatedexperience but can combine bo~th the visual-and the verbal

to be a natural extension of our visual culture Froin the examples cited

^in this paper it is evident that teachers whe-tfier or not they

10 -^ ^ -

-iipoundampj^

I

jr FeelejT 9

conscious of the visual literacy movement are fusing photography

film and videotape both to extend childrensnative visual li-teracy

and to help develop verbal literacy in the language fcreas ofspgakicg - s _ - f

-reading tk

and writing i_

- -^6 J

-- - -

- ^

-- raquo - ---- - - _ raquo

Ms JudioVitronskis Birections for Simple-Animation- films

-Equipment - Super 8 nxavie_ camera raquo -_- - ^shy

v Tripod - - ^ ^^ - Backboard ^ - - - - ^amp

Construction paper or felt - f Procedure - ~ - - shy

Camera and backboard_are placed ata 90 degree anglefor sharpness Several frames ^) are taken -of each setting

Objects are moved inch between shots - ^

Fee Icy Pasje 10

T- -----____ REFEltENCKS

Bar ley-Steven D A New Look at the Loom of Visual LiteracyED 057 585 p2 s -

Cummin^ Judith Hi^hSchool Offers Project onHiqration TjneNew Yorifr Tirr-es March 26 1975 p 37 -

Denes John L and Clarence Nc Williamsj The Power of Visuals Tho Instructor vol 84 no 4 Dacember U74) po 31-38

Feeley- Joan T ^Television and Beading in the Seventies Lanuage Arts vol52 no 6 (September 1975) nn 797-S01 ^

Fillion UryanU Visual Literacy Clearin House vol 47- (January raquo

- f -Sebesta Sam L Ky Son the Linguist xind Reader P^ul S Andersop Ed

Lin-^i s tic_in -the J-Icryn tary School Cln^sropm^ New York -The -Macmiltan Loirpany i^71 p 150 o

Sohn David A and HD Loavitt Ston Look and ^fi te New York Bantam-poks 1964

Williams Clarence M and John L D6bes Procefviinzs of the First National Conference on Visual Literacy New York Pitman Publishing1970

RESOURCE PEOPLE

~- tiopez Dorqthy Assistant Director Bureau fon Children with Retarded

Mental Development and Director of Summer Prbt^ram -- Academic Skills ESEA Title j^ Board of Educatt of the City of New York

laquo -- ^ Offenberjj Miriajn AV Coordinator Fort Lee Public Schools Fort Lee New Jersey -

Vihonski Judie Teacher Valley Middle Schobl Oakland- New Jersey

- --- - 12- -- - - -- -- vv

-VAgt[lrVilaquo- 1 iCi^jn JV ^^- i~i 1V- ^v raquo ltgt i- Vti pound ( lt laquoi j| laquo iJV 1 ---^1 raquo- ^jKf-J^ls- amp VjVV^^ ampampte44i^~^ampiampf$j$2 ^iiraquo^amp^felS^felC^ ^SafitfcSafflBShSHlUiSISKJwiP

laquo Feeley Pace 5i laquo -^

reverin the n-(cess the children used in making slide-sound and - -

suner-r productions -Instead of consrunicating- bymentis of visuals

thsy now write expressively to tell the pictures story

Ihe nh6tos of pe gtplo in various urban s fittings elicited empathctic i

deg rraquo shy

and percentivc responses from even the most reluctant writers They t gt A e -i laquo- shy -

wrote- of th-i lonlinelaquos aivds anxjje-ty thai lay beneath the clown s smiling ^ - - -

face of-the sadness 4

and frustration 9

conveyed

by the figure of the t

dejected-Van leahin-^ despondently over the impersonalcity-s-park -

fence Mnd of the fear and futility of a homesick soldigr The

power of the visuals seemed to unleash the power 6f the childrens raquo

written lan-^uaue Samples of their poetry and poetry-like prose follow

__ - Clown

Hislife is Jiko a kaleidoscooe always changing Underneath that happy painted face is a serious attitude This clowns job is to makepeoplehanny but how-happy is he Hours grow into days and year t^o past Who is he Jerhaps he does not know

t Maureen Mutter - - e ~

8 fliding behind a painted smile thinking

raquoWhere will I be tomorrow f Wrat will today be like

Is this what my life is going to -- Be likegoing from day to day

Never knowing where Ill end up]-- orhow I will be --

= - Laurie VanderVliet

V Sadness Leaning over the fence crying

Showing his emoticns - - - laquo ^Feeling lqnely - ~ 0 shy

Sadness affects everyone - Mark Vanderibos

J

s

- -j-v--gt - r raquo -j-shy

Ioolev e 6

~a s t ir^n vie gt t fence yfij to escapeA j~ltri if iThVT) i rv^ss -From the tfoj-sy crowded park

