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Viewing Skill

  1. Viewing is a process that supports oracy and literacy, and is a part of an integrated language arts program.
  2. Viewing:  understanding visual images and connecting them to accompanying spoken or written words. What can you see?
  3. It involves interpreting the images for which words stand and connecting visual images in videos, computer programs, and websites with What can you determine accompanying about the weather? printed or spoken words.
  4. VIEWING  enhances listening skills when students attend to nonverbal communication and visual elements of performance, video, television, film, and multimedia presentations.  enhances reading when students attend to visuals accompanying print (e.g., charts, diagrams, illustrations); specific textual techniques (e.g., layout, colour, symbols); and the assumptions, perspectives, and quality of a variety of media (e.g., photos, plays, video).
  5. Viewing was not a skill that was taught until recently • Students can learn to “read” the pictures, the diagrams, and the tables, maps and charts. • These skills will provide them with increased information about the material. • Many materials today can not be accurately interpreted without the graphics. • Many books relate stories that are incomplete without the pictures
  6. Visually Representing in the Classroom • There are many • ways to represent ideas visually. • – Presentation can be done by • Drawing • Photographs • Formatting information with a word processing program • Video • Multimedia • WebPages – and web based correspondence
  7. Understands and Interprets  The student understands and interprets visual images  messages, and meanings (visual representation)  analyzes and Critiques  The student analyzes and critiques the significance of visual images, messages, and meanings
  8. 1. Start by asking students to look quietly for a moment at the work of art. 2. Begin the discussion with questions that allow students to make multiple observations and interpretations. 3. Ask students to support their interpretations by citing evidence in the picture.
  9. 4 . Depending upon the discussion, more leading questions can be asked. 5. If introducing outside information, ask students whether the new information affects their interpretations. 6. Students can help summarize the discussion.
  10. TEACHERS ROLE  Teachers should guide students in constructing meaning through creating and viewing non-print texts. The teacher serves as facilitator, focusing the discussion, recapping student observations, modeling vocabulary, and generating additional thoughts. Select and use the appropriate strategies and the language.
  11. Before o Prepare to view o Consider what they know and need to know about topic. o Formulate questions before viewing o Set purpose(s) for each type of viewing situation
  12. During O Anticipate and predict the presentation's message and meaning. O Associate what is being said with personal experience and make connections. O Identify the key idea or main point. O Make notes to assist recall of the main idea(s) expressed or the point of the presentation.
  13. O Determine the difference between fact and underlying message portrayed in visuals and between real or imaginary images O Use pragmatic, textual, syntactic, semantic, graph phonic and other cues (e.g., the visual elements and techniques used) to construct and confirm meaning
  14. After O Recall and summarize main points, important details, and techniques employed . O Relate what was seen to personal experience or needs . O Analyze and evaluate what was seen (including elements, techniques, and overall effect) (e.g., critique a video or drama review) O Draw conclusions about the perspective and values found in what was seen.
  15. O Express and support personal reactions to and opinions of the presentation O Identify the strategies used to influence an audience (e.g., exaggeration, one-sided view of a group, jolts) O Seek additional information from other sources as needed or desired.
  16. Defining Visual Literacy •The ability to interpret the meaning of visual images. Giorgis (1999) •The ability to construct effective visuals in order to convey ideas to others. Valmont (2003) and Heinich (1999)
  17. Visual Literacy should begin with Picture Books Children need others to ask the right questions to spur on the skills of viewing. • Why do you think that was put in the picture? • What does the picture tell us? • What do you see? • What is happening? • TALK ABOUT IT!
  18. Critical viewing Just as in reading, writing, and speaking, viewing entails giving attention to facts, relationships, inferences, and to critical analysis.
  19. Critical viewing  Viewer carefully to comprehend and evaluate information presented by television, video recordings, and other visual media .
  20. Seeing – Thinking Activities (STAs) • Most teachers are familiar with Directed Reading Thinking Activities –DR-TAs • STAs are the same sort of activity only using visuals for the “reading”. • STAs strengthen visual literacy skills and making predictions from available information. • There are four types of STAs – Simple – Single-frame – Alternative ending – Multiple frame
  21. Simple Seeing Thinking Activity Reveals bits of information as guesses are made. What do you think this could be?
  22. Another
  23. Seeing Thinking Activity  What happened before this picture was taken?  How do you think she got out?
  24. Alternative-ending Seeing Thinking Activities • Show two frames with an eminent event. Discuss how you think the event will turn out.
  25. Show endings…discuss what you see and think. • Do you think this is a good ending? • Suppose he was not happy with his hat?
  26. Multiple-frame Seeing Thinking Activities What is happening? What do you think will happen next?
  27. What is happening now? What will happen next?
  28. What is happening now? What will happen next? Group discussion at this point about possibilities.
  29. Evaluate the predictions. Discuss other alternatives.
  30.  Picture Book Studies: Select various picture books or illustrations for viewing. Through guided discussion, talk about the author or illustrator's style, art work, and other interesting details.
  31.  Gallery Walks:  The teacher or students construct displays or representations about various aspects of a topic. Usually a student acts as the curator at each display site and responds to any questions about the display.
  32.  Drama and Puppet Plays:  presented by a professional troupe or informally staged by peers, drama and puppetry are powerful vehicles for developing students' critical viewing skills.
  33. Videos, Films, Television, CD-ROMs, and Internet  to help students analyze the visual texts that students experience outside the classroom.  used to extend students' vocabulary and experiences  help students develop lifelong critical thinking and viewing skills.
  34. Assessment for Learning Questions Level of Viewing based on the video [ 9bi4]
  35. 1.What did the lady ask for? o Books o Time o Food and drinks
  36. 2. I can tell the reaction of the librarian from: o Her body language o Her tone of voice o Her gesture o The words she used
  37. 3. How can you describe the librarian’s reaction? o Disapproving o Shocked o happy o Indifferent
  38. 6. What was the intention of using a blond lady in the commercial? 7. Would the humor aspect be lost if the blond lady was replaced by: (i) dark haired a dark‐lady (ii) a (blond) male
  39. 8. What connection does the commercial want to make between a blond lady and the Mercedes Benz car?