Viewing

• Viewing is a process that supports oracy and literacy and is a part of an integrated language arts program.
• Ways to Represent Ideas Visually (PDPMM, NDI):

  • Poster
  • Drawing
  • Photographs
  • Movie Clip/Video
  • Multimedia
  • Newsflash
  • Documentary Film
  • Infographs
• Importance of Visual Literacy (MTHE):

  • Visual Information is more memorable
  • Visual Information is transferred faster
  • Visual Information helps communicate with the world
  • Visual Information enriches understanding
• Visual Information is more memorable

  • One of the most effective ways to encourage information to make that important jump from limited short-term memory to more powerful long-term memory is to pair texts with images
• Visual Information is transferred faster

  • The information presented visually is processed quickly by the brain.
• The brain is even able to see images appeared for 13 milliseconds
• Visual Information helps communicate with the world

  • Traditionally, we think of teaching literacy as the two-way street of reading and writing.
  • We can think of visual literacy as involving similar processes of interpreting and creating images
• Visual Information enriches understanding

  • While images can be used in isolation, they often accompany texts/audio
  • Images can greatly enrich the students' understanding of a text or other media
• Viewing Process (PAA):

  • Pre-viewing
  • Actual Viewing/During Viewing/Viewing Proper
  • After Viewing/Responding/Post-Viewing
• Pre-Viewing

  • Learners prepare to view by activating the schema, anticipating a message, predicting, speculating, asking questions, etc.
• Schema

  • The prior knowledge they bring to the study of a topic or theme
• Actual Viewing/During Viewing/Viewing Proper

  • Learners view the visual text to understand the message by seeking and checking understanding by making connections, making and confirming predictions and inferences, interpreting and summarizing, pausing and reviewing, and analyzing and evaluating
• After Viewing/Responding/Post-Viewing

  • Students should be given opportunities to respond personally, critically, and creatively to visual texts.
  • Students respond by reflecting, analyzing, evaluating, and creating
• Types of Viewing

  • Visual Literacy
  • Critical Viewing
• Critical Viewing

  • Viewers carefully comprehend and evaluate information presented by television, video recordings, and other visual media.
• Text Types (FTPAA):

  • Fiction
  • Textbooks
  • Picture Books
  • Art
  • Advertisements
• Pareidolia

  • The tendency of the human mind to perceive familiar patterns, such as faces or objects, in unrelated or random stimuli like clouds, rocks, or abstract images.
  • This phenomenon often leads people to see faces, animals, or other recognizable shapes in things that are not intentionally designed to look like them, like seeing a face in the clouds or in a rock formation.
• 5 Macroskills (LSRWV):

  • Listening
  • Speaking
  • Reading
  • Writing
  • Viewing
• Visual Literacy

  • The ability to interpret the meaning of visual images (Girogis, 1999).
  • The ability to construct effective visuals in order to convey ideas to others. Valmont (2003) and Heinich (1999)
  • Involves closely examining diverse visual texts across a range of text types.
• Viewing

  • An active process of attending and comprehending visual media
  • A skill of understanding visual images and connecting them to accompanying spoken or written words that help better understand the message of the text.
  • Thus, interpreting skills can be enhanced by analyzing the message of the material
• Oracy

  • Ability to express oneself fluently and grammatically in speech
• Visual Media

  • A linguistic tool with which we communicate, exchange ideas, and navigate our highly visual digital world
• Presentation

  • Can be done by photographs, video, multimedia, web pages, etc.
• Activities to Strengthen Viewing Abilities (PGDV):

  • Picture Book Studies
  • Gallery Walks
  • Drama and Puppet Plays
  • Videos, Films, TV, and Internet
• Picture Book Studies

  • Select various picture books or illustrations for viewing,
• Gallery Walks

  • Allow students to view others' work, like photos, or multimedia representations and to process the content in preparation for discussion and reflection
• Drama and Puppet Plays

  • It can be a wonderful means of encouraging oral communication, writing, and critical listening and viewing
• Videos, Films, TV, and Internet

  • Help students analyze the visual texts that students experience outisde the classroom, use to extend students' vocabulary and experiences, and develop lifelong critical thinking and viewing skills