2. Visual literacy is a set of abilities that enables an
individual to effectively find, interpret, evaluate, use, and
create images and visual media. Images and visual media may include
photographs, illustrations, drawings, maps, diagrams,
advertisements, and other visual messages and representations, both
still and moving.Visual literacy skills equip a learner to
understand and analyze the contextual, cultural, ethical,
aesthetic, and technical components involved in the construction
and use of images and visual media. A visually literate individual
is both a critical consumer of visual media and a competent
contributor to a body of shared knowledge and culture. ~ from the
Association of College and Research Libraries (ACRL)
http://acrlvislitstandards.wordpress.com/2010/08/06/working-
definition-of-visual-literacy/ 2 3. Seeing and interpreting images
is a vital part of what it means to learn and knowin order to
support teaching multiple literacies, students must be overtly
taught to engage in and critically reflect. Crawford, S. Hicks D.
and Doherty N., (2009).Worth theWAIT: Engaging Social Studies
students with art in a digital age. Social Education, 73(3),
136-139. 3 4. Studies done by Lynn OBrien of Specific Diagnostic
Studies students whose strongest learning channel is auditory
comprise less than 15% of the population. On the other hand,
students who comprise a visual learning style are about 40% of the
populationkinesthetic students form around 45% of the population.
Dickinson, D. (2002). Learning through the arts. Seattle,WA: New
Horizons for Learning. Retrieved from Http://www.newhorizons.org 4
5. Key words from standards: Analyze Interpret Assess Draw evidence
Use technology Write arguments Gather relevant information Present
Make use of visual media Integrate 5 6. MappingTools
http://www.visual-
literacy.org/pages/maps/mapping_tools_radar/radar.html Visual
Literacy slides
http://www.slideshare.net/cadelarge/visual-literacy-week-6-of-6-slides
Mind Mapping
http://librariesandtransliteracy.wordpress.com/2010/07/23/visual-
learning-and-mind-mapping-2/ 6 7. 7 8. Resources Observing &
Describing Making Connections Creating/ Producing Questioning &
Investigating Exploring Perspective/ Point of View 9. Elements of
Art Line Shape & Form Space Color Value Texture The ABCs of Art
http://www.awesomeartists.com/ART/ mTableOfContentsTheABCsOfArt.htm
The Artist's Toolkit http://www.artsconnected.org/toolkit/in
dex.html 9 10. 1010 Observing & Describing 11. As a group,
observe and describe several different sections of an artwork. One
person identifies a specific section of the artwork and describes
what he or she sees. Another person elaborates on the first persons
observations by adding more detail about the section. A third
person elaborates further by adding yet more detail, and a fourth
person adds yet more. Observers: Only describe what you see. Hold
off giving your ideas about the art until the last step of the
routine. http://www.moma.org/explore/multi media/audios/1/4 11 12.
Daumier- Orchestral Stalls Horace Pippin- Christmas Morning
Breakfast 12 13. 13 14. What details are present in the
painting?What do you feel is missing? What would you like to ask
the artist about the painting? What social class do the figures
represent?What supports your answer? Explain whether or not you
feel this was a formally composed painting. Extension: Daumier was
in prison several times for his political and social caricatures.
He produced nearly 4,000 for Parisian journals. Explain the
political events that were occurring in France from the 1830s
through the end of the century that might have been subjects of
Daumiers political satire. 14 15. 15 16. Give an approximate date
for the time period you think is being depicted in this picture. On
what details did you base your decision? What is the economic
status of the family shown in the picture? On what details did you
base your opinion? What are some things you might smell or hear in
this picture? What mood was the artist trying to convey when he
painted this picture, which was based on his childhood memories?
Extension: The title of this painting is Christmas Morning
Breakfast. What is occurring here that might have been a tradition
in this family?What are some traditions that you have in your
family that center around holidays? 16 17. Students will provide
many, varied, and unusual single words to describe selected or
assigned works of art. No repetition of words! The words may be
dictated and recorded by the teacher on Post-it Notes or written by
the students on Post-it Notes. Students will stick Post-it Notes to
the laminated artwork to for all to view, respond to, and reflect
upon. More than one piece of artwork may be described at a time.
Students may be divided into teams for cooperative work and may
compete for the quantity and/or quality of responses. Can also use
the rapid fire feature of Inspiration. 17 18.
http://voicethread.com/ #home http://padlet.com/ 18 19. Picturing
America : Resource from National Endowment for the Humanities:
http://picturingamerica.neh.gov/index.php?sec= home Selma to
Montgomery March 20. 20 Selma to Montgomery March, James Karales
21. Describe what is observed in selected works of art. Describe
subject matter in works of art. Describe elements of art and
principles of design. Observe, describe and identify features,
similarities, and differences in artwork. Express feelings
generated by a work of art. Identify and describe the historical
period/event being represented in the artwork. Compare art
associated with various cultures. Discriminate between actual and
dramatic or romanticized portrayals of persons or events. Analyze
various works of art for clues depicting time periods and places.
