Project+5

Visual-Based Instruction Across the Curriculum

Susan Gillespie July 14, 2013

Visual-based instruction module is a project to create a plan that can be used by an external client. My external client is Heather Suwinski, a language arts teacher at Piedmont Academy in Jasper County. She teaches sixth grade. Heather Suwinski primary concerns were helping her students to understand what it means to be visually literate; she wanted me to create a writing lesson. After listening to my external client, I suggested I take a closer look at the needs of her students and the standards so I could use them to help guide me through the process of the visual-based instruction module.
 * //Overview//**

The rationale for the instructional module is to help students to become visual and media literate. Using photographs, the students will learn how to look, to read, to analyze, and to critique the techniques used by the photographers. The goal is for students to become aware on how to code and decode visual message that surround them. The objective of the visual-based instructional module is to help the students become visual literate and teach the correct way of researching the Internet using credible sources.
 * //Rationale, Goals, and Objectives//**

The first task is for students to learn the elements and principles of design. Sixth grade students study Latin America, Canada, Europe, and Australia. Therefore I created a PowerPoint with symbolic images from those countries. The students will identify the elements and principles of design. The second task is for students to observe photographs. Being that student will not likely have had any prior experience analyzing photos, they will need some guidance. It is suggested to use the photo analysis handout developed by the National Archives; I have found it to be particularly useful. Before using the handout, ask the students the following question: What do you see? Students can work in groups, to create a list. In the PowerPoint notes I provided the background information about the context for each photo for the teacher. Do not share the context with the students at this time; the context draw students’ attention away from the photo. At this time that is not the goal, we want students simply to gather information solely from the image itself. When they do not have the context, the students are required to look deeply at the photo and perhaps see details they would not have seen otherwise. After the teacher gives the students time to study their photos, one representative from the group should be called to explain what they observed. If possible, use the document camera when each group is presenting so that the entire class can see it. The third task is for students to evaluate website. The students will compare and contrast four websites that have the virtual tour components. The students will write a comparison paper on the websites.
 * //Audience List of Tasks or Activities//**

There are three expected outcome. First, the outcome is to help her students to understand what it means to be visually literate with the concentration of elements and principles of design. Secondly, the outcome is to teach the students how to evaluate websites. Finally, help the students become better researchers by finding pertinent information on the internet.
 * //Expected Outcomes//**

The facilitator needs to know what it means to be visually and media literate. The facilitator needs to know the seven elements of design and the seven principles of design. The facilitator needs to know the basic elements of a photograph. Finally, the facilitator needs to know how to navigate websites with virtual tour components.
 * //Background Information for Facilitators//**

