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Viewing skill

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by

Maria Eugenia Rojas

on 9 May 2013

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Transcript of Viewing skill

The ability to construct effective visuals in order to convey ideas to others. Valmont (2003) and Heinich (1999)
The ability to interpret the meaning of visual images. Giorgis (1999) As students are used to visual messages, they need to use a range of viewing skills and strategies to make sense of the visual images that come together with oral and print language. Students should:
*Connect meanings in the messages to their prior knowledge and experiences.
*Consider the pragmatic issues associated with the images. *advertisements
*book covers
*computer graphics
*drawings
*maps
*paintings
*photographs
*post cards and posters As teachers, we should provide many opportunities for our students to view daily,
Helping them recognize the different forms visual texts can take including: *animation
*films
*Internet sites
*on-line magazines
*puppet plays
*television
*videos Activities to strengthen viewing abilities *Drama and Puppet Plays: Viewing live theatre and puppetry can be a wonderful means of encouraging oral communication, writing, and critical listening and viewing. *Picture Book Studies: Select various picture books or illustrations for viewing. They talk about the illustrator's style, art work, and other interesting details. *Gallery Walks: allow students to view others' work, like displays, illustrations, photos, or multimedia representations, and to process the content in preparation for discussion and reflection. *Videos, Films, Television, CD-ROMs, and the Internet Teachers should: -give students guidance and explicit instruction to develop active and critical viewing skills and strategies. View, Pause, Predict, and Think Aloud: Teachers use the pause function in a video, in order to make predictions and reflect upon, talk about, compare, and critically evaluate key points. Activities that support critical viewing There are 3 stages we should follow when developing this skill: Pre-viewing Stage: Questions like...
*•What do you already know about the topic?
*•What do you think this work/presentation is about?
*•What do you want to learn from viewing this work/presentation? Viewing Stage: For example...
*•As you view this work/presentation, write below three interesting and new ideas or visual elements that you observe.
*•write down the visual elements that that help you answer the following questions... -When did the story happen? Or, Where did it take place? Who was the main character(s)? What was the problem? How was the problem solved? Post-viewing Stage:
-•What was your favourite visual? Why?
-What did you like about this work/ presentation?
-What did you learn? BUT... Viewing is a skill that wasn't taught until recently... Just as in reading, writing, and speaking, viewing entails giving attention to facts, relationships, inferences, and to critical analysis. *Students can learn to “read” the pictures, the diagrams, the tables, maps and charts.

-This skill will provide them with increased information about the material...

because

Many materials today cannot be accurately interpreted without the graphics,
And many books are incomplete without the pictures. Some concepts... Activity!!!
A-Watch the following movie segment and then discuss it with your partners.
B-Consider yourself as a teacher of children of 10 years-old. What type of question would you ask them if you were in:
*The Pre-viewing stage?
*The Viewing stage?
* The Post-viewing stage?

Work in three groups, one for each stage. The unique way of bringing the target culture into the classroom and making learning more meaningful and stimulating. (Shrum - Glisan)
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