Designing Visual Literacy Experiences
Full conference schedule follows highlights immediately below.
Keynote and Panel Presentations
Keynote presenters and panelists reflect a range of approaches for designing visual literacy experiences, and each will invite the audience to engage in their work.
Keynote speakers at the 2017 conference will be Philip Yenawine, co-creator of Visual Thinking Strategies, and Professor Sarah Kuhn, researcher in Technology, Society & Human Values at the University of Massachusetts in Lowell. Visual literacy is an important component of the education programs at art museums across Boston. The conference will host two panel presentations focusing on visual literacy in Cambridge and Boston area museums.
The Harvard Art Museums, led by Martha Tedeschi, the Elizabeth and John Moors Cabot Director, have invited all conference participants to an afternoon at the museums to explore their various programs in visual literacy, including tours of the museums’ collections. Four unique responses to the work of British graphic designer Vaughan Oliver will constitute a panel entitled Elevating the Banal. (Vaughan Oliver: Walking Backwards, will be on exhibition during the opening reception and throughout the conference in the Roberts and Raizes Galleries, Lunder Arts Center.) In addition, a panel of museum directors and curators of education will introduce the variety of approaches to visual literacy at their museums, including the deCordova Museum and Sculpture Park, Isabella Stewart Gardner Museum, Museum of Fine Arts, and the Institute of Contemporary Art. Moderating the panel will be Lesley Professor Emeritus George Hein, an international scholar in museum education research and evaluation.
See Keynote page for more information about presenters.
Thursday, September 14th
Opening Reception for the IVLA 2017 Conference
Exhibition: Vaughan Oliver, Walking Backwards
[Walking Backwards originated at University for the Creative Arts (UCA, Epsom Surrey UK) and was curated by Associate Head of School of Fashion, Lee Widdows, in collaboration with Vaughan Oliver.]
Friday, September 15th
Object-Based Teaching and Learning: Visual Literacy at the Harvard Art Museums
Conversation with Martha Tedeschi, the Elizabeth and John Moors Cabot Director of the Harvard Art Museums, Jessica Levin Martinez, Director of Academic and Public Programs at the Harvard Art Museums, and Martha McKenna, Director of the Creativity Commons at Lesley University, on designing visual literacy experiences for students, faculty, and the broader community. Participants will join a Student Guide tour and discuss the experience of object-based teaching and learning with Shari Tishman, Lecturer at Harvard Graduate School of Education and a Senior Research Associate at Harvard Project Zero, and David Odo, Director of Student Programs at the Harvard Art Museums.
Elevating the Banal: Perspectives on the Work of Vaughan Oliver
Vaughan Oliver’s transformative work elevates graphic design with an integrated language of photographic, illustrative, and typographic elements, often originating from commonly found content. Jim Friedman, his photographer and collaborator, said, “Trying to find a world beyond emotion. It’s a kind of spiritual quest. Working until it feels right on an aesthetic level, creating an aesthetic that is its own thing, separate from everything else. In terms of viewing the picture, it’s about filling the space between the viewer and the picture with something completely indescribable in words.” (From Rick Poynor’s monograph Vaughan Oliver: Visceral Pleasures.) Provoked by the panel’s theme, four designers will present short perspectives on Vaughan Oliver’s work, followed by a dialogue with Oliver and the audience, moderated by Associate Dean of Academic Affairs and Professor of Design, Kristina Lamour Sansone.
Saturday, September 16th
Visual Literacy. Let’s Think about It.
Keynote lecture by Philip Yenawine: To a degree, everyone is visually literate. We can notice and differentiate among most objects, phenomena, actions, and interactions. We can sort, categorize, and predict. We can accommodate change and all sorts of media. But that said, after we learn to read, how much do we let images teach us? How much time do we spend thinking about what we see, probing and digging beneath the surface? Does our everyday level of literacy prepare us to grapple with complex images? What if we taught visual literacy in such a way that we could not only refine and deepen our meaning making skills but also build the habit of questioning what we see? What if we shared our questions and discoveries? Could we come to understand each other better? Could we overcome the gaps that separate us now? This talk will be about raising questions and provoking a conversation among the conference attendees.
