Teaching Visual Literacy in the Primary Classroom: Comic Books, Film, Television and Picture Narratives by Tim StaffordTeaching Visual Literacy in the Primary Classroom shows how everyday literacy sessions can be made more exciting, dynamic and effective by using a wide range of media and visual texts in the primary classroom. In addition to a wealth of practical teaching ideas, the book outlines the vital importance of visual texts and shows how children can enjoy developing essential literacy skills through studying picture books, film, television and comic books.
Designed to take into account the renewed Framework for Literacy, each chapter offers a complete guide to teaching this required area of literacy. Aimed at those who want to deliver high quality and stimulating literacy sessions, each chapter contains a range of detailed practical activities and resources which can be easily implemented into?existing literacy teaching with minimal preparation. In addition, each chapter gives clear, informative yet accessible insights into the theory behind visual literacy.
Containing a wealth of activities, ideas and resources for teachers of both Key Stage 1 and Key Stage 2, this book discusses how childrens literacy skills can be developed and enhanced through exploring a range of innovative texts. Six chapters provide comprehensive guides to the teaching of the following media and literacy skills:
picture books film and television comic books visual literacy skills genre adaptation.
Teaching Visual Literacy in the Primary Classroom is an essential resource for all those who wish to find fresh and contemporary ways to teach literacy and will be useful not only to novices but also to teachers who already have experience of teaching a range of media.
Students, primary school teachers, literacy co-ordinators and anyone who is passionate about giving pupils a relevant and up-to-date education will be provided with everything they need to know about teaching this new and ever-expanding area of literacy.
Visual Literacy in the EALD Classroom
View our amazing subscription offers here. Gill Matthews explores how visual images can be used in the classroom to stimulate creative writing Ever keen to prevaricate, I typed the phrase into a search engine and came up with over results. I was now at risk of getting carried away in my research and I thought, or words - does it really matter? The fact remains: pictures can, in a single glimpse, tell us an awful lot more than words convey in that same space or time.
Since visual literacy activities are not easily accessible, I designed a teacher-made lesson. Each artist depicted an animal theme, but each expressed different moods. The goal of the lesson was for Henry to practice his interpretive skills in response to visual signifiers. The Guide questions are as follows:. Much as guided reading gives students a purpose and focus to ferret out meaning while they read, the What Do You See Guide for imagery can parallel the same typical guiding questions for written text:.
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If you aren't already using visual aids, this resource offers some exciting and engaging lesson plans and a great place to start. Tim Stafford obviously knows his subject and from this has created an insightful book that offers alternative methods to teaching literature. Tim Stafford is a lecturer, writer and teacher. He has taught extensively across Key Stages 1 and 2 and teaches English and Literature to students at secondary and undergraduate levels. Introduction 1.
Visual literacy concerns how meaning is made in still and moving image texts. Visual literacy involves closely examining diverse visual texts across a range of text types. Text types include non-fiction, textbooks, picture books, art, advertisements, posters, graphic novels, comic strips, animations, film clips, web pages, and more. Teaching visual literacy requires students and teachers to have a shared visual metalanguage a shared, specialised terminology that describes meaning. Access to a visual metalanguage will enable students and teachers to accurately and consistently talk about how meaning is made in visual texts, in the same way that we use a commonly understood grammar of language to talk about meaning making in written and spoken texts. A metalanguage enables a comparison of texts.
National initiatives for education promote competence in understanding, evaluating, and using diverse media formats for teaching and learning. These initiatives recognize shifting literacies and the need to embrace digital and media practices in the classroom. As digital spaces continue to change, and as more young students participate in these spaces, visual literacy skills are becoming increasingly critical. Visual literacy is the ability to recognize, understand, and interpret static and moving images and produce visual messages. Primary students are inundated throughout the day with visual messages, but how much time do we spend explicitly teaching them how to think about, analyze, and question the visuals they see? Primary teachers can start developing visual literacy through the analysis of photographs and book illustrations.