Use technology to investigate visual images. 21 22. Give a title to
an artwork.Write why you would call it this. If the artist were in
the room, what questions would you ask him/her? Write a letter to
an artist, asking questions about the artwork. Describe an abstract
work of art in writing. Look at a photograph or painting and write
about the sounds you might hear in the background. Describe how a
work of art reflects and differs from real life. Tell what you
think it would be like to live in this painting/drawing. Write a
conversation between characters seen in a work of art (or two works
of art). Imagine an artists show has just opened; Write a press
release or review for a newspaper describing his/her artwork. 22
23. Look at a painting or poster, and then invent a history.Write
something about how the artist was feeling when it was painted, why
the curator purchased this painting, or something about the
subject. Write about three works of art you would purchase if price
were no object.This is the beginning of a personal art collection.
Write about the choices. Collect a variety of reproductions from
various historical periods (post cards, art memo cards, calendar
prints, etc). Students are provided with a random group of
reproductions and assigned a specific historical period. Students
trade with one another to obtain works representative of their
assigned period. When the collections are complete, students
arrange works and as the curators, and describe the show for a
potential audience. Groups find several works of art that are based
on a myth, historical event, or person, and then write about the
events or people that inspired the works of art. 23 24. 2424
Questioning & Investigating 25. Integrating Social Studies and
theVisual Arts Observation vs. Interpretation Dividing up the
artwork 5Ws and an H: Who,What,When, Where, Why, How MatchingText
and an Image
http://americanart.si.edu/education/pdf/learning_to_look. pdf 26.
First, the name. We owe the name "Photography" to Sir John Herschel
, who first used the term in 1839, the year the photographic
process became public. The word is derived from the Greek words for
light and writing. There are two distinct scientific processes that
combine to make photography possible. It is somewhat surprising
that photography was not invented earlier than the 1830s, because
these processes had been known for quite some time. It was not
until the two distinct scientific processes had been put together
that photography came into being. The first of these processes was
optical. The Camera Obscura (dark room) had been in existence for
at least four hundred years. There is a drawing, dated 1519, of a
Camera Obscura by Leonardo da Vinci; about this same period its use
as an aid to drawing was being advocated. The second process was
chemical. For hundreds of years before photography was invented,
people had been aware, for example, that some colors are bleached
in the sun, but they had made little distinction between heat, air
and light. 26 27. Additional Resources History of
PhotographyTimeline http://www.photo.net/history/timeline The
American Museum of Photography http://www.photography-museum.com/
History of Photography and the Camera
http://inventors.about.com/library/inventors/blphotography.htm
History of Photography
http://www.azuswebworks.com/photography/history.html Photograph
Analysis Sheet
http://www.archives.gov/education/lessons/worksheets/photo.html 27
28. 28 Beginning, Middle, End? ~If this artwork is the beginning of
a story, what might happen next? ~If it this artwork is the middle
of a story, what might have happened before? What might be about to
happen? ~If this artwork is the end of a story, what might the
story be? ~Use your imagination
http://usaeyesonireland.blogspot.ie/2012/10/the-meeting-on-turret-
stairs.html
http://usaeyesonireland.blogspot.com/2012/10/we-finally-viewed-
original.html 29. 2929 Making Connections 30.
http://www.uflib.ufl.edu/ufdc/?m=hd1J&i=108500 31. This project
is an opportunity for you to express your creativity while
researching some aspect of the culture, politics or economy of
World War and Its Aftermath. It covers the years 1914-1929. You may
make some references to the war, but do not make that the primary
focus of your book. Instead focus on the home front and the period
of the 1920s. We viewed a primary document titled, ABCs for Baby
Patriots, a story book for British children that glorified the
British Empire. Your assignment is to produce a similar ABC book
focusing on this era. Have fun with this. Let your imagination run
wild! Specifics: Your book may be a hard copy or in digital format
You must select an aspect of European life or a particular country
as a focus for the book You must have one page per letter of the
alphabet. There must be at least one visual on the page for each
letter. Your book must have a cover with the title and your name as
author. Your book must be attractive and free of spelling and
grammar errors. Additional points may be earned for rhyming,
original art work, special effects, or especially creative
additions to be the basis book format. Your book is due to theT
drive if digital, or in hard copy, at the beginning of class
onThursday, April 1, 2010. 31 32. Student Created ABC Book 32 33.
