Viewing is a process that supports oracy and literacy, and is a part of an integrated language arts program.

Viewing:

understanding visual images and connecting them to accompanying spoken or written words.

What can you see?

It involves interpreting the images for which words stand and connecting visual images in videos, computer programs, and websites with accompanying printed or spoken words.

What can you determine about the weather?

VIEWING

enhances listening skills when students attend to nonverbal communication and visual elements of performance, video, television, film, and multimedia presentations.

enhances reading when students attend to visuals accompanying print (e.g., charts, diagrams, illustrations); specific textual techniques (e.g., layout, colour, symbols); and the assumptions, perspectives, and quality of a variety of media (e.g., photos, plays, video).

Viewing was not a skill that was taught until recently• Students can learn to “read” the pictures,

the diagrams, and the tables, maps and charts.

• These skills will provide them with increased information about the material.

• Many materials today can not be accurately interpreted without the graphics.

• Many books relate stories that are incomplete without the pictures

Visually Representing in the Classroom• There are many

ways to represent ideas visually.– Presentation can be

done by• Drawing• Photographs• Formatting

information with a word processing program

• Video• Multimedia• WebPages – and web

based correspondence

•

•

Understands and Interprets

The student understands and interprets visual images

messages, and meanings (visual representation)

analyzes and Critiques

The student analyzes and critiques the significance of visual images, messages, and meanings

ProducesThe student produces visual representations

thatCommunicate with others

1.Start by asking students to look quietly for a moment at the work of art.

2. Begin the discussion with questions that allow students to make multiple observations and interpretations.

3. Ask students to support their interpretations by citing evidence in the picture.

4 . Depending upon the discussion, more leading questions can be asked.

5. If introducing outside information, ask students whether the new information affects their interpretations.

6. Students can help summarize the discussion.

The teacher serves as facilitator, focusing the discussion, recapping student observations, modeling vocabulary, and generating additional thoughts.

Select and use the appropriate strategies and the language.

Teachers should guide students in constructing meaning through creating and viewing non-print texts.

TEACHERS ROLE

Before

o Prepare to view

o Consider what they know and need to know about topic.

o Formulate questions before viewing

o Set purpose(s) for each type of viewing situation

During

O Anticipate and predict the presentation's message and meaning.

O Associate what is being said with personal experience and make connections.

O Identify the key idea or main point.

O Make notes to assist recall of the main idea(s) expressed or the point of the presentation.

O Determine the difference between fact and underlying message portrayed in visuals and between real or imaginary images

O Use pragmatic, textual, syntactic, semantic, graph phonic and other cues (e.g., the visual elements and techniques used) to construct and confirm meaning

After

O Recall and summarize main points, important details, and techniques employed .

O Relate what was seen to personal experience or needs .

O Analyze and evaluate what was seen (including elements, techniques, and overall effect) (e.g., critique a video or drama review)

O Draw conclusions about the perspective and values found in what was seen.

O Express and support personal reactions to and opinions of the presentation

O Identify the strategies used to influence an audience (e.g., exaggeration, one-sided view of a group, jolts)

O Seek additional information from other sources as needed or desired.

Defining Visual Literacy

•The ability to interpret the meaning of visual images. Giorgis (1999)

•The ability to construct effective visuals in order to convey ideas to others. Valmont (2003) and Heinich (1999)

Visual Literacy should begin with Picture Books

Children need others to ask the right questions to spur on the skills of viewing.

• Why do you think that was put in the picture? • What does the picture tell us?• What do you see?• What is happening?

• TALK ABOUT IT!

Critical viewing

Just as in reading, writing, and speaking, viewing entails giving attention to facts, relationships,

inferences, and to critical analysis.

Critical viewing

Viewer carefully to comprehend and evaluate information presented by television, video recordings, and other visual media.

Seeing – Thinking Activities (STAs)

• Most teachers are familiar with Directed Reading Thinking Activities –DR-TAs

• STAs are the same sort of activity only using visuals for the “reading”.

• STAs strengthen visual literacy skills and making predictions from available information.

• There are four types of STAs– Simple– Single-frame– Alternative ending– Multiple frame

Simple Seeing Thinking ActivityReveals bits of information as guesses

are made.

What do you think this could be?

Another

Single Frame Seeing Thinking Activity What happened

before this picture was taken?

How do you think she got out?

What will happen next?

Why is she not wet?

Alternative-ending Seeing Thinking Activities

• Show two frames with an eminent event. Discuss how you think the event will turn out.

Show endings…discuss what you see and think.

• Do you think this is a good ending?• Suppose he was not happy with his hat?

Multiple-frame Seeing Thinking Activities

What is happening? What do you think will happen next?

What is happening now? What will happen next?

What is happening now? What will happen next?

Group discussion at this point about possibilities.

Evaluate the predictions. Discuss other alternatives.

Picture Book Studies:

Select various picture books or illustrations for viewing.

Through guided discussion, talk about the author or illustrator's style, art work, and other interesting details.

Gallery Walks:

The teacher or students construct displays or representations about various aspects of a topic. Usually a student acts as the curator at each display site and responds to any questions about the display.

Drama and Puppet Plays:

presented by a professional troupe or informally staged by peers, drama and puppetry are powerful vehicles for developing students' critical viewing skills.

Videos, Films, Television, CD-ROMs, and Internetto help students

analyze the visual texts that students experience outside the classroom.

used to extend students' vocabulary and experiences

help students develop lifelong critical thinking and viewing skills.

Assessment for Learning Questions Level

of Viewing based onthe video

[http://www.youtube.com/watch?v=eBPo0t69bi4]

1.What did the lady ask for?

o Books o Timeo Food and drinks

2. I can tell the reaction of the librarian from:

o Her body languageo Her tone of voiceo Her gestureo The words she used

3. How can you describe the librarian’sreaction?

o Disapprovingo Shockedo happyo Indifferent

4. Why did the librarian react in this manner?

5. Did the lady understand the librarian’s reply? o Yeso No

6. What was the intention of using a blond lady in the commercial?

7. Would the humor aspect be lost if theblond lady was replaced by:

(i) dark haired a dark‐lady(ii) a (blond) male

8. What connection does the commercial want to make between a blond lady and the Mercedes Benz car?