The learners need to know to analyze a photograph. The learners need to know how to post discussion on edmondo using correct grammar and not the text jargon. The learners need to know how navigate on different websites with virtual tour components. Visual literacy is something that has been primarily confined to our arts classrooms; usually in art students study and become aware of concepts such as focus, lighting, color, and composition. Today, the need for visual literacy is needed now more than ever. Information is communicated visually, it is more important than ever that our students learn what it means to be visually literate. Images are a major part of our world. Images are in students’ textbooks, in the newspapers, on magazine covers. I created a PowerPoint with symbolic images from Australia, Canada, Europe, and Latin America; these are the countries that six graders study. I used the visual literacy sixth grade standards with a concentration on writing. This was an opportunity to integrate social studies and writing across the curriculum. The PowerPoint was created to help students identify the seven elements and seven principles of design with real-world photos. After students have a clear understanding of elements and principles of designs using photographs, they will create their own storyboards using these same components. In addition to the photographs, the students will explore the website [|www.noupe.com/photography/35-powerful-photos-that-each-tells-a-story]. This website has thirty-five powerful photos that tell a story. By observing the pictures, this would begin an oral discussion in the class. As they explore the website listed above, the students will complete a photo analysis handout. The handout would help guide the students as they infer about the photos. The students will write their observations on the edmodo discussion academic blog. Finally, the virtual tour PowerPoint was created to teach the students how to evaluate and research different websites to find pertinent information on the Internet. Here are the definitions for the concepts learned in this visual-based module. Positive space is filled space; negative space is empty space. Lines may be straight, angular, or curvy. They may be thick or thin, continuous or interrupted. Shapes can be inorganic and organic. Inorganic shapes and forms are precisely geometric whereas, organic forms are more natural, as found in nature. Size is the relationship of the area occupied by one shape to that of other. Size can make things shout with importance or make them whisper. Pattern is about duplicating. Texture can be three-dimensions, or bas-relief, such as a sculpture, textiles, mixed-media art or even thickly applied oil or acrylic paint.Value refers to tones of light and dark. The word element implies these are basic units of visual communication. The principles of design can be thought of as what we do to the elements of design. Focal point is the most important thing visually on any layout. It focuses the eye’s attention. Contrast is a large difference between two things to create interest and tension. Lines, shapes, tones and textures can have contrast. Balance in design is the visual weight. Balance seeks equilibrium in a design. Horizontal lines communicate movement flowing left to right or right to left. Vertical lines tend to communicate stability. Rhythm is a regular repetition of elements to produce the look and feel of movement. Perspective is another kind of movement in the sense of movement into the distance or through a foreground, middle ground and background. The foreground is what you see in front of the main subject in a photo. Unity means all the parts of the design work together, and everything looks like it belongs together. A virtual tour is a simulation of an existing location, usually composed of a sequence of video or still images. It may also use other multimedia elements such as sound effects, music, narration, and text. This visual-based instruction module has many values and benefits that would last a lifetime.It is essential to teach students how to interpret and create visual texts. As a result, they can code and decode meanings of visuals that have inundated their lives. Familiarity with the elements and principles of design help students in a couple of ways. First, it provides students with the vocabulary to talk about they see in visual culture. Secondly, using the elements and principles can create more effective visual messages. For that reason, teachers must provide students with the vocabulary so they can talk about it. Then allow them the opportunity to create it. Students tend to view everything found on the Internet as “true.” One of the most important lessons we can teach students is to evaluate the reliability and accuracy of the information they receive. We must train our students to learn to read with a “critical eye” and select websites appropriate to the task at hand.
 * //Background Information for Learners//**
 * //Content//**
 * //Introduction of the Resources//**
 * //Definitions of Concepts Covered//**
 * //Values and Benefits//**
 * //Limitation and or Appropriate Applications from the Literature Review//**

The first task is for students to learn the elements and principles of design. Sixth grade students study Latin America, Canada, Europe, and Australia. Therefore I created a PowerPoint with symbolic images from those countries. The students will identify the elements and principles of design. The second task is for students to observe photographs. Being that student will not likely have had any prior experience analyzing photos, they will need some guidance. It is suggested to use the photo analysis handout developed by the National Archives; I found it to be particularly useful. Before using the handout, ask the students the following question: What do you see? Students can work in groups, to create a list. In the PowerPoint notes I provided the background information about the context for each photo for the teacher. Do not share the context with the students at this time; the context draw students’ attention away from the photo. At this time that is not the goal, we want students simply to gather information solely from the image itself. When they do not have the context, the students are required to look deeply at the photo and perhaps see details they would not have seen otherwise. After the teacher gives the students time to study their photos, one representative from the group should be called to explain what they observed. If possible, use the document camera when each group is presenting so that the entire class can see it. The third task is for students to evaluate website. Write the words “trustworthy” and “reliable” on the board. As a group, brainstorm what these words mean, how they are related, and what kinds of things might display those characteristics. Group these items into a concept map. Read the three short news briefs. After reading each one, tell the source of that information. The students will compare and contrast four websites that have the virtual tour components. The students will write a comparison paper on the websites.
 * //Guided Practice//**
 * //Step-by Step Procedure on how to use or Access//**