Use 10 x 2 process Look at image quietly for 30 seconds List 10
words or phrases that come to mind Repeat Headlines for any work of
art or visual image If you were to write a headline that captures
the most important aspect that should be remembered, what would the
headline be? 33 34. 34 "The Old Grass Road, Kinsale" 1925 Oil, 18 x
24 ins Geography and Art from Project Zero 35. 35 Looking Down
Yosemite Valley, California - Albert Bierstadt Geography and Art
from Project Zero 36. 36 Georgia O'Keeffe, My Front Yard, Summer,
1941, Oil on canvas, 20 x 30 inches, Gift of the Georgia O'Keeffe
Foundation, Georgia O'Keeffe Museum Geography and Art from Project
Zero 37. 37 Geography and Art from Project Zero What landforms can
you identify? What would it be like to walk through this picture?
What would you see and hear? What would the weather be like in this
picture? 38. 38 Set Induction Activity 39. Find an image from each
of the panels and write what you see. Discuss as a class or in
student groups. Tell students that the painting imaginatively
depicts a real event and ask if they know what it may be. If they
say Black Death, ask them some things they know or believe they
know about the plague. After studying the Black Death, use the
painting again and ask students how the painting relates to what
theyve learned and what questions they still have about the Black
Death or the painting. 39 40. 4040 Exploring Perspective/ Point of
View 41. 41 42. Symbols Introduction Summer Cartoon Cartoon
Analysis Worksheets can guide student analysis National Archives
and Records Administration
http://www.archives.gov/education/lessons/worksheets/ca
rtoon_analysis_worksheet.pdf Editorial CartoonAnalysis
http://politicalcartoonanalysis.wikispaces.com/Analysis+To ol 42
43. Its No Laughing Matter (LOC)
http://www.loc.gov/teachers/classroommaterials
/presentationsandactivities/activities/political- cartoon/
Interpreting Political Cartoons in a History Class
http://teachinghistory.org/teaching-
materials/teaching-guides/21733 Zoom In Inquiry
http://www.youtube.com/watch?v=BDjzeS6jZqY 44. The Political Dr.
Seuss http://tfaoi.com/aa/1aa/1aa291.htm HarpersWeekly
http://www.harpweek.com 45. American Political History Online
http://tigger.uic.edu/~rjensen/pol-gl.htm British Cartoon Archive
http://www.cartoons.ac.uk/ Daryl Cagles Professional Cartoonists
Index http://cagle.com 46. Westward Expansion Activities and
Options Resources 47. 47 Students are in pairs or threes Each group
receives a primary source which is numbered Each group answers
these basic questions regarding the source: What are you viewing?
What message does it contain about western expansion in the 1800s?
At end of 4-5 minutes, each group passes its primary source to
another group, receives another source and answers the same
questions for the new source 48. 48 http://www.loc.gov, ppmsca
09855 49. 49 http://www.archives.gov/education/lessons/homestead-
act/images/homesteading-family.gif 50. 50 Excerpts from western
diaries 51. 51 Library of Congress Call number Portfolio 134,
Folder 13 52. 52 John McCarthy, photographer. John Bakken Sod
House, Milton, ND, c 1895. NDSU Institute for Regional Studies.
Reproduction Number 120mm-0144 copy neg. 2029.061 53. 53 After all
items are viewed, students are asked to complete the following
questions: Did you find any conflicting messages? Why do you think
these occurred? If you were summarizing, in one sentence, what
westward expansion was like, what would you say? Extend assignment
by having students read the Homestead Act, examine homestead
applications, design their own ad encouraging or discouraging
settlers from moving west. 54. 54 Creating/ Producing 55. Tagxedo
http://www.tagxedo.com/ Tagxedo turns words -- famous speeches,
news articles, slogans and even themes, -- into a visually stunning
word cloud, words individually sized appropriately to highlight the
frequencies of occurrence within the body of text. Wordle:
http://www.wordle.net/ Word Clouds for Kids
http://www.abcya.com/word_clouds.htm ABCya! word clouds for kids! A
word cloud is graphical representation of words allowing for
creativity, expression and imagination beyond that of lists or
graphic organizers. This application was designed specifically for
primary grade children. The navigation and controls are simple and
easy to learn. Saving and printing a word cloud is only one click
away! Neoformix http://www.neoformix.com/index.html Discovering and
illustrating patterns in data 55 56. 56 57. 57 58. 58 59. The