Ik tVoiS veiy droarv To tranquilityKltm Hoffer Carol Shindler

~ The Soldier lt ^__t_

Jut sitlin th^r-o feeling sorry for himself He thinks about -his fari )y at hgtro h^ r-uddcnly jjrows hoposick 4hs wife Lives each 0day Korrioj-i n ^ if her nu^band i-s a 11 jhts She only keeps in touchwith hrr th^fj h U-tvors lie ponders ovraquor the thousht of ^o-in^ outontho bittl -Vicld gt

teaT is raquoJin^ 6ver hin~ The lunn degin his throat-crows enorirousandiho h^tcrflio-r in hir stomach seem to jet bi^^er His life isso con--us^il f l

laquo Cindy Frank l

Incidentally -

the

composition

aboufthe

soldier was elicited

bya nhotn of an exploTfj scorrt Vho -just ^happened to b^- oriental

in fatique clothir amidst troop ^car nn a Staten Island ferry The

wniter obviously brought hervisual experiences with the war in Indoshyo gt

China to her interpretation of the picture This incident lends support shy

tor Millions (1)73 p308) ar-^uirent lttor visual literacy programs that __

prepare students for our highly visual culture The viewer must realize

-that v-much of what he seeshas been processed and Filtered through

someone tides perceptions first 1 While thjs deceptive photo had no

q^rrectuinterpretation in this case becauseraquoit wasbein^ used to s-timulate laquo

free expressive writing the children could learn from iplusmn that modern -

media can distort reality sometimes intentionally for political or

-propaganda purposes

Fee ley Pa^e 7

Other policationsof the Slide-Sound Technique

r the^e Oakland seventb^-^rad^rs arc using slide-sound to ile raquo

Enfield Connecticut express ^r-noril themes hiih school students in

1974 p35) -were challenged 6y their teacher -f ( Debes laquond Williims

them and produce to choose any subject irt Social Studies that interested i

for class and school use 9 - Known as the Lab Cart amp slide~scunltt vork

laquo

program the approach requir-ed tha-t the students io in to the community - laquo

raquo

purposes organize Cilarr-fy and translate ifleas into for research _ - -

vvsual terns raquo Kvcntually they did move into print producing journals

yearbooks which were ifsed in the school community and even by arilf

HeaKh-- a social a-^ncy Tho National Association ofKental

Social Studies students at Park Ea3t Hii3h School a non-traditional i jf -

in documentaries fpr community school 1 NewYork City made slide-sound -

a unit study on immigration (Cumirin^s p37) The students gathered

memorabilia from family albums and taped interviews with pictures and e

Jo produce Pamily R6ots dealing with the relatives and friends

Jews fom Europe blacks from the Sooth and arrival- in New York-of laquo5

Enslisb-speakin and Spanish-speaking Puerto Ricans from the shyboth

island In effect they wrote their own text with visuals and taped

-- - - gt - - - k reminiscences shy

Televisipn a^id Reading - - -

Mount Vernon New Yorlc -Both the Philadelphia Pennsylvania and a ^ n

commercial school systems are experimenting with using videotapes of popular

9

- Fyelcy Patje 8shy 5

laquo 9

shows liko Sanford and Son and Kung Fu to help reluctant readers----- - ^ _

learn to read (Feelcy 1^75) laquo Middle-^radeJunior- High stgdentswho ltraquo deg gt

haw low achievement scores or who can read butdont view the-video-

rapes and then immediately read from Ihte scripts~assuming the Various

_rolrs In this way the readers bring a good deal of information aboutlt -

the language of the text to their reading and motivation is high

The children lern video language (zoom teaser pan) and filming

techniques (close up shooting up to create dominance) as they view

and read iavorite shows combining growth in visual and verbal literacy

They learn to interpret body language and kinesics for exiraquomplfe Red Foxx

produced a grimace11 in a toothache segment and his face more than ^ i - o

adequately defined the wordf _ shy

While Mount Vernon ha^s decided poundo cbncentrate orir^ading skills

the Philadelphia approach develops a whole range of languampge skills shy- laquos - - --