Visual Literacy at Boston Area Art Museums
Panel Discussion of Museum Education Directors with Professor Emeritus George Hein about their unique approaches for engaging visitors in visual literacy experiences. Panelists include Julie Bernson, Deputy Director for Learning & Engagement at the deCordova Sculpture Park and Museum; Peggy Burchenal, Esther Stiles Eastman Curator of Education and Public Programs at the Isabella Stewart Gardner Museum; Barbara Martin, Alfond Curator of Education, Museum of Fine Arts, Boston; Gabrielle Wyrick, Associate Director of Education at the Institute of Contemporary Art.
Sunday, September 17th
Thinking with (Visual) Things
Keynote Lecture by Sarah Kuhn: Because we are embodied thinkers, we learn not just with our brains but with our entire bodies and with the space and objects around us. As a college social science professor I have struggled with the strictures imposed by disciplinary practices and by the way in which universities design classrooms. In this talk I will discuss my work on “thinking with things” in the college classroom, how it has transformed my pedagogy, and the extent to which this change is “visual.”
THURSDAY — PORTER CAMPUS
3:00-6:00pm — Registration, Check-in
College of Art and Design
4:00pm-5:00pm — IVLA Board meeting
College of Art and Design
6:00-8:00pm — Vaughan Oliver: Walking Backwards exhibition opening reception
FRIDAY — BRATTLE CAMPUS
8:00-9:00am — Continental breakfast, Registration, Check-in
9:00-10:30am — Conference opening
Introduction and welcomes by Lesley President Weiss and IVLA President Tardrew
10:30am-11:30pm — Session 1
Lisa Spitz, Deb Biggar
Walking in Their Shoes: Qualitative Research and Visual Sense Making
This presentation showcases one example of undergraduate design teaching methods aimed at promoting empathy though visual literacy. Through case study, 4 visual sense–making activities for analyzing qualitative research data will be presented. In a broader context, this presentation will demonstrate the impact this process had on student’s ability to challenge assumptions, broaden their understanding, and facilitate empathy.
Kazuyo Kubo, Arlene Dallalfar, Andres Vera Martinez
Visual Ethnography: Participant Photography and Social Illustration
In this presentation we will examine how visual ethnography allows individuals to examine their own cultural identity and how it impacts what they see. Thus, we offer an opportunity to explore social identity and the relationship between a viewer, an image they observe, and the significance of this relationship.
Perceptions of News Video Production Styles
This preliminary, exploratory study tested viewer reaction to three versions of the same news story manipulated to mimic the aesthetics and story arcs of Standard, YouTube and MTV styles of video. Results indicate that video news viewers do seem to have a preference for non-traditional types of news presentations online. Broadcasters and journalism faculty should become more familiar with new models of online news, such as the work of Philip DeFranco.
Mary Ann Cappiello, Erika Thulin Dawes
The Art of Nonfiction: The Role of Images in Nonfiction Picture Books for Children
Recent years have seen a significant increase in the publishing of nonfiction picture books. In this session we will examine visual images in books in different nonfiction subgenres, such as: biographies, survey books, specialized books, and concept books. Using a protocol, we will examine the relationship between the illustrations, text, and book design, noting the efferent and aesthetic responses generated from books.
David Odo, Correna Cohen
Students at the Center: The Graduate Student Teacher Internship Program at the Harvard Art Museums
This presentation examines the Graduate Student Teacher Internship program at the Harvard Art Museums, a partnership between the Harvard Art Museums, the Harvard Graduate School of Education, and the Cambridge Rindge and Latin School, which promotes innovative, museum-based visual literacy and arts education for local public high school students. Case studies will be used to discuss program design, challenges, and successes.
Richard Emanuel, Siu Challons-Lipton
Measuring the Cultural Image Literacy of the United States
This presentation describes the creation and evolution of the Cultural Image Literacy Assessment-USA (CILA-USA): 100 images every American should know. The framework used to create this assessment could be employed in developing visual literacy measures for other cultures. Image literacy can then be compared within and across cultures. Summary results of those who have completed the CILA-USA will be presented.
11:30am-12:30pm — Session 2
An Historical Look at AIM Academy: Inspiring Students for the Past 10 years
AIM Academy educates students with learning disabilities using an arts-based curriculum. The school infuses the arts into all aspects of the curriculum. The purpose of this presentation is to share with art educators the theoretical framework of the school. The framework is built on the belief that when taught in specific ways, the arts can assist students in developing educational success.