Official Blog ofTagxedo - 101Ways to Use Tagxedo
http://blog.tagxedo.com/101-ways-to-use-tagxedo- completed
TheWhiteboard Blog Word Cloud Makers forTeachers
http://www.whiteboardblog.co.uk/2011/09/8-word-
cloud-makers-for-teachers/ 59 60. 60 Student Created Newspapers:
Civil War Newspaper Lesson Plan
http://www.civilwar.org/education/teachers/lesson-plans/civil-war-
newspaper-lesson-plan/creating-a-civil-war.html Lesson Plan for a
French Revolution Newspaper
http://curriculalessons.suite101.com/article.cfm/lesson-plan-for-a-french-
revolution-newspaper Colonial Newspaper
http://www.pghs.org/library/colonial_newspaper.htm 61. 61 62. 62
63. 63 64. 64 65. Masks http://ignca.nic.in/mask.htm Another Face:
Masks around theWorld http://gallery.sjsu.edu/masks/menu.html
Mexican Masks http://www.mexicanmasks.us/ The Art of the African
Mask http://cti.itc.virginia.edu/~bcr/African_Mask.html MasksTheme
Page http://www.cln.org/themes/masks.html Mask Examples at ArtTalk
http://arttalk.wetpaint.com/page/Mask-Making 65 66. It is unclear
exactly when humans first starting using masks, but there is
evidence of them even in prehistoric cave art. There are numerous
styles of masks around the world, and they are used for a variety
of purposes. Most began with a religious, ritualistic, and/or
social purpose. Some masks are considered to be alive and possess
great power, whereas others may mark a rite of passage, such as
that from childhood to adulthood. Some funerary masks are used to
help the spirit find the correct body, and others are meant to keep
the spirit from possessing the body. In contemporary western
society, masks are commonly used in role playing for theatrical or
holiday festivities. The purposes of masks are numerous, but the
human need for them is perhaps universal. From:University of
Missouri-Columbia Museum of Anthropology 66 67. 67 Visual Arts,
Social Studies, and LanguageArts Integration PaigeVitulli, Ph.D.
[email protected] 68. An Artists Ireland An Artists Alabama
68 69. Art at the HeART of Social StudiesWIKI
http://artandsocialstudi es.wetpaint.com/ Vitulli & Santoli:
Eyes on Ireland http://usaeyesonirelan d.blogspot.com/ 69 70. 70
http://edu.glogster.com/ 71. 71 Resources 72.
http://artandsocialstudies.wetpaint.com/page/Differentiated+Instruction
72 73. National Archives and Records Administration
http://archives.gov/education Library of Congress
http://www.loc.gov/teachers/ Smithsonian
http://www.smithsonianeducation.or g/educators/index.html 73 74.
Education Resources http://americanart.s i.edu/education/clas
sroom/results/ 75. http://americanart.si.edu/education/pdf/Posters_
to_Go.pdf 76. A Journey through Art withW.H. Johnson
http://americanart.si.edu/education/johnson/ 77.
http://www.smithsonianjazz.org/class/armstrong/kit/kit.asp 78.
http://americanart.si.edu/education/rs/index.cfm
http://artandsocialstudies.wetpaint.com/page/Electronic+Su
perhighway%3A+State+History 79. 79 80. More Image Resources Google
Image: http://images.google.com/ Images, Clip Art, Pictures, Image
Search, News Photo Galleries: www.libraryspot.com/images.htm Life
Magazine: http://www.life.com/ Online Image Resources:
http://copyright.columbia.edu/copyright/special-
topics/art-and-other-images/online-image- resources/ 25,000 Images
of Art that you can re-use for free:
http://www.freetech4teachers.com/2013/06/25000-
images-of-art-that-you-can-re-use.html 80 81. Calendars Posters
Overheads Podcasts Websites TeacherTube 81 82. Vitulli, P.,
Santoli, S. P., Fresne, J. (2013). Arts in Education: Professional
development integrating the arts and collaborating with schools and
community. International Journal of Pedagogies and Learning, 8(1),
45-52. Santoli, S. P.,Vitulli, P. (2013). Picture this:The
integration of social studies and visual arts. InT. Lintner (Ed.),
Integrative strategies for the k-12 social studies classroom.
Charlotte, NC: Information Age Publishing.
www.infoagepub.com/products/Integrative-
Strategies-for-the-K-12-Social-Studies-Classroom Vitulli, P.,
Santoli, S. P. (2013).Visual arts and social studies: Powerful
partners in promoting critical thinking skills. Social Studies
Research and Practice, 8(1), 18 pages. www.socstrpr.org Santoli, S.
P.,Vitulli, P. (2012). Examining the 1963 March on Washington for
Jobs and Freedom through primary sources. Black History
Bulletin/Association for the Study of African American Life and
History, 75(2), 7-15. www.asalh.org/bhb.html 82 83. I have a GREAT
Idea! 83
