In the Picture: developing visual literacy through geography and history

5,584 views

Published on

The introductory presentation, used for Session 1 of a recent professional development for newly qualified teachers, on using ICT frames to develop children's visual literacy.

Published in: Education, Technology
1 Comment
5 Likes
Statistics
Notes
No Downloads
Views
Total views
5,584
On SlideShare
0
From Embeds
0
Number of Embeds
1,151
Actions
Shares
0
Downloads
150
Comments
1
Likes
5
Embeds 0
No embeds

No notes for slide
  • In the Picture: developing visual literacy through geography and history

    1. 1. In the picture Using images to develop learning in geography & history Photo Wendy North 2009
    2. 2. What? Why? How? Where? When? Who? 5 W’s and How
    3. 3. <ul><li>We tend to assume that pictures are easy to understand, requiring little skill, and we often take it for granted that children see what they are asked to look at and that they see what we see in pictures. </li></ul><ul><li>Margaret Mackintosh </li></ul>
    4. 4. Where? Where was the market image taken?
    5. 8. Course Outcomes <ul><li>1. Adapt the ideas shared during the day to make them work for your school, your children and the kind of curriculum that you want to teach. This means you will be using ICT frames to create your own personalised resource. </li></ul>Aim: to create ICT resources that are adapted to the needs of your children and your school 2. Share the resource you have developed with one or more teachers during the final session
    6. 9. Put Yourself in the Picture What do you see, hear, smell and feel?
    7. 10. Photo Wendy North 2009
    8. 11. First of all we did some focused activities in the classroom that helped us develop using four of our five senses. In this way we learnt that we could describe a place with lots of details and it helped us to bring the place to life through words. Chembakolli – a village in India
    9. 12. We followed this by using `freeze framing’ to help us take on the role of a character in the photograph. See our photographs on the right. CAN YOU WORK OUT WHICH FREEZE FRAME SHOWS … ? friends village school writing sieving concrete  the way home
    10. 13. I can feel the soft blue powder the rough and hard wood. my bracelet tickling my arm. I can smell the misty air that blocked my nose. the moss on the trees and the dead leaves. Leah Sieving concrete I can see some trees gently brushing against each other, my friends working hard. the muddy floor I can hear the slight breeze shaking and rattling the trees my friends talking to me, telling me some things they are going to have for their tea. Photograph from Action Aid http:// www.chembakolli.com / Words: Y4 Waterton J & I
    11. 14. Viking Traders Painting by Mark Bergin, … The daily Life of the Vikings, p. 17 ISBN 0 7502 3580 2 What would you ? What would you ?
    12. 15. Putting Yourself in the Picture What do you see, hear, smell and feel? I can see …
    13. 16. Conversation between Characters This photograph was taken during World War 2. What might these men be saying to one another?
    14. 17. Visual Literacy <ul><li>Visual literacy can be compared alongside text based`literacy’ in that they both employ similar processes: </li></ul><ul><ul><ul><li>identifying </li></ul></ul></ul><ul><ul><ul><li>decoding </li></ul></ul></ul><ul><ul><ul><li>interpreting </li></ul></ul></ul>
    15. 18. Visual Literacy <ul><li>How often do we focus on developing pupils’ skills of reading and interpreting images as opposed to developing these skills with text based sources. </li></ul><ul><li>Margaret Mackintosh </li></ul>
    16. 19. Understanding both print and visual sources depends on: <ul><li>Observation (based on the use of all the senses) </li></ul><ul><li>Prediction </li></ul><ul><li>Deduction /supposition </li></ul><ul><li>Narrative skills </li></ul>
    17. 20. Looking, thinking & finding out <ul><li>Observation </li></ul><ul><ul><li>Senses sheet </li></ul></ul><ul><li>Deduction/ Supposition </li></ul><ul><ul><li>Conversation between characters </li></ul></ul><ul><ul><li>Evaluating evidence – What do I know for certain? (definite, possibly, probably true) </li></ul></ul>http://www.geography.org.uk/eyprimary/visualgeography/researchframes
    18. 21. Adapt Adopt Innovate
    19. 22. Your turn ACTIVITY 2
    20. 23. Using Images Geography History
    21. 24. What items would we include in the category of image? <ul><li>A picture </li></ul><ul><li>A photograph </li></ul><ul><li>A graphic </li></ul><ul><li>A diagram </li></ul><ul><li>A map </li></ul><ul><li>… or a collection of them </li></ul><ul><li>Chris Durbin, former geography inspector/adviser Staffordshire LA </li></ul>
    22. 25. What is meant by an image <ul><li>The perception of places that are inside our heads that derive from our experiences, both direct and indirect. </li></ul><ul><li>The messages given by a single source or by a collection of sources. </li></ul><ul><li>These may be photographs, diagrams or maps but they can also be written accounts. </li></ul><ul><li>Chris Durbin, former geography inspector/adviser Staffordshire LA </li></ul>
    23. 26. Why do we use images? <ul><li>To help to develop a `sense of place’ </li></ul><ul><li>To foster enquiry skills </li></ul><ul><li>To improve visual literacy </li></ul><ul><li>To improve critical literacy </li></ul><ul><li>We use them together to help children to become better learners (of geography and history). </li></ul>
    24. 27. <ul><li>I want to </li></ul><ul><li>help children understand that there are many ways to live in the world and to be happy and fulfilled. </li></ul><ul><li>BUT also to understand that the unequal distribution of wealth and resources means that some people live very hard and difficult lives. </li></ul>Geography
    25. 28. Photo Wendy North 2009
    26. 29. <ul><li>The Nuffield History Project view </li></ul><ul><li>We all come out of the past, and what happened there influences what happens here and now – we need to know so we can understand the world today. </li></ul><ul><li>Through history, we can lead children to understand how human beings behave and why people act as they do. </li></ul><ul><li>By getting inside the past, we can lead children to respect and value each different period and society in its own terms. </li></ul><ul><li>http:// www.nuffieldfoundation.org/primaryhistory / </li></ul>History
    27. 30. What can you work out from the photograph? What do you know for certain? What questions would you like to ask?
    28. 31. <ul><li>The skill of looking at, understanding and interpreting pictures has to be taught through planned directed study . </li></ul><ul><li>Margaret Mackintosh </li></ul><ul><li>Chapter 9, Primary Geography Handbook (2004) ISBN 1-84377-103-9 </li></ul>
    29. 32. Elizabeth – mistress of spin What do I want you to know about me?
    30. 33. Web-links <ul><li>Geography online course materials at: </li></ul><ul><li>http://www.geographyteachingtoday.org.uk/ks1-3-courses/course/primary-geography-and-ict/ </li></ul><ul><li>Geographical Association – Visual Geography </li></ul><ul><li>http:// www.geography.org.uk/eyprimary/visualgeography / </li></ul><ul><li>Wakefield VLE </li></ul><ul><li>http:// www.wakefieldinset.wakefield.yhgfl.net/mydesktop / </li></ul><ul><ul><li>User name </li></ul></ul><ul><ul><li>Password </li></ul></ul>

    ×