around tife visual experience Resides the activities with the commercial

tapes ihe children research write dramatize and filjn their own shows i j

learning to read nad write through both film and print ^ v

Conclusions ~ c-

More and more teachers in the mid-seventiesare recognizing that

our children are products of a visual era^whobring a good deal bF yisual

literacy to their school language learnings- School does not have to he- -

a print-dominatedexperience but can combine bo~th the visual-and the verbal

to be a natural extension of our visual culture Froin the examples cited

^in this paper it is evident that teachers whe-tfier or not they

10 -^ ^ -

-iipoundampj^

I

jr FeelejT 9

conscious of the visual literacy movement are fusing photography

film and videotape both to extend childrensnative visual li-teracy

and to help develop verbal literacy in the language fcreas ofspgakicg - s _ - f

-reading tk

and writing i_

- -^6 J

-- - -

- ^

-- raquo - ---- - - _ raquo

Ms JudioVitronskis Birections for Simple-Animation- films

-Equipment - Super 8 nxavie_ camera raquo -_- - ^shy

v Tripod - - ^ ^^ - Backboard ^ - - - - ^amp

Construction paper or felt - f Procedure - ~ - - shy

Camera and backboard_are placed ata 90 degree anglefor sharpness Several frames ^) are taken -of each setting

Objects are moved inch between shots - ^

Fee Icy Pasje 10

T- -----____ REFEltENCKS

Bar ley-Steven D A New Look at the Loom of Visual LiteracyED 057 585 p2 s -

Cummin^ Judith Hi^hSchool Offers Project onHiqration TjneNew Yorifr Tirr-es March 26 1975 p 37 -

Denes John L and Clarence Nc Williamsj The Power of Visuals Tho Instructor vol 84 no 4 Dacember U74) po 31-38

Feeley- Joan T ^Television and Beading in the Seventies Lanuage Arts vol52 no 6 (September 1975) nn 797-S01 ^

Fillion UryanU Visual Literacy Clearin House vol 47- (January raquo

- f -Sebesta Sam L Ky Son the Linguist xind Reader P^ul S Andersop Ed

Lin-^i s tic_in -the J-Icryn tary School Cln^sropm^ New York -The -Macmiltan Loirpany i^71 p 150 o

Sohn David A and HD Loavitt Ston Look and ^fi te New York Bantam-poks 1964

Williams Clarence M and John L D6bes Procefviinzs of the First National Conference on Visual Literacy New York Pitman Publishing1970

RESOURCE PEOPLE

~- tiopez Dorqthy Assistant Director Bureau fon Children with Retarded

Mental Development and Director of Summer Prbt^ram -- Academic Skills ESEA Title j^ Board of Educatt of the City of New York

laquo -- ^ Offenberjj Miriajn AV Coordinator Fort Lee Public Schools Fort Lee New Jersey -

Vihonski Judie Teacher Valley Middle Schobl Oakland- New Jersey

- --- - 12- -- - - -- -- vv

-VAgt[lrVilaquo- 1 iCi^jn JV ^^- i~i 1V- ^v raquo ltgt i- Vti pound ( lt laquoi j| laquo iJV 1 ---^1 raquo- ^jKf-J^ls- amp VjVV^^ ampampte44i^~^ampiampf$j$2 ^iiraquo^amp^felS^felC^ ^SafitfcSafflBShSHlUiSISKJwiP

- -j-v--gt - r raquo -j-shy

Ioolev e 6

~a s t ir^n vie gt t fence yfij to escapeA j~ltri if iThVT) i rv^ss -From the tfoj-sy crowded park

Ik tVoiS veiy droarv To tranquilityKltm Hoffer Carol Shindler

~ The Soldier lt ^__t_

Jut sitlin th^r-o feeling sorry for himself He thinks about -his fari )y at hgtro h^ r-uddcnly jjrows hoposick 4hs wife Lives each 0day Korrioj-i n ^ if her nu^band i-s a 11 jhts She only keeps in touchwith hrr th^fj h U-tvors lie ponders ovraquor the thousht of ^o-in^ outontho bittl -Vicld gt

teaT is raquoJin^ 6ver hin~ The lunn degin his throat-crows enorirousandiho h^tcrflio-r in hir stomach seem to jet bi^^er His life isso con--us^il f l