Photography as a Marketing Tool in Advertising
The subjective understanding of viewers is central to the topic of photography as a marketing tool. Format in photography aims to introduce aspects of individual perception of images by viewers by highlighting the visual use of print advertisement. The audiences are people who study (are interested in) visual arts and want to dig deeper into analysis.
Erika Thulin Dawes, Maureen Creegan Quinquis, Debbie LeeKeenan
Picture Book as Provocation: An Interdisciplinary Exploration of Radiant Child
How does a picture book serve as a site to foster both visual literacy and conversations about social justice? In this panel presentation education faculty from three disciplines (art education, literacy, and early childhood) will share the teaching ideas that emerged when they collaborated to explore an award winning picture book biography of Jean-Michel Basquiat.
Jacy Edelman, Sue Cusack
Constructing Visual Literacy through Making
Artists, designers, and educators are invited to the Lesley STEAM Learning Lab Makerspace to explore the constructionist side of visual literacy. This session is designed as an interdisciplinary approach to exploring multiple modes of visual representation, moving past interpretation to creation through hands-on maker activities such as 3D design, eBook creation, and stop motion animation.
Jung Lee, Frank Cerreto, Michelle Wendt
Data Visualizations and Narratives: A Timely Course Design
We developed an interdisciplinary, undergraduate course, Data visualizations and Narratives. In this course, students find insightful meaning out of the data while converting data into a visual format. Students develop analytical skills and a deeper understanding of the data in order to draw out meaningful, visual information. In this presentation, we will share the course structure and activities, infographic tools, and public data sets.
Visual Intelligence and Creative Imagining for Writers (and Everyone Else).
This session will explore how creativity is enhanced by greater proficiency in observation and by distinguishing between seeing (what is actually there) and recognition (noticing via a set of preconceptions). Education professionals, artists, writers, and the general public will engage in viewing slides, participate in brief audience exercises, and explore short printed examples from published writers.
12:30-2:00pm — Formal luncheon and awards
2:00-2:30pm — Free time to walk to Harvard Art Museums
2:30-5:00pm — Panel and tour: Object-Based Teaching and Learning: Visual Literacy at the Harvard Art Museums
Harvard Art Museums
5:00-6:00pm — Free time in Harvard Square
6:00-7:30pm — Panel: Elevating the Banal: Perspectives on the Work of Vaughan Oliver
SATURDAY — PORTER CAMPUS
7:30-8:30am — Continental Breakfast, Registration, Check-in
8:30-9:30am — Session 3
Learning to Look; Looking to Learn: Using 2D Images and Video to Reflect on 3D Creative Production
Is this session participants will explore how visual literacy standards can be applied to student learning in the context of three-dimensional artistic production in clay. Students use 2D media-images and video to document their “conversations” with 3D material, critiquing iterations of form development choices of work-in-progress.
Tara Thompson, Lenore Ezra
(Re)Visualizing Literacy Practices and Pedagogy for Multilingual Students
Two college educators share their ideas about teaching multilingual college students in a two-part panel presentation. Teaching in an ESL program that is part of developmental sequence, both educators will discuss their curriculum designs showcasing visual and digital literacy to re-imagine pedagogical practices that are critical and culturally responsive to the diverse student populations of colleges in the 21st century.
Designing Visual Professional Development for Teacher Wellness & Resiliency
This visual sensory project explores the complexities of practicing teachers co-constructing visual art representing growth, new understandings, and professional identity. In addition, the study discovers ways in which this experience (visual professional development) supports the meaningful growth, wellness and resiliency of teachers. It examines how teachers can critically reflect on their teaching through image-based exploration.
Micki Harrington, Patrick Hickey, Olivia Miller
It Happens in the Library: How Librarians are Developing and Supporting Visual Literacy Initiatives
A panel of librarians serving in a variety of roles will discuss visual literacy experiences they have created at their institutions. This multidisciplinary presentation details instruction initiatives with first-year liberal arts, education, fashion, and art school students. Participants will leave with practical examples and general ideas for collaborating with a librarian near you.
