observing & describing
Awareness Test
One of my favourite activities is asking students to watch the video linked above, offering a prize to students who get the correct answer. They are often shocked when the "punchline" is introduced and ask to watch it again because they can't quite believe that they were duped. This is a prime opportunity to discuss visual literacy and observation skills. How often do we think we see something but really miss out on something else? When we watch movies or TV, are we developing our visual literacy skills or are we paying attention to several things at once? (This usually leads to an interesting discussion about multitasking.) If we are to become visually literate, we need to learn to observe film as well as images. We often talk about what it means to be a good reader, but what does it mean to be a good "viewer?"
Witnessing A Crime
Here are some fun lesson ideas based upon similar concept; what kind of witness would students be in a crime? How might they describe something they have seen so that others could understand it?
Sketch Artists
Using Adjectives to Describe a Busy Street Scene
One of my favourite activities is asking students to watch the video linked above, offering a prize to students who get the correct answer. They are often shocked when the "punchline" is introduced and ask to watch it again because they can't quite believe that they were duped. This is a prime opportunity to discuss visual literacy and observation skills. How often do we think we see something but really miss out on something else? When we watch movies or TV, are we developing our visual literacy skills or are we paying attention to several things at once? (This usually leads to an interesting discussion about multitasking.) If we are to become visually literate, we need to learn to observe film as well as images. We often talk about what it means to be a good reader, but what does it mean to be a good "viewer?"
Witnessing A Crime
Here are some fun lesson ideas based upon similar concept; what kind of witness would students be in a crime? How might they describe something they have seen so that others could understand it?
Sketch Artists
Using Adjectives to Describe a Busy Street Scene
As students explore visual literacy, it becomes increasingly important for them to learn to describe what they see effectively. There are various levels of observation and description; before you continue here, please read this article for information about observing, critique, deconstruction, and point of view.
Picture Responses
In the picture above, students in my class last year described their theories about how the Moai statues were erected on Easter Island. They were prompted with a photograph of the statues, then drew their responses and shared them with their classmates. The creativity, critical thinking, descriptive language, and questioning which accompanied this task was astounding. Then, students investigated various theories online and watched a documentary which featured people trying to re-create a theory. With nothing but photographs to guide them, students' observations of the photos and descriptions of their own drawings were key pieces of solving the "mystery."
Partner Descriptions
1) Have each student choose an image from a book, website, or magazine.
2) Arrange students in pairs or small groups and have them sit with their backs toward one another.
3) Have students take turns describing the image that they selected. As they describe the image, ask the other students to draw it.
4) Ask students to compare their drawings with the original image.
5) Have students reflect in small groups, or as a class, on which descriptions were most effective and why.
6) To see real growth, repeat this activity weekly for several weeks and, in between, work with students to increase their descriptive vocabulary and ability to observe small and large details in visuals.
Double Entry Journal
While Double Entry Journals are often used to help students make connections to written text, this format could easily be adapted to enhance visual literacy skills.
If you are unfamiliar with a traditional Double Entry Journal, please visit this site to explore the concept.
In order to encourage a deeper and more detailed viewing of a visual, a double entry journal could be used. On the left, students could describe the literal version of what they see, using descriptions which are based upon “facts” or items that they are viewing. (Eg: “The man on the first page of this graphic novel has lots of wrinkles on his face and around his eyes.”) On the right, students could make connections, predictions, and interpretations of what they have seen. (Eg: “I think the man has had a hard life because his eyes and face look tired.”)
To take this a step further, it would be worthwhile to have students evaluate the same visual using this strategy, then compare interpretations with their classmates. Following that, students could explore the various ways that they interpreted the same image and consider how their own backgrounds and perspectives influence their interpretations.
Vocabulary Building
As students learn to describe the images they see, using a double entry journal or other techniques, they should also build upon their vocabulary in order to enhance their interpretations and descriptions.
Feelings Wheel
The “Feelings Wheel” linked above could inspire other “wheels” to describe various visuals that students may encounter and analyze. Students could work in groups to create categories for words, then fill in wheels which contain more specific descriptors.
Morning Warm Up
Each day when students enter, project a photo on the board. Ask them to think of a descriptive word and a question, using this photo. As you take attendance, ask students for their photo and question when you call their name. Or have them share with small groups or partners, depending on the comfort level of your group. Alternatively, you could ask them to remember everything they possibly can, then recreate the picture when it is removed from the board.
Additional Lesson Ideas
Observation and INquiry through Descriptive Writing and Art
A Picture's Worth A Thousand Words
Best Ideas for Using Photos in Lessons - lesson plan ideas
Picture Responses
In the picture above, students in my class last year described their theories about how the Moai statues were erected on Easter Island. They were prompted with a photograph of the statues, then drew their responses and shared them with their classmates. The creativity, critical thinking, descriptive language, and questioning which accompanied this task was astounding. Then, students investigated various theories online and watched a documentary which featured people trying to re-create a theory. With nothing but photographs to guide them, students' observations of the photos and descriptions of their own drawings were key pieces of solving the "mystery."
Partner Descriptions
1) Have each student choose an image from a book, website, or magazine.
2) Arrange students in pairs or small groups and have them sit with their backs toward one another.
3) Have students take turns describing the image that they selected. As they describe the image, ask the other students to draw it.
4) Ask students to compare their drawings with the original image.
5) Have students reflect in small groups, or as a class, on which descriptions were most effective and why.
6) To see real growth, repeat this activity weekly for several weeks and, in between, work with students to increase their descriptive vocabulary and ability to observe small and large details in visuals.
Double Entry Journal
While Double Entry Journals are often used to help students make connections to written text, this format could easily be adapted to enhance visual literacy skills.
If you are unfamiliar with a traditional Double Entry Journal, please visit this site to explore the concept.
In order to encourage a deeper and more detailed viewing of a visual, a double entry journal could be used. On the left, students could describe the literal version of what they see, using descriptions which are based upon “facts” or items that they are viewing. (Eg: “The man on the first page of this graphic novel has lots of wrinkles on his face and around his eyes.”) On the right, students could make connections, predictions, and interpretations of what they have seen. (Eg: “I think the man has had a hard life because his eyes and face look tired.”)
To take this a step further, it would be worthwhile to have students evaluate the same visual using this strategy, then compare interpretations with their classmates. Following that, students could explore the various ways that they interpreted the same image and consider how their own backgrounds and perspectives influence their interpretations.
Vocabulary Building
As students learn to describe the images they see, using a double entry journal or other techniques, they should also build upon their vocabulary in order to enhance their interpretations and descriptions.
Feelings Wheel
The “Feelings Wheel” linked above could inspire other “wheels” to describe various visuals that students may encounter and analyze. Students could work in groups to create categories for words, then fill in wheels which contain more specific descriptors.
Morning Warm Up
Each day when students enter, project a photo on the board. Ask them to think of a descriptive word and a question, using this photo. As you take attendance, ask students for their photo and question when you call their name. Or have them share with small groups or partners, depending on the comfort level of your group. Alternatively, you could ask them to remember everything they possibly can, then recreate the picture when it is removed from the board.
Additional Lesson Ideas
Observation and INquiry through Descriptive Writing and Art
A Picture's Worth A Thousand Words
Best Ideas for Using Photos in Lessons - lesson plan ideas