laquo Cindy Frank l

Incidentally -

the

composition

aboufthe

soldier was elicited

bya nhotn of an exploTfj scorrt Vho -just ^happened to b^- oriental

in fatique clothir amidst troop ^car nn a Staten Island ferry The

wniter obviously brought hervisual experiences with the war in Indoshyo gt

China to her interpretation of the picture This incident lends support shy

tor Millions (1)73 p308) ar-^uirent lttor visual literacy programs that __

prepare students for our highly visual culture The viewer must realize

-that v-much of what he seeshas been processed and Filtered through

someone tides perceptions first 1 While thjs deceptive photo had no

q^rrectuinterpretation in this case becauseraquoit wasbein^ used to s-timulate laquo

free expressive writing the children could learn from iplusmn that modern -

media can distort reality sometimes intentionally for political or

-propaganda purposes

Fee ley Pa^e 7

Other policationsof the Slide-Sound Technique

r the^e Oakland seventb^-^rad^rs arc using slide-sound to ile raquo

Enfield Connecticut express ^r-noril themes hiih school students in

1974 p35) -were challenged 6y their teacher -f ( Debes laquond Williims

them and produce to choose any subject irt Social Studies that interested i

for class and school use 9 - Known as the Lab Cart amp slide~scunltt vork

laquo

program the approach requir-ed tha-t the students io in to the community - laquo

raquo

purposes organize Cilarr-fy and translate ifleas into for research _ - -

vvsual terns raquo Kvcntually they did move into print producing journals

yearbooks which were ifsed in the school community and even by arilf

HeaKh-- a social a-^ncy Tho National Association ofKental

Social Studies students at Park Ea3t Hii3h School a non-traditional i jf -

in documentaries fpr community school 1 NewYork City made slide-sound -

a unit study on immigration (Cumirin^s p37) The students gathered

memorabilia from family albums and taped interviews with pictures and e

Jo produce Pamily R6ots dealing with the relatives and friends

Jews fom Europe blacks from the Sooth and arrival- in New York-of laquo5

Enslisb-speakin and Spanish-speaking Puerto Ricans from the shyboth

island In effect they wrote their own text with visuals and taped

-- - - gt - - - k reminiscences shy

Televisipn a^id Reading - - -

Mount Vernon New Yorlc -Both the Philadelphia Pennsylvania and a ^ n

commercial school systems are experimenting with using videotapes of popular

9

- Fyelcy Patje 8shy 5

laquo 9

shows liko Sanford and Son and Kung Fu to help reluctant readers----- - ^ _

learn to read (Feelcy 1^75) laquo Middle-^radeJunior- High stgdentswho ltraquo deg gt

haw low achievement scores or who can read butdont view the-video-

rapes and then immediately read from Ihte scripts~assuming the Various

_rolrs In this way the readers bring a good deal of information aboutlt -

the language of the text to their reading and motivation is high

The children lern video language (zoom teaser pan) and filming

techniques (close up shooting up to create dominance) as they view

and read iavorite shows combining growth in visual and verbal literacy

They learn to interpret body language and kinesics for exiraquomplfe Red Foxx

produced a grimace11 in a toothache segment and his face more than ^ i - o

adequately defined the wordf _ shy

While Mount Vernon ha^s decided poundo cbncentrate orir^ading skills

the Philadelphia approach develops a whole range of languampge skills shy- laquos - - --

around tife visual experience Resides the activities with the commercial

tapes ihe children research write dramatize and filjn their own shows i j

learning to read nad write through both film and print ^ v

Conclusions ~ c-

More and more teachers in the mid-seventiesare recognizing that

our children are products of a visual era^whobring a good deal bF yisual

literacy to their school language learnings- School does not have to he- -

a print-dominatedexperience but can combine bo~th the visual-and the verbal

to be a natural extension of our visual culture Froin the examples cited

^in this paper it is evident that teachers whe-tfier or not they

10 -^ ^ -

-iipoundampj^

I

jr FeelejT 9

conscious of the visual literacy movement are fusing photography

film and videotape both to extend childrensnative visual li-teracy

and to help develop verbal literacy in the language fcreas ofspgakicg - s _ - f

-reading tk

and writing i_

- -^6 J

-- - -

- ^

-- raquo - ---- - - _ raquo

Ms JudioVitronskis Birections for Simple-Animation- films

-Equipment - Super 8 nxavie_ camera raquo -_- - ^shy

v Tripod - - ^ ^^ - Backboard ^ - - - - ^amp

Construction paper or felt - f Procedure - ~ - - shy

Camera and backboard_are placed ata 90 degree anglefor sharpness Several frames ^) are taken -of each setting

