_>> What is Visual Literacy?
View the YouTube clip below for an understanding of how visual literacy can be incorporated into lesson plans.
_
_"This
movie was made to inspire teachers of all subject areas to appreciate
the opportunity for learning using visual imagery in their classes. It
offers questions that can be asked of the students to promote higher
order thinking skills and deeper levels of comprehension. Created for
all teachers of every grade level." (Visual Literacy Across the
Curriculum uploaded 22 Feb 2009)
_
This resource explains visual literacy. It provides examples of visual literacy, teacher resources and how to use visual literacy in your classroom. This website addresses the areas of visual literacy that we use every day such as reading signs and labels and is very easy to use.
This website is primarily for teachers and is developed for ease of understanding and navigation.
This resource assists teachers when planning Visual Literacy lessons. It has a wide variety of material that changes regularly and could be referred to on a regular basis.
This resource explains visual literacy. It provides examples of visual literacy, teacher resources and how to use visual literacy in your classroom. This website addresses the areas of visual literacy that we use every day such as reading signs and labels and is very easy to use.
This website is primarily for teachers and is developed for ease of understanding and navigation.
This resource assists teachers when planning Visual Literacy lessons. It has a wide variety of material that changes regularly and could be referred to on a regular basis.
_>> Visual Literacy Teaching Resources
Free Visual Literacy images
These images are original images owned by the Digital Connection. Please feel free to use them in your classroom when teaching visual literacy.
http://teachers.ash.org.au/bookzone/vislit.html
_
This website contains resources which aid teachers in teaching Visual Literacy. It contains pages on puzzles, book week, activities with an in-depth section on picture books. This section contains a comprehensive list of picture books that teachers could use in class when looking at Visual Literacy.
The website features sections designed for students including advice ton what to consider when choosing a book.
This website is updated regularly and contains resources that a teacher could use in a variety of teaching and learning programs. It could be used throughout a school year.
This website contains resources which aid teachers in teaching Visual Literacy. It contains pages on puzzles, book week, activities with an in-depth section on picture books. This section contains a comprehensive list of picture books that teachers could use in class when looking at Visual Literacy.
The website features sections designed for students including advice ton what to consider when choosing a book.
This website is updated regularly and contains resources that a teacher could use in a variety of teaching and learning programs. It could be used throughout a school year.
http://museumca.org/picturethis/create-your-own-exhibit
This website features two different interactive sections, which challenge student’s creativity and designing skills._.
The first includes interactive activities such as Create Your Own Exhibit, Match the Objects and Sort the Pictures.
Students can engage with these activities with minimal teacher instruction.
The second section is the Historian's Tool Box.
This website could be used repeatedly as there is no specific 'right' answer, students can do it differently each time.
This is an American website but still very valuable to students in Australia.
National Whiteboard Network Packages
http://whiteboard.bristol-cyps.org.uk/nwn.htm
This website contains resources that were given to teachers in the UK in 2005 to help support Visual Literacy in the classroom. It is a resource bank of visual clips, videos and sounds to use in the classroom when teaching visual literacy.
This website features resources categorised from lower primary to upper primary. However, these resources could be used in any primary school or lower high school setting as they could be explored differently by different aged students.
The resources on this website could be used for a long period and even up to a year, for use in visual literacy lessons.
Free image from - http://budgetstockphoto.com/freeimages
http://whiteboard.bristol-cyps.org.uk/nwn.htm
This website contains resources that were given to teachers in the UK in 2005 to help support Visual Literacy in the classroom. It is a resource bank of visual clips, videos and sounds to use in the classroom when teaching visual literacy.
This website features resources categorised from lower primary to upper primary. However, these resources could be used in any primary school or lower high school setting as they could be explored differently by different aged students.
The resources on this website could be used for a long period and even up to a year, for use in visual literacy lessons.
Free image from - http://budgetstockphoto.com/freeimages
__>> ACARA English Curriculum
Links to ACARA English Curriculum
May 2009
http://www.acara.edu.au/verve/_resources/Australian_Curriculum_-_English.pdf
5.8.1 Language Strand: Students develop an increasingly sophisticated understanding about grammar and language features and are increasingly able to articulate these understandings. More complex punctuation, clause and sentence structures, and textual purposes and patterns are introduced. This deeper understanding includes more explicit metalanguage as students learn to classify words, sentence structures, and texts. To consolidate both ‘learning to read’ and ‘reading to learn’, students explore the language features of different types of texts, including visual texts, advertising, digital/online and media texts.
