visual literacy and common core

VISUAL LITERACY AND COMMON CORELaurie Stowelllstowell@csusm.eduDREAM: June 24, 2013

WHAT IS VISUAL LITERACY? “Visual literacy is the reading and

writing of visual texts.” – Steve Moline

A text is anything with which we make meaning. Books, websites, videos, even smiles and gestures can be thought of as texts. A visual text makes its meanings with images, or with meaningful patterns and sequences.

“Visual literacy is the ability to interpret, negotiate and make meaning from information presented in the form of an image, extending the meaning of literacy which commonly signifies interpretation of a written or printed text. Visual literacy is based on the idea that pictures can be “read” and that meaning can be communicated through a process of reading.” -John Debes

THE POWER OF IMAGES AND SYMBOLShttp://www.youtube.com/watch?v=aThOZNFrCEM&feature=related

WHAT IS VISUAL LITERACY?For teachers: Visual literacy across the curriculum: http://www.youtube.com/watch?v=XQNbAtK3c3

To discuss with students: http://www.youtube.com/watch?v=W2-AAoL-rpo&list=PL750A2DDED4AF9966&index=11&feature=plpp_video

VISUAL LITERACYAuthors and illustrators make choices. These choices are purposeful and convey meaning. We read and interpret the choices they make, sometimes on a conscious level and sometimes on an unconscious level. The more we can become conscious of how these choices impact our understanding, the better we are able to understand.

PICTURE THIS BY MOLLY BANG

MAURICE SENDAK ON ILLUSTRATINGMaurice Sendak on what being an illustrator means: http://www.youtube.com/watch?v=-CuIdeTI9Ro

WHERE THE WILD THINGS AREFormat of book: landscape vs.

verticalChoice of media (pencil and

watercolor)Tone of illustrationsSize of illustrationsPlacement of illustrations Placement of textPictures without text

COME AWAY FROM THE WATER SHIRLEYSometimes the pictures and text have a contradictory, rather than complementary relationship

WHAT ARE THE FUNCTIONS OF ILLUSTRATIONS?1. Establish setting: Twilight comes

twice, Owl Moon2. Define and develop character: Ira

sleeps over, Lilly’s purple plastic purse, No David!

3. Reinforce text 4. Provide a different viewpoint: Lost,

Rosie’s walk 5. Provide interesting asides:

Goldilocks and the three hares

6. Extend or develop plot: Where the wild things are

7. Establish mood -Polar Express, Dawn

8. Provide a competing story: Come away from the water Shirley

WHAT MEDIA ARE USED IN ILLUSTRATIONS? How does an artist’s choice of media impact

our understanding? Why does an artist choose watercolor vs. oil paint? What does the lightness and transparency of watercolor convey vs. the heavier, more opaque oil paint? How does the choice of media support, complement and extend the story, mood, setting and characters?

Woodcuts and similar techniques

COLLAGE Eric Carle on illustrating Brown Bear Brown Bear:

http://www.youtube.com/watch?v=QbCOteqvdII

PAINTOil

WATERCOLOR

OPAQUE PAINT

ACRYLIC

GOUACHE This paint is watercolor with the addition of

chalk and has an effect similar to tempura.

PASTELS AND CHARCOAL

PENCIL

CONTE PENCIL

DIGITAL: COMPUTER GENERATED

GRAPHIC BOOKS & NOVELS Artists increasingly have made use of the

visual layout and linear qualities of the art found in comic books.

AUTHOR/ILLUSTRATOR STUDYUnderstanding an author and illustrator’s choices through an author/illustrator study.

MARLA FRAZEEMentor authors not mentor texts. (Katie Wood Ray)

Authors and illustrators make choices. Consider the choices they make and why.

If kids see themselves as authors and illustrators, they can’t help but learn from text and illustrations.

Read “About the author” and “About the illustrator”

There is a life behind the book.

ABOUT THE AUTHOR/ILLUSTRATOR

Interview with Marla: http://www.readingrockets.org/books/interviews/frazee/

Use language that assigns decision making to the author and illustrator:

Look at the colors Marla used. Look at the design. Do you think it took her a long time to do that? Get the students to think about Marla making the illustrations (or Sarah writing the book)

Nurture a relationship between author, illustrator and reader.

BOOKS ILLUSTRATED BY MARLA

Marla: “It’s different when the words come out of someone else’s brain. Illustrating is like being on a high wire. The text is the net beneath me. I can play up there more. If it’s my own words and pictures, I play with both and it might not work at all. I’m lucky to go back and forth. I like to alternate.”

WRITTEN AND ILLUSTRATED BY MARLA FRAZEE

First book Marla wrote and illustrated both. Cover title: Hand lettered

Caldecott Honor Book (as well as All the world)

Entire book is hand letteredFinished book and editor said, “Youknow what would be really great?”

Newest book:

MARLA TALKS ABOUT: All the world:

http://www.youtube.com/watch?v=6LjyPQN7fFI

Marla and Sarah at DREAM institute 2009: http://www.youtube.com/watch?v=6L4HajYEhAk

All the world with author Liz Garton Scanlon: http://www.youtube.com/watch?v=XmE9fcRnLvE

ASK:Why did the author chose the

medium s/he did?Does the media match the story?What does the media convey that

words cannot or how does the medium help the words convey something in particular?

Does the style of art match the story?Does the font/lettering choice

contribute?

NEXT STEPS:How can you bring this understanding of visual literacy to your classroom and reading program?

What texts/stories would applying visual literacy enhance?

VISUAL LITERACY AND CCCS The Teaching Channel https

://www.teachingchannel.org/videos?landing_page=Common+Core+Landing+Page&gclid=COWaiomb-bcCFU2CQgod_S4AOQ, has a series of videos about Common Core Standards. A good overview of the Common Core Standards is: https://www.teachingchannel.org/videos/how-to-read-common-core

CALIFORNIA ELA COMMON CORE STANDARDS Begin by looking at the Anchor Standards rather than

grade level standards. This is a more coherent and cohesive curriculum

designed backwards. Each grade level spirals and builds toward the college and career standards.

Greater balance between reading (and writing) informational and literary texts.

Better integration of reading, writing, listening and speaking.

Listening and speaking standards will receive more emphasis in the new assessments.

Every content area is responsible for teaching literacy. Digital literacy is important aspect of 21st century

learning

WEBB’S DEPTH OF KNOWLEDGE (DOK) Another change in CCCS is the use of Webb’s Depth

of Knowledge rather than Bloom’s Taxonomy.

Depth of knowledge and the arts: http://www.stancoe.org/SCOE/iss/common_core/overview/overview_depth_of_knowledge/dok_arts.pdf

ANCHOR STANDARD:Integration of knowledge and ideas

CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCCS 2nd: Use information from the illustrations and

words in a print or digital text to demonstrate understanding of characters, setting or plot.

3rd: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.

4th: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

5th: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.

INFORMATIONAL TEXT2nd: Explain how specific images contribute to and clarify a text3rd: Use information gained from illustrations and the words in a text to demonstrate understanding of the text.4th: Interpret information presented visually, orally or quantitatively and explain how the information contributes to an understanding of the text in which it appears.5th: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

SPEAKING ANCHOR STANDARDS CCSS.ELA-Literacy.CCRA.SL.4 Present information,

findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

LISTENING ANCHOR STANDARDS

CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-Literacy.CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use

of evidence and rhetoric.

CCCS ELA AND VISUAL AND THEATER ARTS STANDARDS

Grade alike groups meet and discuss integration of CCCS ELA, visual and theater arts standards.

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