Objects are moved inch between shots - ^

Fee Icy Pasje 10

T- -----____ REFEltENCKS

Bar ley-Steven D A New Look at the Loom of Visual LiteracyED 057 585 p2 s -

Cummin^ Judith Hi^hSchool Offers Project onHiqration TjneNew Yorifr Tirr-es March 26 1975 p 37 -

Denes John L and Clarence Nc Williamsj The Power of Visuals Tho Instructor vol 84 no 4 Dacember U74) po 31-38

Feeley- Joan T ^Television and Beading in the Seventies Lanuage Arts vol52 no 6 (September 1975) nn 797-S01 ^

Fillion UryanU Visual Literacy Clearin House vol 47- (January raquo

- f -Sebesta Sam L Ky Son the Linguist xind Reader P^ul S Andersop Ed

Lin-^i s tic_in -the J-Icryn tary School Cln^sropm^ New York -The -Macmiltan Loirpany i^71 p 150 o

Sohn David A and HD Loavitt Ston Look and ^fi te New York Bantam-poks 1964

Williams Clarence M and John L D6bes Procefviinzs of the First National Conference on Visual Literacy New York Pitman Publishing1970

RESOURCE PEOPLE

~- tiopez Dorqthy Assistant Director Bureau fon Children with Retarded

Mental Development and Director of Summer Prbt^ram -- Academic Skills ESEA Title j^ Board of Educatt of the City of New York

laquo -- ^ Offenberjj Miriajn AV Coordinator Fort Lee Public Schools Fort Lee New Jersey -

Vihonski Judie Teacher Valley Middle Schobl Oakland- New Jersey

- --- - 12- -- - - -- -- vv

-VAgt[lrVilaquo- 1 iCi^jn JV ^^- i~i 1V- ^v raquo ltgt i- Vti pound ( lt laquoi j| laquo iJV 1 ---^1 raquo- ^jKf-J^ls- amp VjVV^^ ampampte44i^~^ampiampf$j$2 ^iiraquo^amp^felS^felC^ ^SafitfcSafflBShSHlUiSISKJwiP

Fee ley Pa^e 7

Other policationsof the Slide-Sound Technique

r the^e Oakland seventb^-^rad^rs arc using slide-sound to ile raquo

Enfield Connecticut express ^r-noril themes hiih school students in

1974 p35) -were challenged 6y their teacher -f ( Debes laquond Williims

them and produce to choose any subject irt Social Studies that interested i

for class and school use 9 - Known as the Lab Cart amp slide~scunltt vork

laquo

program the approach requir-ed tha-t the students io in to the community - laquo

raquo

purposes organize Cilarr-fy and translate ifleas into for research _ - -

vvsual terns raquo Kvcntually they did move into print producing journals

yearbooks which were ifsed in the school community and even by arilf

HeaKh-- a social a-^ncy Tho National Association ofKental

Social Studies students at Park Ea3t Hii3h School a non-traditional i jf -

in documentaries fpr community school 1 NewYork City made slide-sound -

a unit study on immigration (Cumirin^s p37) The students gathered

memorabilia from family albums and taped interviews with pictures and e

Jo produce Pamily R6ots dealing with the relatives and friends

Jews fom Europe blacks from the Sooth and arrival- in New York-of laquo5

Enslisb-speakin and Spanish-speaking Puerto Ricans from the shyboth

island In effect they wrote their own text with visuals and taped

-- - - gt - - - k reminiscences shy

Televisipn a^id Reading - - -

Mount Vernon New Yorlc -Both the Philadelphia Pennsylvania and a ^ n

commercial school systems are experimenting with using videotapes of popular

9

- Fyelcy Patje 8shy 5

laquo 9

shows liko Sanford and Son and Kung Fu to help reluctant readers----- - ^ _

learn to read (Feelcy 1^75) laquo Middle-^radeJunior- High stgdentswho ltraquo deg gt

haw low achievement scores or who can read butdont view the-video-

rapes and then immediately read from Ihte scripts~assuming the Various

_rolrs In this way the readers bring a good deal of information aboutlt -

the language of the text to their reading and motivation is high

The children lern video language (zoom teaser pan) and filming

techniques (close up shooting up to create dominance) as they view

and read iavorite shows combining growth in visual and verbal literacy

They learn to interpret body language and kinesics for exiraquomplfe Red Foxx

produced a grimace11 in a toothache segment and his face more than ^ i - o

adequately defined the wordf _ shy

While Mount Vernon ha^s decided poundo cbncentrate orir^ading skills

the Philadelphia approach develops a whole range of languampge skills shy- laquos - - --

