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Visual Literacy How Photoshop can enhance the
English classroom. Camil la Meyers
• Define Visual Literacy • Digital v. Physical (computers v. paper) • Embedding Photoshop into lessons • Student and teacher exemplars • Benefits of Photoshop
Defining Visual Literacy
• A visually literate person is able to: – understand visible objects – create static and dynamic visible objects
effectively in a defined space – comprehend and appreciate the visual
testaments of others – conjure objects in the mind’s eye.
Visual Knowledge defined by ACARA
• Students understanding how visual information contributes to the meanings created in texts
• interpreting – still and moving images – graphs – tables – maps – and other graphic representations
• understanding and evaluating how images and language work together to present ideas and information in texts
In the classroom we… – recognising letters, words and other symbols – interpreting the meaning of words or other symbols – interpreting the meaning of pictures/illustrations – interpreting the meaning of tables or diagrams or
maps or graphs – discriminate, and make sense of visible objects as
part of a visual acuity – create static and dynamic visible objects effectively in
a defined space – comprehend and appreciate the visual testaments of
others
Creating authentic visual documents using Photoshop
Digital v. Physical • Technology is having an increasing impact
on the nature of learning in the classroom • Beginning teachers view technology as
intrinsically involved with all aspects of life • Students need to use technology
seamlessly and be receptive to the changes that will come
Collages • Students display ideas visually • Graphic organiser for narrative planning
or reflection – setting – character – Theme – symbolism – mood or tone
Exemplar task – Dracula Using Photoshop, construct a collage of images that represents the setting and characters in Dracula. Your collage should have: – 5-10 images, – a title and – vocabulary from the Dracula glossary.
Your image should allow the audience to have an understanding of the tone of the text. Use an A4 setting.
Advertisements • Allow students to use their real-world
knowledge • Create persuasive texts through images
Exemplar task – Reverse Stereotypes
Using Photoshop, construct an A4 print advertisement that presents a reverse-stereotype for a known product. An example of a reverse stereotype might be a male selling baby formula, or a Chinese person cooking Mexican food.
Social Media: Instagram • Allows students to visually story-tell • Create messages that capture visual
thinking in a way that conceptualises characters in narrative
• Students develop understanding of author’s context
Exemplar task – Romantic Poetry Using Photoshop and the Instagram template create three posts that would have been posted by a Romantic poet on the list bellow:
– William Blake – William Wordsworth – Samuel Taylor Coleridge – Percy Byshee Shelley – Lord Byron (George Gordon) – John Keats
You may have to do some research on your poet. The three Instagram posts should include a selfie, a picture of nature and inspirational quote. Your text and hashtags should include: information that is biographical, lines from poetry or quotes. Be sure to tag your poet’s location.
Template Layers Add image
Move and resize
Change text
Feature Article • Students develop persuasive text for a wide audience • Understand how images relate to text • Graphically organise ideas
– headline and byline – photograph, graphics or illustrations – text in column format – BreakOut Box gives factual information
• technical terms • explanations • graphics • statistic
– fonts – colour
Exemplar task – On the Jellicoe Road Write a feature article aiming to persuade the public of your perspective about an issue confronting young adults. Based on Melinda Marchetta’s positioning of the audience and the experiences of her characters, you must develop your piece using one of the following themes:
– The need for God in a troubled world – Young people’s relationships with their elders – The power of music or art to express emotions – Childhood abuse and neglect – The search for identity – Drug abuse – A desire to belong – Another topic negotiated with your teacher
Invitations • Allow students to develop awareness of: – setting
• time • place
– character – visual iconography
Exemplar task – Romeo and Juliet After reading Act One, Scene Two of Romeo and Juliet create a written invitation for Capulet’s party. Your invitation must be developed on Photoshop. The invite must include the following information:
– time – date – place – what to bring/wear – an image and font that is contextual (sets the scene) – RSVP and to whom – who can attend
Your invitation must represent the ideas presented in the text. It can be either traditional or modern.
Benefits of using Photoshop • Clear understanding and awareness of basic
structure of visual texts • High quality presentation • Ease of reflection • Store and retrieve texts easily • Promotes collaboration • Publishing and communicating within the
classroom or worldwide • Encourages risk-taking and creativity in
writing communication
Contact me
Camil la Meyers S e n i o r E n g l i s h T e a c h e r Riverside Christian College
M a r y b o r o u g h
camilla.meyers@riverside.qld.edu.au http://camillameyers.weebly.com/
Bibliography Adobe Photoshop CS3 Tools pale2e with keyboard shortcuts [picture]. (n.d.) Retrieved 30 April, 2015 from hHp://learning.hccs.edu/faculty/
james.mcmahan/Reference%20guides/photoshop-‐tools-‐cheatsheet/image_view_fullscreen Brill, J.M., Kim, D. and Branch, R.M. (2001). Visual literacy defined: the results of a Delphi study - can IVLA (operationally) define
visual literacy? In R. E. Griffen, V. S. Williams & J. Lee (Eds.) (n.d.). Exploring the visual future: art design, science and technology. (pp. 9-15) Blacksburg, VA: The International Visual Literacy Association.
Brown, N., Bussert, K. Hattwig, D. & Medaille, A. (2013). Visual Literacy Array based on ACRL’s Visual Literacy Standards
[picture]. Retrieved on 25 April, 2015 from http://www.ala.org/acrl/publications/keeping_up_with/visual_literacy Johnston, R. R. (2000a). The arts at the beginning of a new millennium. CREArTA, 1(1), 4-22. Master the layers pale2e [picture] (2012). Retrieved on 30 April, 2015 from hHp://www.digitalcameraworld.com/2012/09/11/photoshop-‐layers-‐paleHe-‐never-‐miss-‐a-‐step-‐with-‐our-‐photo-‐ediQng-‐cheat-‐sheet/ Skill Focus: Visual literacy: Analysing and interpreting visual images. (2011). Retrieved on 25 April, 2015 from
http://www.schools.nsw.edu.au/learning/7-12assessments/naplan/teachstrategies/yr2011/index.php?id=literacy/reading/lr_cold/lr_cold_s4b_11
The 49 Common Curriculum Elements: Descriptors and Notes. (2013). Retrieved on 25 April, 2015 from https://www.qcaa.qld.edu.au/downloads/senior/qcs_cce_descriptors.pdf Visual Knowledge. (n.d.). Retrieved on March 16, 2015 from http://www.australiancurriculum.edu.au/GeneralCapabilities/
Literacy/Organising-elements/Visual-knowledge Winch, G. Johnson, R. R., March, P., Ljungdahl, & L., Holliday, M. (2011). Literacy (4th Ed.). South Melbourne: Oxford University
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