Visual Literacy Lesson Materials years

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1 Visual Literacy Lesson Materials 1418 years Light on ucation UNICEF/NYHQ /Asselin Côte d Ivoire, 2011 A girl writes on the blackboard in her classroom, dur class at Groupe Scolaire Bondoukou Est, a primary school in the town of Bondoukou, Bondoukou Department, Zanzan Region. Learn Tasks 1. Lost and found In pairs, students identify what is lost (unable to be seen) and found (what is very clear) in this image. What does this say about what is important in the image What does this say about what is important in ucation 2. Look into light In small groups, students take digital images of objects that have strong light in one part and gloom in another part. Compose an image where there is someth in the gloom that is deliberately hidden. Compare the sets of images. 3. Beyond the frame In groups of three, recreate the stag for this image with one student as the subject, another the photographer and the third student as the object of the girl s eyes. Draw a plan view of the stag and draw arrows that represent the direction they are look. Where do you think the girl is look and why 4. The main message Work in small groups, students list items under three heads people objects activities. Use the items in the lists to describe the relationship between them and to express the main message of the image. Groups write the main message three times, us less words each time. Teach notes on visual literacy Contrast Contrast is one of the strongest features in visual images and it is us in this activity as a technique to explore the main messages of this image. There is contrast between the light and the dark and also between the clarity of the girl s face and the hidden content of the blackboard. It is a metaphor for the main message, with the focus of ucation be the children rather than the lesson content. Light Strong light focuses attention in one part of an image. It can often give feels of hopefulness or look forward. Gloom can be equally emotive with a sense of someth hidden, unknown or a sense of forebod. Context and extrapolation Images can lead a viewer outside the frame. Some images have strong elements that are outside the frame. The girl s eyes lead you outside the image and the viewer s construction of the context of the image is an important part of the main message. The main message describes the relationship between the main elements in the image the relationship between the blackboard (objects), the student (people) and the activity of writ on the board (activities). Consider the effect of the student look outward. Follow up action As a result of what they have learn, students can find out about the ucation of girls around the world. Locate statistics about countries ucation rates for boys and girls. Many aid agencies, includ UNICEF, emphasise the ucation of girls. What are the reasons for this emphasis and what do they hope to achieve

2 Visual Literacy Lesson Materials 1418 years Look out UNICEF/NYHQ /Roger LeMoyne Haiti, 2010 Learn Tasks 1. Frames In small groups, students use a digital camera and a picture frame mat to frame up digital images. Students take two images, one with and one without the picture frame mat. As a class, compare the pairs of images and draw conclusions about the effect of fram an image within a mat. 2. Inside look out In pairs, students collect three samples of images that look through windows. Students write two descriptive words for each image to describe the emotional content of the image, how the image makes the viewer feel. Teach notes on visual literacy Shape and contrast Image makers often use strong geometric shapes to frame an image. The squares on the mesh window of the tent are contrast with the organic shapes of plants of the wall of the tent. Position the viewer Look through a window positions the viewer on the inside look out. This can be comfort and secure if outside is cold or stormy but can also be claustrophobic or give a feel of be trapp. 3. Shadows and outlines Students work in small groups to capture images of shadows. Shadows are often easier to manage when they fall against a wall. Look for shadows of organic elements such as trees as well as mak images by position people in your group. 4. Windows Students work in small groups to locate images of windows. Discuss the effect of the window in contribut to the main message of the image. Put the images into groups and describe the various groups to the class. Elements outside the frame Shadows and reflections are the evidence or the mark of elements that are outside the frame. In this image shadows are cast on the wall of the tent by plants that are outside the frame. Shadows are a minimalist element that is monochrome with the outline as the only detail. At times, the windows are simply part of the environment of the image, while at other times they add to the mean of the image by fram parts of the image or by emphasis a view beyond the window. Windows often convey means of look forward or an insight into another world or aspect. Follow up action As a result of what they have learn, students can find out about emergency and temporary hous and about the use of tents as emergency or temporary hous. Find out about the advantages and disadvantages of tents and also where UNICEF has ne tents in various countries around the world.

3 Visual Literacy Lesson Materials 1418 years Education line UNICEF Learn Tasks 1. Stripes lines Students identify possible backgrounds near their classroom that have strong lines or stripes. Students take some images of each other against these backgrounds and then discuss as a class the effect of these strong lines in these images. 2. The shoes tell a story In small groups, students collect images of shoes. Each group selects the shoe image that they consider to be an effective image. Each group explains to the class why the image they have select is effective. Teach notes on visual literacy Strong lines The photographer of this image has us very strong lines in both the background and the line of children. We know that part of go to school is be in a line with our classmates. Although it can mean lin up and wait, it can also have feels of togetherness and mov into the classroom. Shoes Shoes tell who we are and what we are do. In this image, the shoes are new and match the bright optimism in the faces of the children. News photographers often photograph a discard shoe as the symbol of the absence of a person. 3. Back to front Students work in small groups to make pairs of images with the first image with people fac the camera and then repeat the image with people with their back to the camera. Collate the pairs of images in a slideshow for the class to view and discuss the different feel creat by the two aspects. 4. In line Student in pairs or small groups, do an image search for lin up and select 3 images that illustrate an aspect of what it means to line up. Each group describes their images and their mean to the class. Back The back of a person can be a strong statement in an image where the viewer cannot see the subject s face. Lines in history There are some famous images of people walk, stand or sitt in a line the Beatles cross the road, workmen eat lunch when build the Empire State Build, and job queues in the Depression era. Follow up action As a result of what they have learn, students may consider mak a poster for the World Education Games, titl Line up for Education featur an image they have produc to raise awareness of the importance of ucation for all children.

4 Visual Literacy Lesson Materials 1418 years Simplicity UNICEF/NYHQ /Jan Mun Denmark, 2005 Components of a schoolinabox include boxes of chalk in assort colours, a student s slate, a blackboard eraser and pencils for the slate. Learn Tasks 1. Collect everyday objects Students photograph everyday objects from various parts of their lives the dinner table, the car, around the home. Students br the images electronically and compile them into a slideshow that the class views together. 2. Still life with another life In small groups, students work with a set of objects and position them for a photograph. They arrange the objects so that they do not appear to be the original object, but take the form of another. For examples, pencils can be arrang to represent a fan or books like a build. 3. Black and white Students collect objects that are only black or white and position them for a still life. They photograph their still life and mount it on black board for a black and white art exhibition. Teach notes on visual literacy Objects hold our history Photographs are often of people or important events in our lives. Often the simple objects or the objects that we use everyday are not the sole subject of our images. Look into the past, it is these everyday objects that historians and archeologists value as they tell us how people liv their everyday lives. Still life Still life is a style of paint carefully arrang objects. In the past, still life was very popular. This image could be consider a modern still life. Arcinboldo was an Italian artist who us everyday objects, particularly vegetables, to construct portraits of people. Contrast without colour Black and white images rely on contrast rather than colour for effectiveness. The white pencils against the blackboard is a strik part of this image. 4. Learn simple and complex Students make two lists the simple ths of ucation, and the complicat ths of ucation. Discuss how this list might be the same or different for children in different countries or different locations The tools of learn are very simple as seen in this image. However, the process of learn can be very complex and elusive for many children around the world. Follow up action Students may wish to select some of their images and organize an exhibition at their school and collect donations to send to a charity either local or overseas to support other children with their ucation.

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