around tife visual experience Resides the activities with the commercial

tapes ihe children research write dramatize and filjn their own shows i j

learning to read nad write through both film and print ^ v

Conclusions ~ c-

More and more teachers in the mid-seventiesare recognizing that

our children are products of a visual era^whobring a good deal bF yisual

literacy to their school language learnings- School does not have to he- -

a print-dominatedexperience but can combine bo~th the visual-and the verbal

to be a natural extension of our visual culture Froin the examples cited

^in this paper it is evident that teachers whe-tfier or not they

10 -^ ^ -

-iipoundampj^

I

jr FeelejT 9

conscious of the visual literacy movement are fusing photography

film and videotape both to extend childrensnative visual li-teracy

and to help develop verbal literacy in the language fcreas ofspgakicg - s _ - f

-reading tk

and writing i_

- -^6 J

-- - -

- ^

-- raquo - ---- - - _ raquo

Ms JudioVitronskis Birections for Simple-Animation- films

-Equipment - Super 8 nxavie_ camera raquo -_- - ^shy

v Tripod - - ^ ^^ - Backboard ^ - - - - ^amp

Construction paper or felt - f Procedure - ~ - - shy

Camera and backboard_are placed ata 90 degree anglefor sharpness Several frames ^) are taken -of each setting

Objects are moved inch between shots - ^

Fee Icy Pasje 10

T- -----____ REFEltENCKS

Bar ley-Steven D A New Look at the Loom of Visual LiteracyED 057 585 p2 s -

Cummin^ Judith Hi^hSchool Offers Project onHiqration TjneNew Yorifr Tirr-es March 26 1975 p 37 -

Denes John L and Clarence Nc Williamsj The Power of Visuals Tho Instructor vol 84 no 4 Dacember U74) po 31-38

Feeley- Joan T ^Television and Beading in the Seventies Lanuage Arts vol52 no 6 (September 1975) nn 797-S01 ^

Fillion UryanU Visual Literacy Clearin House vol 47- (January raquo

- f -Sebesta Sam L Ky Son the Linguist xind Reader P^ul S Andersop Ed

Lin-^i s tic_in -the J-Icryn tary School Cln^sropm^ New York -The -Macmiltan Loirpany i^71 p 150 o

Sohn David A and HD Loavitt Ston Look and ^fi te New York Bantam-poks 1964

Williams Clarence M and John L D6bes Procefviinzs of the First National Conference on Visual Literacy New York Pitman Publishing1970

RESOURCE PEOPLE

~- tiopez Dorqthy Assistant Director Bureau fon Children with Retarded

Mental Development and Director of Summer Prbt^ram -- Academic Skills ESEA Title j^ Board of Educatt of the City of New York

laquo -- ^ Offenberjj Miriajn AV Coordinator Fort Lee Public Schools Fort Lee New Jersey -

Vihonski Judie Teacher Valley Middle Schobl Oakland- New Jersey

- --- - 12- -- - - -- -- vv

-VAgt[lrVilaquo- 1 iCi^jn JV ^^- i~i 1V- ^v raquo ltgt i- Vti pound ( lt laquoi j| laquo iJV 1 ---^1 raquo- ^jKf-J^ls- amp VjVV^^ ampampte44i^~^ampiampf$j$2 ^iiraquo^amp^felS^felC^ ^SafitfcSafflBShSHlUiSISKJwiP

- Fyelcy Patje 8shy 5

laquo 9

shows liko Sanford and Son and Kung Fu to help reluctant readers----- - ^ _

learn to read (Feelcy 1^75) laquo Middle-^radeJunior- High stgdentswho ltraquo deg gt

haw low achievement scores or who can read butdont view the-video-

rapes and then immediately read from Ihte scripts~assuming the Various

_rolrs In this way the readers bring a good deal of information aboutlt -

the language of the text to their reading and motivation is high

The children lern video language (zoom teaser pan) and filming

techniques (close up shooting up to create dominance) as they view

and read iavorite shows combining growth in visual and verbal literacy

They learn to interpret body language and kinesics for exiraquomplfe Red Foxx

produced a grimace11 in a toothache segment and his face more than ^ i - o

adequately defined the wordf _ shy

While Mount Vernon ha^s decided poundo cbncentrate orir^ading skills

the Philadelphia approach develops a whole range of languampge skills shy- laquos - - --

