Dark Knight
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This short document contains a survey asking the reader to rate on a scale of 1 to 5 how effective the opening scene of the film "The Dark Knight" was, how much it made them want to watch the rest of the film, how much it kept them guessing, and how well it set up the rest of the film.
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This document contains a survey asking respondents to rate the opening scene of the film Terminator 2: Judgment Day on a scale of 1 to 5 in terms of its effectiveness, how much it made them want to watch the rest of the film, how much it kept them guessing, and how well it set up the rest of the film.
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This document analyzes how a movie poster uses and challenges conventions of real horror movie posters. It discusses how the poster follows conventions through its use of black and white colors, a medium close-up shot of the supernatural entity, and placement of text at the bottom. However, it also challenges conventions by using an unconventional medium close-up shot instead of a close-up, and using the color green instead of the typical red to convey different intended meanings and link to the film's setting. In summary, the poster both adheres to and adjusts common horror poster techniques for specific strategic purposes.
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This document contains a survey asking respondents to rate the opening scene of the film Terminator 2: Judgment Day on a scale of 1 to 5 in terms of its effectiveness, how much it made them want to watch the rest of the film, how much it kept them guessing, and how well it set up the rest of the film.
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The shot list documents 15 camera shots that will be used to film a scene at Charlton Park involving a group of girls. The shots include establishing shots of the park surroundings, close-ups of characters on their phones, medium shots of the girls setting up a board game, and extreme close-ups of a girl's eyes and mouth.
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The document summarizes the results of a survey about thrillers. It shows that the majority of respondents were male aged 16-25. Dark, gray colors and city settings were preferred. Top thriller titles included The Dark Knight and Se7en. Respondents indicated thrillers should include both smart and casual clothing. Common feelings elicited were nervousness, tension and shock. The document concludes the thriller should appeal to young males and use conventions to define the genre.
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Presented by Joan Beaudoin at the Annual Conference of the Visual Resources Association, April 18th - April 21st, 2012, in Albuquerque, New Mexico.
Session: Visual Literacy Case Studies
The term “visual literacy” was first coined in 1969 by Jack Debes of Kodak, co-founder of the International Visual Literacy Association. According to the Association of College and Research Libraries “Visual Literacy Competency Standards for Higher Education,” visual literacy “is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. Visual literacy skills equip a learner to understand and analyze the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials. A visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture.”
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Presented by Joan Beaudoin at the Annual Conference of the Visual Resources Association, April 18th - April 21st, 2012, in Albuquerque, New Mexico.
Session: Visual Literacy Case Studies
The term “visual literacy” was first coined in 1969 by Jack Debes of Kodak, co-founder of the International Visual Literacy Association. According to the Association of College and Research Libraries “Visual Literacy Competency Standards for Higher Education,” visual literacy “is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. Visual literacy skills equip a learner to understand and analyze the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials. A visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture.”
The three case studies in this session will explore (1) implementing visual literacy standards and guidelines at Lewis & Clark College, (2) visual literacy among library and information science students at Wayne State University, and (3) curating and building a collection of image-based art history exam questions at Michigan State University.
MODERATOR: John Taormina, Duke University
PRESENTERS:
• Joan Beaudoin, Wayne State University
“A Case Study of Visual Literacy Among Library and Information Science Students.”
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“Implementing Visual Literacy Standards and Guidelines at Lewis & Clark.”
• Alex Nichols, Michigan State University
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VRA 2013, Pedagogical Studies in Visual Literacy, Petraits
Presented by Ellen Petraits at the Annual Conference of the Visual Resources Association, April 3rd - April 6th, 2013, in Providence, Rhode Island.
Session #13: Pedagogical Studies in Visual Literacy
ORGANIZER/MODERATOR: Mark Pompelia, Rhode Island School of Design
PRESENTERS:
Diana Carns, University of Massachusetss Dartmouth
"Constructing Meaning: Integrating Text, Images, and Critical Questioning"
Ellen Petraits, Rhode Island School of Design
"Visual Literacy for Visual Learners: Relating Research Skills to Haptic Skills"
Kelly Smith, Lafayette College
"Image Seeking and Use by Graduate History Students: Avenues to Incorporating Visual Literacy"
Sarah Vornholt, University of Hawai'i at Manoa
"Visualizing the Article: An Exploratory Study of Undergraduates' Educational Reactions to Images in Scholarly Articles"
Following the popular Visual Literacy Case Studies session that premiered at the 2012 annual conference, this session follows that same purpose while expanding the definition of what it can mean while meeting in Providence, Rhode Island—the Creative Capital, a city that serves as a factory for and of non-traditional learners. As background: A term first coined in 1969, visual literacy, according to the Association of College and Research Libraries “Visual Literacy Competency Standards for Higher Education,” “is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. Visual literacy skills equip a learner to understand and analyze the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials. A visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture.”