The students will have to opportunity to collaborate with their peers as they discuss real-world photos. This oral discussion will help guide them with the completion of their photo analysis handout. The students will collaborate as their work in pair to evaluate websites with virtual tours components. The edmodo discussion board will serve as the online group discussion. The assessment of students learning will be formal and informal. The students will be provided with several rubrics to assess the learning. The rubric would include: website evaluation rubric, virtual tour website, and photo analysis handout. Here are the specific curricular objectives the students will master. Students will describe elements of design using photographs.Students will describe principles of design using photographs. Students will create a storyboard. Students will explore different websites in order to learn how to evaluate creditable websites. Students will evaluate websites with the following criteria: accuracy, authority, objectivity, and currency Students will create a comparison chart for four websites that have virtual tour components. Using the information from the comparison chart, students will write a comparison paper on two of their favorite virtual tours website. Being that Georgia school system is using common core standards, it is imperative that educators begin using the visual-based instruction module to teach across the curriculum. It is also important for teachers to teach visual literacy in order that students will be able to analyze, critique, and create messages. This plan will teach student how to evaluate a credible website. It will also teach student how to analyze, appreciate, and critique photographs. Here are the visual literacy standard used as I created this visual-based module. a. Introduce a topic clearly, previewing, what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics, (e.g., charts, tables) and multimedia when useful to aiding comprehension The resources are listed below.
 * //Interactive Collaboration with other Learners//**
 * //Hands-on Activities//**
 * //Assessment of Participant Learning//**
 * //Application//**
 * //Specific Curricular Concepts//**
 * Specific and Appropriate Performance Standards**
 * L6-8RH7:** Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
 * L68WHST2:** Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
 * L6-8RST9:** Compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic.
 * L6-8WHST8:** Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
 * //Elements of the tool or Resources//**

[|**//http//**][|**//://t0.gstatic.com/images?q=tbn:ANd9GcTSOKV5DX6V5g9CPbZT3gPgiysYnkYjdwRC6gV1HDhuFS2-_//**][|**//zEY//**] [|**//http://t2.gstatic.com/images?q=tbn:ANd9GcT78voygiy9ZVfqwD1k8Ba6ocdd13IofnVYUPB9A0XHHMeXhgJKqA//**] [|**//http://t0.gstatic.com/images?q=tbn:ANd9GcS2ViSEHoHkm10O7F_GVERd9qDMbh4abIW70jkNCatYTNyURXFz//**] [|**//http//**][|**//:////**][|**//www.aa.com/content/images/production/generic/CanadaBall_344x222.jpg//**] [|**//http//**][|**//://t1.gstatic.com/images?q=tbn:ANd9GcSPGrM8KaSrGAbM7ghyZdLc6X_l1ok1FwlM1ntOaC0UyfI1pm2VFg//**] [|**//http//**][|**//:////**][|**//www.vulcantermite.com/wp-content/uploads/2013/05/maracas-cinco-de-mayo2.gif//**] [|**//http//**][|**//:////**][|**//t3.gstatic.com/images?q=tbn:ANd9GcRVPkeX_zeVBoKhlLQxYiMWCN99mqxtQhUUfJBEhWct3wrTvD5G//**] [|**//http//**][|**//:////**][|**//t3.gstatic.com/images?q=tbn:ANd9GcQOC9g8EVQsm5eG67x6jWPe40ATgDD6MLpH2-NlzCOY3_s2DftB//**] [|**//https//**][|**//://today.kenyon.edu/node/314//**] [|**//http://paradiseintheworld.com/wp-content/uploads/2012/03/london-eye.jpg//**] [|**//http://3.bp.blogspot.com/-9MVhm4npEgA/UKsQjj4Z5uI/AAAAAAAABlo/khk7CySiSKM/s320/london.jpg//**] [|**//http:////**][|**//nyulocal.com/wp-content/uploads/2013/03/d813489e-50a3-4817-9cfa-cef255d3fede_20121120093919.jpg//**] [|**//http://t2.gstatic.com/images?q=tbn:ANd9GcSG5r-PwSMfOil5t2vPclClMplMorkesCvGlw2-wt-2YXjqRr9YPA//**] [|**//http:////**][|**//t0.gstatic.com/images?q=tbn:ANd9GcRQzaRe63nmXcCnr579uwtt8XZVZ5sCFEvjaqbQN4tP2y0lN1W7tw//**] [|**//www.edmodo.com//**] [|**//www.noupe.com/photography/35-powerful-photos-that-each-tells-a-story.html//**] The print material used is the photo analysis handout developed by the National Archives at [|www.archives.gov/education/lessons/worksheets/photo.html] . The electronic materials needed are a LCD projector, document camera and laptops or classroom computers.  The online/web-based sites are [|www.noupe.com/photography/35-powerful-photos-that-each-tells-a-story] , [|www.archives.gov/education/lessons/worksheets/photo.html] , [|www.georgiacommoncorestandards.org] ., and [|www.google.com]  for images of the photographs.
 * //Resources //**
 * //Print Materials //**
 * //Australia Ayers Rock image retrieved from //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Australia scenery image retrieved from //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Australia the word image retrieved from //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Canada Ball image retrieved from //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Canada Flag image retrieved from //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Cinco de Mayo image retrieved from //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Georgia Common Core Standards retrieved at //**[|**//http://www.georgiastandards.org//**]
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Golombisky, K. & Hagen, R. (2010). White space is not your enemy: a beginner’s guide to communicating visually through graphic, web and multimedia design. NY: Focal Press. //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Heart shaped coral reef image retrieved from //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Kobre, K. (2012). Videojournalism multimedia storytelling. MD: Focal Press. //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Latina Dancers image retrieved from //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Latin America Flags image retrieved from //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Library of Congress Prints & Photographs Reading Room retrieved //**[|**//http://www/loc.gov/rr/print//**]
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Kangaroo jumping image //**[|**//http:////**][|**//t2.gstatic.com/images?q=tbn:ANd9GcTKW27Ipf8mPefrb1TyBUEVrMMJpu6RYJUIO17Khb5CobzRd81ldg//**]
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">London eye image retrieved from //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">London soldiers image retrieved from //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">London tower image retrieved from //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Maraca image retrieved from //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Niagara Fall images //**[|**//http://t2.gstatic.com/images?q=tbn:ANd9GcRow2JJZxl7P56QfGL_9Z5zDUj79Ee1vl6U1yOjkDpdH3NTYg49//**]
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Rio de Janeiro Christ the Redeemer image //**[|**//http:////**][|**//i.telegraph.co.uk/multimedia/archive/02264/rio_2264586b.jpg//**]
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Stone hedges image //**[|**//http://t3.gstatic.com/images?q=tbn:ANd9GcQLlrAJpW2QyqsK0AHptGAiETiWqDjM9UYG78BdhdIsI581fObQ//**]
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Traditional outfits in Latin America //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Electronic Materials //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Online/web-based materials //**