Andre Ruesch, Megan Eckles, Dominique Giniusz
Counter Narrative to Alternative Facts
Satire and its effectiveness is long established and broad-based. Speaking truth to power is more easily done in the context of humor. As we are moving towards an environment where alternative facts are recognized, expressing counter narratives becomes more significant. A creative writing major and animation major will explore with participants how they have pursued this approach in their creative works as part of the Visual Literacy InFUSION Project at Lesley University.
Understanding Categorization as a Visual Design Skill
This presentation focuses on the use of categorization as an essential but often overlooked analytical skill in the visual making process. Using examples from student graphic design projects, we will examine how the explicit introduction of a categorization step into the making/thinking process helps students improve their visual work in a studio classroom setting.
Decreasing Statistics Anxiety with Animation Guided by Multimedia Learning Design Principles
The purpose of this presentation is to discuss the development of an animated statistics lesson; including the multimedia learning design concepts that motivated the creation of this educational application and its effects on students’ learning anxiety. Students’ feedback will be shared during the presentation.
Visualizing Big Data in Virtual Reality Environments
Recent innovations in virtual reality have revolutionized thinking about how people will interact with virtual spaces. At the same time, big data has become a common tool in business and research. This presentation will detail methods and results for improving visual literacy through the use of virtual reality for more effective big data visualization. As these technologies are relatively new, the emphasis of the presentation will be on helping new users understand how to implement these technologies through a case study format.
Utilization of Infographics in Education Setting
The aim of this session is to examine how the fundamental elements of infographics can support cognitive functions according to several theories of learning. Participants will analyze empirical studies taken from a range of disciplines concerning the impact of infographics on readers. Finally, this session will examine methodological used to measure the effects of infographics utilization on these studies.
9:30-10:30am — Session 4
Applying VL to Pedagogical Choices and Assessments in Secondary Curriculum Design
This session will explore ongoing classroom action research regarding secondary teachers’ use of visual literacy within the context of curriculum, instruction, and assessment. Attendees will learn how Avgerinou’s Visual Literacy Index and Fredette’s Use of Visuals in Schools framework were applied to determine how to incorporate visuals and visual literacy abilities into teachers’ pedagogical practices.
Evaluating Visuals: Teaching Journalism Students Visual Literacy Skills with Infographics
Scroll through any social media feed and you probably will find an infographic. In this age of prolific postings, how well do students understand infographics? Our study, surveying two journalism classes, explores students’ understanding about the visual elements and textual content of infographics, challenges them to create their own, and introduces the students to specific, evaluative criteria regarding infographics. This session will appeal to educators who want to incorporate visual literacy techniques into their classroom and learn more about college students’ visual evaluation skills.
Jessica Drench, John Kramer, Jannie Touch, Jennifer Waddell, Cody Van Winkle
826 Boston: Making Youth Writing Visual as well as Visible
This panel will investigate the critical role of the visual arts in youth publishing, the impact of these art and design partnerships on our students, and the process of translating students’ writing into designed, printed books. A team of 826 Boston’s collaborating artists, illustrators, and designers who have worked to translate student writing into printed books will offer their insights. 826 Boston Executive Director, Jessica Drench, will moderate. (826 Boston is a youth writing and publishing organization that empowers underserved students ages 6-18 to find their voices, tell their stories, and gain communication skills to succeed in school and life.)
Yarn as Politics, Art and Resistance in the Age of President Donald Trump
In this presentation and workshop, communication studies professor and craftivist Hinda Mandell describes the motivations behind her public art projects from fall 2016 during the presidential primaries to the present. As part of these craftivist activities, Mandell yarn bombed historic Susan B. Anthony sites in Rochester, New York, in response to Hillary Clinton’s monumental candidacy in fall 2016. Once Donald Trump was elected Mandell used yarn as a medium to respond to troubling current events. This presentation offers an explanation for why yarn, as a tactile and visual medium, is having a political moment during Trump’s presidency.
Visual Literacy InFUSION Panel
Visual Literacy InFUSION Project
The Visual Literacy InFUSION Project is a professional development program designed to increase the creative teaching and assessment of learning in visual literacy to transform undergraduate student learning experiences. Funded by the Davis Educational Foundation, Lesley University created a model of a fully integrated undergraduate experience where visual literacy is fostered in the liberal arts and sciences disciplines as well as professional majors. A panel of Visual Literacy Fellows will discuss this collaborative model of professional development and provide examples of pedagogical projects that integrate visual literacy across the curriculum.