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Codes and cnventions of movie posters
This document discusses movie posters and their purpose and conventions. It begins by explaining that movie posters are used to promote and advertise films internationally, displaying information tailored to different markets. It also notes that posters can be displayed inside and outside of theaters, on transportation, streets, and shops. Teaser posters reveal less information and are meant to generate hype. Key poster elements include the title, images, release date, actors, and production details. Color schemes and visual compositions also provide clues about a film's genre. The document concludes by listing common poster conventions.
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An Argument for Visual Literacy
Over 99% of people in the U.S. are literate. We can read and write. But as the world produces more and more data, creates infographics and speaks to each other in PowerPoint, how many of us are visually literate? In that analogy, there are probably many more that can read (visually) than can write (visually). This presentation explores the origins of that, and the effect it has on the workforce.
Image and Media Analysis
This document provides guidance for analyzing various types of media, including images, artwork, photography, design, film, and video games. It outlines a process for initial reaction, description, analysis, interpretation, and evaluation. Criteria are presented for considering elements, composition, purpose, audience, mood, symbols, themes, language, aesthetics, and sociocultural attitudes. Additional factors are identified for specific media types, such as shots, lighting, color, editing, framing, and sound. The document encourages thinking about how media influences culture and how it can shape classroom learning and the creation of original media.
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This document discusses how to analyze images by examining elements like the type of shot, angle, use of black and white, mise-en-scene, connotations, and stories being told. It prompts the reader to analyze sample photos by identifying the shot/angle/mise-en-scene used and determining which image is most powerful based on these technical elements and the stories they convey. The document suggests images may be found in places that relate to the stories and contexts they depict.
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This document discusses using various photos from the author's collection on different pages of a school project. The photos include images showing proper job interview attire, a student receiving their GCSE results, facilities at Biddulph High School, dance results, a Kenya exchange student event, and photos featuring a student being named "pupil of the week" that will be used on the front cover in the corner.
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The document discusses editing photos for a poster using Photoshop. It describes cutting out an orange light in one photo and increasing contrast and decreasing brightness. Another photo was made darker by decreasing brightness, making the model appear more menacing. The photo was also made black and white to seem more ancient and powerful. Different shades of green were tested to challenge horror poster conventions, and an in-between shade was selected for the poster.
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For Studying Visual Literacy: Some Good Reads
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This document provides 3 examples of a student's art photography homework and analyzes each example. The first example focuses on a radiator in the foreground with a blurred background to show detail like cracks and peeling paint. The second uses rule of thirds composition with trees lined up. The third uses leading lines composition with a fence. While the student likes aspects of each image, they feel improvement is still needed and post-processing with Photoshop could help.
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This document discusses visual literacy and interpreting illustrations in picture story books. It defines visual literacy as the ability to interpret and make meaning from visual information like images. It describes various art elements like color, texture, line, form and space that illustrators use to convey meaning. It also discusses interpreting illustrations from aesthetic, functional, and social critical perspectives by analyzing elements like characterisation, setting, plot and themes. The document provides examples of how illustrators use elements and media techniques to tell stories visually and add meaning beyond the text. It suggests activities for developing visual literacy like comparing illustrations from different stories and different illustrators.
100 images for visual brainstorming
100 images that can inspire you when you are brainstorming about new products or services. See also our new set with 100 extra images: http://www.slideshare.net/marcnewshoestoday/100-extra-images-for-visual-brainstorming
7 tips to create visual presentations
Presentation created for international VPs of an IT consulting firm, for their introductive training program.
"Illegible fonts, cheesy visuals, obscure charts : everyday, we all suffer from "Death by Powerpoint" syndrome.
But there's only a few tips and tools to know to overcome those setbacks, and to dazzle the audience with your next presentation.
Join us on the quest for the Holy Slide and you will discover the secrets of presentation design."
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Dark Knight
- 1. 1 being least 5 being most How effective was the opening scene for Dark Knight? 1 2 3 4 5 How much did this opening make you want to watch the rest of the film? 1 2 3 4 5 How much does the opening keep you guessing? 1 2 3 4 5 How much does the opening set the rest of the film up? 1 2 3 4 5