5.8.2 Literature Strand: Students encounter denser and more finely structured literary texts and have more extensive discussions about them. They develop ways to explore aesthetic and ethical aspects of literary texts. Students are given opportunities to develop an informed appreciation of how stories and characters are developed in order to achieve particular purposes such as to generate pleasure and engagement. They explore different forms of literary texts such as narrative, poetry, prose, plays and film in more depth. They use these understandings to inform the development of their own texts.
5.8.3 Literacy Strand: Students explore the narrative, expository and persuasive potential of written and spoken language for different purposes. They learn to produce texts for a greater range of audiences and analyse the differences between types of texts, purpose and audience. Students are also given opportunities to represent their ideas through the production of spoken, written and multimodal texts. In these years students produce texts individually and in groups. The purposes and content of discussions and negotiations around joint productions of text are important .
5.9.1 Language Strand: Students extend their understandings of how language works and learn to transfer understandings of language to different contexts. To achieve this, students develop understandings of the requirements of different types of texts. Building on earlier learning, students continue to represent both personal and increasingly abstract ideas in a variety of ways.
5.9.2 Literature Strand: Students are introduced to increasingly sophisticated analysis of the differences between various kinds of literary texts, popular-culture texts, and everyday texts. They continue to apply what they have learnt about literature when creating their own texts. Students are given opportunities to engage with a variety of texts, including texts of their own choosing, and they explain why they made that choice. The notion of ‘valuing’ of certain texts as ‘literature’ is discussed. Students develop understandings of how such texts can be discussed and analysed in relation to themes, ideas and historical and cultural contexts.
May 2009
http://www.acara.edu.au/verve/_resources/Australian_Curriculum_-_English.pdf
5.8.1 Language Strand: Students develop an increasingly sophisticated understanding about grammar and language features and are increasingly able to articulate these understandings. More complex punctuation, clause and sentence structures, and textual purposes and patterns are introduced. This deeper understanding includes more explicit metalanguage as students learn to classify words, sentence structures, and texts. To consolidate both ‘learning to read’ and ‘reading to learn’, students explore the language features of different types of texts, including visual texts, advertising, digital/online and media texts.
5.8.2 Literature Strand: Students encounter denser and more finely structured literary texts and have more extensive discussions about them. They develop ways to explore aesthetic and ethical aspects of literary texts. Students are given opportunities to develop an informed appreciation of how stories and characters are developed in order to achieve particular purposes such as to generate pleasure and engagement. They explore different forms of literary texts such as narrative, poetry, prose, plays and film in more depth. They use these understandings to inform the development of their own texts.
5.8.3 Literacy Strand: Students explore the narrative, expository and persuasive potential of written and spoken language for different purposes. They learn to produce texts for a greater range of audiences and analyse the differences between types of texts, purpose and audience. Students are also given opportunities to represent their ideas through the production of spoken, written and multimodal texts. In these years students produce texts individually and in groups. The purposes and content of discussions and negotiations around joint productions of text are important .
5.9.1 Language Strand: Students extend their understandings of how language works and learn to transfer understandings of language to different contexts. To achieve this, students develop understandings of the requirements of different types of texts. Building on earlier learning, students continue to represent both personal and increasingly abstract ideas in a variety of ways.
5.9.2 Literature Strand: Students are introduced to increasingly sophisticated analysis of the differences between various kinds of literary texts, popular-culture texts, and everyday texts. They continue to apply what they have learnt about literature when creating their own texts. Students are given opportunities to engage with a variety of texts, including texts of their own choosing, and they explain why they made that choice. The notion of ‘valuing’ of certain texts as ‘literature’ is discussed. Students develop understandings of how such texts can be discussed and analysed in relation to themes, ideas and historical and cultural contexts.
Winston Churchill
"I am always willing to learn, however I do not always like to be taught."
http://quotations.about.com/cs/inspirationquotes/a/Knowledge1.htm
©2012 About.com. All rights reserved. A part of The New York Times Company.
"I am always willing to learn, however I do not always like to be taught."
http://quotations.about.com/cs/inspirationquotes/a/Knowledge1.htm
©2012 About.com. All rights reserved. A part of The New York Times Company.