Young Imm Kang Song
Fostering Visual Literacy in Schools: Plastic Bag Art
This presentation considers how educators can raise the issue of plastic bag usage to spark creative thinking about environmental issues. It illustrates four environmental artists’ works created using recycled plastic bags as possible examples for teachers to incorporate into the K-12 curricula. It also discusses a middle school project called Why Not Plastic Bag Art where students explored the environmental issues of plastic bag use by creating environmental artworks.
Animated Short Stories: Reimagining the Literary Experience
Mermaids of the Charles River is an animated short story that incorporates interactivity beyond the traditional print illustrated book. In this session participants will explore through an animated story demonstrates how literature can participate in digital and visual experiences without compromising the story. Educators, publishers, web designers, and graphic artists can explore how additional sensory experiences can be used to emphasize the story for the reader.
Chan Jung Park, Jung Suk Hyun, Jung Lee, Frank Ceretto
A Visualization Tool for Finding Solution Strategies in the Butterfly Diagram
We will present a visualization tool, the Butterfly diagram, as a problem-solving tool. We used the Butterfly diagram to represent contradiction problems visually and to find the problems solution strategies. The Butterfly diagram consists of a trade-off relation and a contradiction relation. The trade-off relation occurs between two system functions of a given problem, whereas the contradiction relation occurs between two conflicting states generated from the two functions. We firstly devised a graph-based representation to determine the solution strategies for given contradiction problems. Then, we implemented the visualization tool with Python to generate diagrams and solution strategies automatically. The proposed tool will reduce the time for finding a correct solution strategy.
The Development of Visual Narrative Design Principles for Learning Procedural Tasks
This purpose of the study is to develop design principles of visual narrative for learning a procedural task. The design principles of visual narrative were developed into five general design principles and twenty-three sub-design principles. In this session we will explore the five general principles of goal setting, viewpoint presentation , flow consideration, operation explanation, and
visual expression. Each design principle will then be brokein into three to eight sub-principles.
Change We Desperately Need in Early Childhood Education — Visual Literacy!
This session focuses on how a 21st century child can thrive with Visual Literacy. We will explore how weekly drawing lessons teach content: the beauty of insect anatomy, beetles as decomposers, suspension bridges, geometry in nature, and the water cycle through drawing trees, and much more. We will examine how fine motor skills benefit and how improved observational skills empower and engage children. Using 300 drawing lessons at drawntodiscover.com, this project teaches children to see more deeply the world around them, igniting a curiosity about this amazing planet and its people for a lifetime.
10:30-11:00 — Session 5
Enhancing Visual Literacy Skills in College Life Sciences Courses
Scientists have established a visual language for the effective communication of knowledge through the use of standardized structural models, symbols, equations and graphics. Students encounter these various representations in lectures and textbooks. However, many students struggle to understand how to correctly interpret these images. We will present new laboratory modules designed to improve visual literacy in biochemistry classes.
Ready, Set, Play! Using Physical and Digital Prototyping to Teach Complex Systems in Interactive Design.
For our purposes, play is an attitude and an approach to making work. Both inside and outside of the classroom, there are many ways in which play can serve as a base for serious problem-solving. Framing work within the context of play allows students to go beyond their presumed constraints and learn complex systems associated with interactive design. This presentation emphasizes Visual Literacy standards 5 + 6 to teach complex concepts associated with interactive design systems. Students engage in a dynamic process of making through physical and digital prototyping in order to better understand systems thinking associated with the interactive design discipline.
Mark Newman, Xiaoning Chen
Visual Literacy and Maps: Strategies for Using Maps as Cultural Texts
This interactive session teachers explores how to design visual literacy experiences using maps as cultural texts for grade 6-12. By examining maps from various cultures, participants will assess the culture’s knowledge of the world, its beliefs and perceptions of themselves and others, and connections to cartographic traditions.
The Transcending Function of Color: An Art Project
For the Natural Disaster Color series intermedia artist Petronio Bendito created artworks (digital paintings, videos) and installations that use color schemes extracted directly from photographs and videos of natural disaster events. The events occurred around the first decade of the 21st century, including an earthquake in Haiti, landslides in Brazil, and tsunami in Japan. We will explore the themes, methods, metaphorical and psychological implications of the project, including artworks, photographs, and videos for illustrative purposes. I will discuss the role of color in meta-experiences and a parallel will be made between the Lotus Flower metaphor in Buddhism, with the conceptual framework of Bendito’s work.
