Visual Literacy – using images Primary National Strategy Improving Writing using Visual Literacy and Drama © Crown Copyright 2004

Visual Literacy – using imagesPrimary National Strategy

Improving Writing using Visual Literacy and Drama

© Crown Copyright 2004


Resources needed for the sessionResources needed for the session

• Overhead slidesOverhead slides

• Video – The Iron GiantVideo – The Iron Giant

• PackPack

-- planning circles-- planning circles

-- question prompts-- question prompts

-- photographs/target sheet-- photographs/target sheet

Story excerptStory excerpt


Aims of the sessionAims of the session

• Increase awareness of current research on writing Increase awareness of current research on writing and visual literacyand visual literacy

• Develop approaches to engage and motivate Develop approaches to engage and motivate children’s writingchildren’s writing

• To consider ways of using visual images to To consider ways of using visual images to stimulate writingstimulate writing

• To look at practical activities which could be used To look at practical activities which could be used and developed in the classroomand developed in the classroom


ImageImage•What is the problem?

•What happened before?

•What might happen next?

•How will the problem be resolved?


ActivityActivity

‘‘A walk in the woods’ A walk in the woods’

Write an opening with this titleWrite an opening with this title


Findings from research about writingFindings from research about writing

• Need for purposeful writing – writing which motivates is Need for purposeful writing – writing which motivates is purposeful, relevant and has an audiencepurposeful, relevant and has an audience

• Move way from commercial schemes for teaching writingMove way from commercial schemes for teaching writing

• Genre based approach across the curriculumGenre based approach across the curriculum

• Teachers as writers: not only teachers modelling but writing Teachers as writers: not only teachers modelling but writing for pupils and alongside themfor pupils and alongside them

• Teachers as talkersTeachers as talkers

• Perception of home literacy – what are the children interested Perception of home literacy – what are the children interested in?in?

• Deliberate use of visual texts and visual approaches with Deliberate use of visual texts and visual approaches with explicit links to writingexplicit links to writing


Boys and WritingBoys and Writing

‘‘Raising Boys’ Achievements in Writing’ (UKLA)Raising Boys’ Achievements in Writing’ (UKLA)

• Continuing gap between boys and girls writingContinuing gap between boys and girls writing

• Project designed to provide focussed and reliable Project designed to provide focussed and reliable evidence to show what raised boys’ attainment in writingevidence to show what raised boys’ attainment in writing

• Based around a 3 week integrated unit of work Based around a 3 week integrated unit of work integrating visual stimuli and drama approachesintegrating visual stimuli and drama approaches

• Focus on attitude and motivationFocus on attitude and motivation


Impact of the research – some findingsImpact of the research – some findings

• Increased quantity of writingIncreased quantity of writing• Increased quality of writingIncreased quality of writing

• Wider use of vocabularyWider use of vocabulary• Greater use of imageryGreater use of imagery• Increased fluencyIncreased fluency• More adventurous writingMore adventurous writing

• Improved attitude to writingImproved attitude to writing• Greater engagement with writingGreater engagement with writing• Greater commitment to writingGreater commitment to writing• Improved motivation, self-esteem and enthusiasmImproved motivation, self-esteem and enthusiasm


Teaching approaches - recommendations Teaching approaches - recommendations for integrating imagefor integrating image

• Integrated approach to speaking and listening, drama, Integrated approach to speaking and listening, drama, reading and writing – teaching skills and applyingreading and writing – teaching skills and applying

• Changing perceptions of writingChanging perceptions of writing

• Link to children’s experiences and cultureLink to children’s experiences and culture

• Developing a metalanguage for using film and imageDeveloping a metalanguage for using film and image

• Highlighting and explicitly discussing the concepts Highlighting and explicitly discussing the concepts embodied in film developmentembodied in film development

• Teacher’s subject knowledgeTeacher’s subject knowledge

• Teachers planning creatively – 2 and 3 week unitsTeachers planning creatively – 2 and 3 week units


How and when might still image, video/DVD be used?How and when might still image, video/DVD be used?

Shared reading:decoding

understandingtext analysis

Gathering ideas:Gathering ideas:

drama, still image, moving drama, still image, moving imageimage

Shared writing:planning,

unit outcomes


Research shows that ICT has a positive Research shows that ICT has a positive impact upon standardsimpact upon standards

TechnologiesTechnologies• Video/DVDVideo/DVD

• Digital imagesDigital images

• ICT texts/web based textsICT texts/web based texts

• Photographs/imagesPhotographs/images

• SoundSound

• Electronic textsElectronic texts

• IWB filesIWB files


Making Explicit LinksMaking Explicit Links

SoundSound

CameraCamera

LightingLightingSee handout - look at the questions and discussSee handout - look at the questions and discuss


Explicit links madeExplicit links made

• SoundSound

• LightingLighting

• Camera angleCamera angle

• Watch the excerpt Watch the excerpt

• Focus on your specific Focus on your specific aspectaspect

• Make notes as you Make notes as you listenlisten


ActivityActivity

‘‘A walk in the woods’ A walk in the woods’

Watch the videoWatch the video

““The Iron Man”The Iron Man”

Activity – ‘Target Game’Activity – ‘Target Game’


‘‘A Walk in the Woods’A Walk in the Woods’

Return to your writingReturn to your writing

In light if what you have seen and discussed In light if what you have seen and discussed – improve your first draft.– improve your first draft.

What did you change? Why?What did you change? Why?


Key emphasisKey emphasis

• Exploring starting points for using Exploring starting points for using video/imagesvideo/images

• How might this approach support non-How might this approach support non-fiction writingfiction writing

• The need to embrace and understand the The need to embrace and understand the stylistic devices of still and moving imagestylistic devices of still and moving image

• Bridging the gaps between moving Bridging the gaps between moving images and written textsimages and written texts

• Creating thinking, talking and writing Creating thinking, talking and writing framesframes

• Transfer skills, knowledge and Transfer skills, knowledge and understanding between fiction and non-understanding between fiction and non-fiction textsfiction texts


ImpactImpact

• Pace of teachingPace of teaching

• Media texts not used in Media texts not used in isolationisolation

• Risk taking cultureRisk taking culture

• Shared dialogueShared dialogue

• Creative literacy sessionsCreative literacy sessions

• StandardsStandards

• Attitude Attitude

ImplicationsImplications

• Integrating technologies into Integrating technologies into the heart of learningthe heart of learning

• Focussed use of videoFocussed use of video

• Use of home literaciesUse of home literacies

• Seeing pupils as media Seeing pupils as media resourcesresources

• Offering choices of access Offering choices of access pointspoints

• Investigative and interactive Investigative and interactive learninglearning

• MetalangauageMetalangauage

Documents

Visual Literacy – using images Primary National Strategy Improving Writing using Visual Literacy and Drama © Crown Copyright 2004