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topics in visual literacy | contact the instructor
|This course will
familiarize students with:
|Course Objectives (hyperlinks are to corresponding course assignments)|
familiarizes students with visual media and helps students develop the ability to
critically analyze and produce visual instruction. Students will:
|Readings (Recommended on syllabus by parentheses; available for student duplicating on reserve in the Learning Center, Gabel 08)|
Winn, W. D. (1993). Perception principles. In M. Fleming and W. H. Levie, (Eds.) Instructional message design: Principles from the behavioral and cognitive science, (2nd Ed.) Englewood Cliffs, NJ: Educational Technology Publications.
|Course Overview||ASSIGNMENT DUE (see next page for details) M&D=Moore & Dwyer text|
|2||9/04||No Class (Labor Day)||Symbol due (#1); Dondis), (McKim), M&D:Chap 1,2,3,6|
Visual Literacy: Definition
|Bring a favorite photo M&D: Chap. 2,4,7,&10|
|4||9/18||Psychology of Perception||Bring a favorite photo|
|5||9/25||Decoding Visual Images Design Elements/Vis Lit Lecture and PracticeCritique Assignment Practice||(Sutton reading) M&D: Chap. 5,10,11|
|6||10/2||Critique Presentation Image Manipulation||#2; M&D: Chap. 12,13|
|7||10/09||Visual Communications:Introduction to Research||(Braden reading) M&D: Chap. 22|
|8||10/16||Conference Discussion Lab Session - Work on Assignment #3, 4||M&D: Chap. 14,15 Williams, TBA|
|9||10/23||Visual Language of Motion Media||(Barry reading) (Monoco reading) M&D: Chap. 19|
|10||10/30||Visual Research: Continued #3 Discussion Assignment #3 Presentations||(Fleming Reading)|
|11||11/6||Teaching Critical Viewing Skills M&D: Chap. 14,16||(Couch, Seels, Robinson)|
|12||11/13||Assign. #4 Discussions||No assignments are required|
|13||11/20||Assignment #4 Discussions readings) Lab time on indiv./grp. projects||(Arnheim, Eysenck M&D: Chap. 17,18|
|14||11/27||Visualization/Visual Thinking||(Lacy, Wiegmann readings) M&D: Chap. 8|
|15||12/4||Class Presentations: Papers and Visual Productions||#5|
|16||12/11||Class Presentations: Papers and Visual Productions||#5|
Course Assignments15% - analyze visual communication
1. a. Participate in class assigned readings, discussions.
15% - identify and utilize design elements in visuals
b. Develop a personal visual symbol, and select 5 colorful pictures which describe a particular characteristic of you (each picture a different trait).
c. Communicate electronically with instructor and classmates, as needed; all students must activate their NIU e-mail account.
20% - review visual learning research and apply it to specific projects
2. Select one visual presentation item (commercial or educational), print advertisement, photograph or Web Page, and utilize visual design criteria to discuss and critique the visual presentation, focusing on visual design characteristics. Copy the visual and make two new visuals changing one design element in each. Written critique (at most, one page per visual) presented in class in small discussion groups. (Can be print or electronic.)
20% - review and utilize current technology through 'visual literacy eyes'
3. Review at least three related articles or chapters from the IVLA Readings or others as recommended (see list). Summarize the articles in a written review paper (approximately 5 pages) in which you discuss the ideas, and examples of the ways the information could translate to the design of a project, development of instruction, etc. Prepare to share your ideas in a group, including examples if available. (Doctoral students should use research reports as sources.)
30% - explain and apply the concept of visual literacy as situated into Instructional Technology settings
4. Review, critique, and explain the content and design of an educational or commercial segment of a current motion technology such as a film, a music video, an advertisement, a video, a World Wide Web site or a CD-ROM. Choose two or more elements from the definitions of visual literacy presented in class to focus your review (maximum of 3 pages). Copy your segment or material and bring to class if possible for a presentation in small groups (may be done with a partner or small group).
5. Individually, or in partners or small groups, develop a final project/presentation for class. Select an area of interest related to visual literacy as it applies to your profession, i.e., business, higher education, K-12 education, etc. (Most people choose a topic related to their earlier paper)
a. Define/discuss visual literacy in the context of your professional application
b. Explain how your chosen component of visual literacy is situated in your area and in Instructional Technology. Visualize your definition and discussion by providing an example developed for your setting.
The written component (a., b.) should be 2-4 pages in length.
c. This presentation should be highly visual, with visual materials you have either produced or selected, such as overhead graphics, slides, a PowerPoint presentation, a Web site, or video, for example. This is the final classroom presentation in lieu of an exam, (and may be done in small groups).