Lisa Young, Micki Harrington
Sky at Moriarty: A Collaborative Artists’ Book
A visually literate artist can create work within the standards of their discipline and simultaneously reach a larger audience. Understanding how context can change the meaning of an image is an essential skill. This presentation details a collaborative project with a visiting artist which is designed to teach visual literacy competencies to Foundation Art students in a course titled Image in Context.
Carl Rogers, Chad Hunter
On-the-Ground Visual Literacy: A Community-wide Strategy to Better Assess Landscape Character
This presentation explores how visual literacy impacts peoples’ understanding and experience of the built environment. Designers deepen their skills of observing, sensing and visually assessing the relationship between the character of the landscape and how humans interact with their environment by directly engaging with it.
11:30am-1:00pm — Panel: Visual Literacy at Boston Area Art Museums
Amphitheater, University Hall
1:00pm-2:00pm — Box Lunch
College of Art and Design
2:00-3:00pm — Session 6
Twinkle’s (other) Story: Oral History and Visual Narrative
This session, Twinkle’s (other) story, is a case study that demonstrates how oral history enhances visual literacy through creation of a photographic essay. With emphasis on shared authority between the researcher and the participant — informed by dialogue and collaboration — this process enables creation of evocative visual narrative reflecting participant’s life story and significant life events.
The Barnes Foundation’s Ensembles: An Environment for Visual Learning
The unconventional arrangement of the Barnes Foundation’s collection disrupts expectations and frustrates conventional interpretations. This lecture explores the enduring learning opportunities enabled by Albert Barnes’s wall “ensembles.” An historical record of Barnes’s analytical methodology, the “ensembles,” a series of unique visual environments, continue to challenge contemporary educators, curators, and museum professionals to reconsider the educational opportunities collection displays engender.
Learning Emotional Context through Children’s Book Illustration
Picture books have long been used to assist our newest readers in deciphering meaning in text. In this workshop, we will use various illustrated fairy tales, Molly Bang’s book Picture This and our own creative practice to examine how illustrators use pictures to create emotional literacy through visual literacy.
Interdisciplinary Art Education in Support of Literacy
A recent grant-supported Teacher Quality Enhancement project conducted in an urban Title 1 elementary school involved teachers in activities that connected visual art education to their various disciplines, including math, science, special education, and language arts, to promote reading and writing skills among students. This session will share the design, presentation, and outcomes of these workshops that included collaborations with various local museums.
Vania Barbosa, Antonia Dilamar Araújo
Multimodal Reading: Designing and Evaluating a Multimodal Reading Workshop
This session will present a multimodal reading workshop experience developed in an English as foreign language teaching and learning context at a public university in Brazil. The workshop aims to provide students with a metalanguage to talk about visual texts and, therefore, help students develop visual literacy by practicing viewing as a skill integrated to reading.
Malka Ben Peshat
Turning Visual Research Findings into Action Art Intervention: The Transformation of Photographs from a Research Project in the Central Bus Station in Tel Aviv into Art Work
This session I will present a personal journey in which I processed and displayed visual documentation created as part of my ethnographic research at the central bus station in Tel Aviv. The photographs were xeroxed and hung in the giant space of the bus station as part of a chain-action art project initiated by Hadas Ophrat. In this presentation I will discuss research tools and findings transformed into an artistic intervention at the site, as well as the boundaries of ethno-visual research and action art.
Maria Eldelita Holanda, Pedro Rodrigues Magalhães Neto
Multimodal Visual Reading in Public School: Analyzing Pedagogical Practices
This session focuses on analyzing teachers’ practice when using multimodal ensembles in teaching languages in public schools. We will explore answers for the following questions: What do teachers know about the pedagogy of multiliteracy and multimodality, the Grammar of Visual Design (Kress and Van Leeuwen, 2006), and other frameworks to read images? Do teachers work with images as text or just as illustrations for the written text?