around tife visual experience Resides the activities with the commercial

tapes ihe children research write dramatize and filjn their own shows i j

learning to read nad write through both film and print ^ v

Conclusions ~ c-

More and more teachers in the mid-seventiesare recognizing that

our children are products of a visual era^whobring a good deal bF yisual

literacy to their school language learnings- School does not have to he- -

a print-dominatedexperience but can combine bo~th the visual-and the verbal

to be a natural extension of our visual culture Froin the examples cited

^in this paper it is evident that teachers whe-tfier or not they

10 -^ ^ -

-iipoundampj^

I

jr FeelejT 9

conscious of the visual literacy movement are fusing photography

film and videotape both to extend childrensnative visual li-teracy

and to help develop verbal literacy in the language fcreas ofspgakicg - s _ - f

-reading tk

and writing i_

- -^6 J

-- - -

- ^

-- raquo - ---- - - _ raquo

Ms JudioVitronskis Birections for Simple-Animation- films

-Equipment - Super 8 nxavie_ camera raquo -_- - ^shy

v Tripod - - ^ ^^ - Backboard ^ - - - - ^amp

Construction paper or felt - f Procedure - ~ - - shy

Camera and backboard_are placed ata 90 degree anglefor sharpness Several frames ^) are taken -of each setting

Objects are moved inch between shots - ^

Fee Icy Pasje 10

T- -----____ REFEltENCKS

Bar ley-Steven D A New Look at the Loom of Visual LiteracyED 057 585 p2 s -

Cummin^ Judith Hi^hSchool Offers Project onHiqration TjneNew Yorifr Tirr-es March 26 1975 p 37 -

Denes John L and Clarence Nc Williamsj The Power of Visuals Tho Instructor vol 84 no 4 Dacember U74) po 31-38

Feeley- Joan T ^Television and Beading in the Seventies Lanuage Arts vol52 no 6 (September 1975) nn 797-S01 ^

Fillion UryanU Visual Literacy Clearin House vol 47- (January raquo

- f -Sebesta Sam L Ky Son the Linguist xind Reader P^ul S Andersop Ed

Lin-^i s tic_in -the J-Icryn tary School Cln^sropm^ New York -The -Macmiltan Loirpany i^71 p 150 o

Sohn David A and HD Loavitt Ston Look and ^fi te New York Bantam-poks 1964

Williams Clarence M and John L D6bes Procefviinzs of the First National Conference on Visual Literacy New York Pitman Publishing1970

RESOURCE PEOPLE

~- tiopez Dorqthy Assistant Director Bureau fon Children with Retarded

Mental Development and Director of Summer Prbt^ram -- Academic Skills ESEA Title j^ Board of Educatt of the City of New York

laquo -- ^ Offenberjj Miriajn AV Coordinator Fort Lee Public Schools Fort Lee New Jersey -

Vihonski Judie Teacher Valley Middle Schobl Oakland- New Jersey

- --- - 12- -- - - -- -- vv

-VAgt[lrVilaquo- 1 iCi^jn JV ^^- i~i 1V- ^v raquo ltgt i- Vti pound ( lt laquoi j| laquo iJV 1 ---^1 raquo- ^jKf-J^ls- amp VjVV^^ ampampte44i^~^ampiampf$j$2 ^iiraquo^amp^felS^felC^ ^SafitfcSafflBShSHlUiSISKJwiP

jr FeelejT 9

conscious of the visual literacy movement are fusing photography

film and videotape both to extend childrensnative visual li-teracy

and to help develop verbal literacy in the language fcreas ofspgakicg - s _ - f

-reading tk

and writing i_

- -^6 J

-- - -

- ^

-- raquo - ---- - - _ raquo

Ms JudioVitronskis Birections for Simple-Animation- films

-Equipment - Super 8 nxavie_ camera raquo -_- - ^shy

v Tripod - - ^ ^^ - Backboard ^ - - - - ^amp

Construction paper or felt - f Procedure - ~ - - shy

Camera and backboard_are placed ata 90 degree anglefor sharpness Several frames ^) are taken -of each setting

