VL

= Visual Literacy for Screenagers =

__ The Visual Literacy Curriculum __
The basic elements of visual literacy can be easily integrated into the curriculum of all subject areas.

1. Students are able to read an image and identify its visual elements. 2. Students are able to interpret what they see in an image. 3. Students are able to use critical thinking skills to analyze what they see in an image. 4. Students are able to communicate through images.
 * The four main objectives are:**

[|101 Questions] [|BlockPosters] [|Photo Analysis Worksheet] [|Image Detective] [|Newspaper Templates] [|Visual Dictionary Online] [|The Visual Literacy Toolbox] PowerPoint Instructional Strategies [|Museum of Hoaxes - Hoax Photo Test] [|Fakes, Frauds, and Forgeries: How to Detect Image Manipulation] [|Altered Images Exhibit by Michael Kamber] [|PBS News Hour - Manipulated Images] [|Funny Mistakes in Our Favorite Movies]
 * __ Resources __**

**1. Analyzing an Image**
Select a photograph for students to examine. Have the students use the [|Photo Analysis Worksheet] to: a) Observe the photo and list everything that they see. b) List three inferences that they could make from what they see. c) Write questions that the photo brings to mind. d) Discuss their findings.

**2. The Group Photo Analysis**
Select a photo and cut it into parts. You can use [|BlockPosters] to create the parts of the photo. a) Divide the class into groups and give each person in the group a piece of the photo. b) Have the students first examine their piece of the photo. c) Have each student in the group explain the content of their piece of the photo. d) Have the group use each student's report and brainstorm to tell what's going on in the photo.

**3. The Intense Interrogation Technique**
a) Find a photograph that has people in it. b) Have students one person in the photograph and pose a question to that person.

=__ The Raising of the Flag on Iwo Jima __=


 * Suggested Script: **

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**Slide 3:** The island had two airfields that were used by the Japanese aircraft to attack U.S. aircraft and bomb U.S. occupied islands in the Pacific. =====

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**Slide 7:** Associated Press Photographer Joe Rosenthal captured the image of six marines raising the U.S. flag. But the control of the island and the completion of their mission was not was done yet. =====

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**Slide 10:** Three of the marines who raised the flag never had the opportunity to see the photograph. Marines Harlon Block, Franklin Sousley, and Michael Strank died in Iwo Jima. =====

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**Slide 11:** As we pledge allegiance to the flag each day, let us remember the service and sacrifice of our brave soldiers who fight for our freedom. =====

**Websites with Additional Iwo Jima Information:**
[|The Battle of Iwo Jima] [|Iwo Jima Retrospective] [|World War Database]

=__ Visual Literacy Instructional Strategies Based on Bloom's Taxonomy __= **Level 1: Remembering** You can insert PowerPoint Text Boxes onto an image and have students fill in the appropriate term/words. You can use the Trigger Effect in PowerPoint to insert hidden links on an image. Use the **//Visual Thinking Strategy//** to get students involved in analyzing an image to understand it. The VTS strategy asks students to answer the following three questions: 1. What's going on in this picture? 2. What do you see that makes you say that? 3. What else can you find? ** Level 3: Applying ** This level on Bloom's Taxonomy requires students to discover, solve, or predict. The **//Great Photo Caper Strategy//** engages students and challenges them to find out more about an image from a variety of hints or tips provided by the teacher. Those hints can be provided through a website, another photograph, a video clip, a QR code, a person, or a map. At this level of Bloom's Taxonomy, students are give tasks to compare, contrast, or differentiate. An example strategy is to have students examine two images that have something in common, but are still different. Through analyzing the two images, students are able to find those differences. At the Evaluating Level of Bloom's, we want students to be able to assess, judge, and defend a position. The **//You're the Editor Strategy//**, asks students to examine different photographs, and decide which one they would publish in a newspaper or magazine article. Students are challenged to evaluate the images in respect to the following criteria: 1. Which photo has the best composition? 2. Which photo has the most powerful message? 3. Which image compliments the purpose of the story? This level challenges students to generate or create something new based on images. It gives students the opportunity to use their creativity to develop a digital story that also uses images to help tell the story.
 * Level 2: Understanding **
 * Level 4: Analyzing **
 * Level 5: Evaluating **
 * Level 6: Creating **

__ Visual Literacy Research __
[|What We See and Why It Matters]