<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;"> The following essential questions will be used to collect qualitative data.What does it mean to be visual and media literate? How do you use the elements and principles of design to create art? What is photography? How is photography a visual language? How do you communicate with images? What characteristics make a successful photographer?What questions does this photograph raise in your mind? What am I looking at? What does this image mean to me? What is the relationship between the image and the displayed text message? How is this message effective?
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Evaluation //**
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Collection of qualitative Data //**

<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">(None at this time)
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Collection of quantitative data //**

<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;"> The teacher can evaluate students understanding from their responses from the essential questions, as well as, the responses from the discussion blog on edmodo. The teacher can also use the rubrics to assess learning.
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Explanation of how the data collected //**

<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;"> Throughout this process I learned that visual-based instruction is an excellent model for students. Today’s youth are inundated with media messages at the same time they are building their own identities and values. Visual-based instructions help students recognize and understand messages such as subliminal or direct, lyrics of songs, television, shows, movies, advertisements or messages depicted on t-shirts, and jewelry. Youths love learning through media. Therefore, teaching them with visual is an excellent way to raise awareness of visual literacy.
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Conclusion //**

<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;"> A special thanks to Heather Suwinski for the opportunity to create a visual-based project for her students. Creating this visual-based instruction module was very rewarding. Heather Suwinski made this a pleasant experience. She was punctual; she always took my calls, responded to emails and calls in a timely manner. Heather Suwinski articulated very well; she was able to explain to me what areas of needs she wanted me to address. I also would like to thank Whitney Patterson for her diligence. You motivated me throughout the daunting task.
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Statement of Thanks //**

<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">I plan to follow up with my client. I would like to know if this plan was suitable for her sixth graders. I plan to email her with all of the information; so she can attain it and began using it immediately. I hope her students enjoy doing the activities as much as I enjoyed creating them.
 * //<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Information on face to face //**