Objects are moved inch between shots - ^

Fee Icy Pasje 10

T- -----____ REFEltENCKS

Bar ley-Steven D A New Look at the Loom of Visual LiteracyED 057 585 p2 s -

Cummin^ Judith Hi^hSchool Offers Project onHiqration TjneNew Yorifr Tirr-es March 26 1975 p 37 -

Denes John L and Clarence Nc Williamsj The Power of Visuals Tho Instructor vol 84 no 4 Dacember U74) po 31-38

Feeley- Joan T ^Television and Beading in the Seventies Lanuage Arts vol52 no 6 (September 1975) nn 797-S01 ^

Fillion UryanU Visual Literacy Clearin House vol 47- (January raquo

- f -Sebesta Sam L Ky Son the Linguist xind Reader P^ul S Andersop Ed

Lin-^i s tic_in -the J-Icryn tary School Cln^sropm^ New York -The -Macmiltan Loirpany i^71 p 150 o

Sohn David A and HD Loavitt Ston Look and ^fi te New York Bantam-poks 1964

Williams Clarence M and John L D6bes Procefviinzs of the First National Conference on Visual Literacy New York Pitman Publishing1970

RESOURCE PEOPLE

~- tiopez Dorqthy Assistant Director Bureau fon Children with Retarded

Mental Development and Director of Summer Prbt^ram -- Academic Skills ESEA Title j^ Board of Educatt of the City of New York

laquo -- ^ Offenberjj Miriajn AV Coordinator Fort Lee Public Schools Fort Lee New Jersey -

Vihonski Judie Teacher Valley Middle Schobl Oakland- New Jersey

- --- - 12- -- - - -- -- vv

-VAgt[lrVilaquo- 1 iCi^jn JV ^^- i~i 1V- ^v raquo ltgt i- Vti pound ( lt laquoi j| laquo iJV 1 ---^1 raquo- ^jKf-J^ls- amp VjVV^^ ampampte44i^~^ampiampf$j$2 ^iiraquo^amp^felS^felC^ ^SafitfcSafflBShSHlUiSISKJwiP

Fee Icy Pasje 10

T- -----____ REFEltENCKS

Bar ley-Steven D A New Look at the Loom of Visual LiteracyED 057 585 p2 s -

Cummin^ Judith Hi^hSchool Offers Project onHiqration TjneNew Yorifr Tirr-es March 26 1975 p 37 -

Denes John L and Clarence Nc Williamsj The Power of Visuals Tho Instructor vol 84 no 4 Dacember U74) po 31-38

Feeley- Joan T ^Television and Beading in the Seventies Lanuage Arts vol52 no 6 (September 1975) nn 797-S01 ^

Fillion UryanU Visual Literacy Clearin House vol 47- (January raquo

- f -Sebesta Sam L Ky Son the Linguist xind Reader P^ul S Andersop Ed

Lin-^i s tic_in -the J-Icryn tary School Cln^sropm^ New York -The -Macmiltan Loirpany i^71 p 150 o

Sohn David A and HD Loavitt Ston Look and ^fi te New York Bantam-poks 1964

Williams Clarence M and John L D6bes Procefviinzs of the First National Conference on Visual Literacy New York Pitman Publishing1970

RESOURCE PEOPLE

~- tiopez Dorqthy Assistant Director Bureau fon Children with Retarded

Mental Development and Director of Summer Prbt^ram -- Academic Skills ESEA Title j^ Board of Educatt of the City of New York

laquo -- ^ Offenberjj Miriajn AV Coordinator Fort Lee Public Schools Fort Lee New Jersey -

Vihonski Judie Teacher Valley Middle Schobl Oakland- New Jersey

- --- - 12- -- - - -- -- vv

-VAgt[lrVilaquo- 1 iCi^jn JV ^^- i~i 1V- ^v raquo ltgt i- Vti pound ( lt laquoi j| laquo iJV 1 ---^1 raquo- ^jKf-J^ls- amp VjVV^^ ampampte44i^~^ampiampf$j$2 ^iiraquo^amp^felS^felC^ ^SafitfcSafflBShSHlUiSISKJwiP

-- -^j -

v X

lt - Authors ^AV Nfrte

v - - _ ^ gt This paper was supported by saiples of the visuals mehtioned

x 1

Polarb-Td pictures taken by the Special ISducation childtfen(LopeiE)gt v ^y _

2 Christmas slide-spuiid proauctjon (Offenberg^ - +

3 Slide-sound super 8 animations black-and-white photographs andlaquoraquo

childrens responses (Vihonski) - f -laquo