Body, Space, Time and Movement: What Visual Dance Sources Can and Can Tell Us
This session will explore how dance and art historical analysis help researchers read and understand the limits and usefulness of visual dance resources for dance history, performance, dramaturgy, and ethnology. Participants will be introduced to a proposed dance iconography monograph with research drawn from analytical resources in this field, the author’s art and dance history background, and a table of hundreds of images compiled for this study.
Deep Watching: In-depth and intensive film viewing in the classroom
This presentation will focus on developing “deep watching” film-based activities in the classroom that mirrors the process of embarking on the deep reading of a text. The session will review the process of developing “deep watching” activities and provide a media-based, hands on, learning experience for the audience that demonstrates the process.
Janet Sauer, Andre Reusch, Sydney Mansfield
Designing Visual Literacy Experiences from a Dis/ability Perspective
This session provides the audience with practical examples where undergraduate students developed visual literacy through engaging in critical observation and creating visual representations of people with disabilities. Students in the College of Liberal Arts and Sciences collaborated with students in the College of Art and Design to produce creative works that highlighted issues of social justice.
3:00-3:30pm — Session 7
Xiaoning Chen, Mark Newman
Teachers Visual Literacy Practices in Middle and High School Science Classrooms
This session presents the findings of a study on how and why middle and high school science teachers transfer visual literacy practices they learned in their teacher education program to their classrooms. Effective visual literacy practices used by the teachers will be shared. The intended audience include content teachers and teacher educators.
On Viewing Death and Dying in the Classroom
“On Viewing Death and Dying in the Classroom” has been recently presented at Digitorium 2017, in Tuscaloosa, Alabama. This session, which will ultimately become a book project, focuses on the ethical implications associated with teaching death imagery. Visual media professors and scholars will be encouraged to expose students to these horrific images, whether painful or not.
Teaching Traditional Drawing Across the Curriculum
The goal of a traditional drawing course is not to indoctrinate traditional artists, but to engage and enhance executive thinking. Often deemed a skill, drawing is much more. It is a way of thinking, of analyzing, and putting the mind on display. Without some understanding of formal motives and mindsets, a true appreciation of art is impossible. This presentation offers practical and philosophical arguments for teaching traditional drawing across the curriculum.
Jacob Le Gallais
Dead or Alive: Animal Bodies in the Museum
The focus of this session is to showcase the results of a participatory arts-based intervention held at the Redpath Museum of Natural History in Montreal, Canada. This presearch focuses on the display of animal bodies in museums, human-animal relationships in a post-humanist context, and the impact of socially engaged participatory art created in museums spaces.
The Impact of Comics on Knowledge, Attitude, and Behavioral Intentions Related to Wind Energy
This presentation focuses on a study which compares two modes of visually presenting information about wind energy — one using photographs and the other using cartoons, on audience’s knowledge — attitudes and behavioral intentions. Those exposed to the comics-aided brochure found it more informative, interesting, and cognitively engaging. Those who saw the photo version found the brochure more credible. During the session, participants will explore guidelines and insights regarding the application of comics and cartoons as a way of communicating science and engineering outside classroom settings, and to enhance their value as tools with which to improve wind energy literacy among non-technical audiences.
A System for Visual Communication and Creative Expression for Elders with Memory and Speech Concerns
This presentation features a system created for visual communication and creative expression for elders who are hospitalized or reside in memory care/ dementia facilities with memory and speech concerns. Participants interested in visual communication systems will learn techniques that bridge verbal language and promote physical wellbeing and social connections thought inaccessible.
Observing & Responding via Movement: Utilizing the Creative Process & Performance to Build Visual Literacy
This arts-based research session presents a collaborative, dance-making process and performance utilized in an undergraduate practicum course as a means for building visual literacy through observations and meaning-making within our current sociocultural climate. Multiple layers of information to be read within the choreographed work, including movement, costumes and score, will be discussed using videos performances.
Fragments of a Life in Progress: Self-Portraiture as Means of Telling the Artists Story
Fragments of a Life in Progress is a presentation based on photographic series comprised by surrealist self-portraiture, nude photography and photomontages. It is a Fine Arts project inspired by moments, feelings and emotions in the artist’s life, and intended to stimulate in the viewer a reflection of their own construction of the self.
Teacher Inquiry: How do Students Interact with and Recompose Visual Artifacts in the Disciplinary Classroom?
In this session the presenter shares how children design visual literacy experiences by recomposing images to scaffold their comprehension of affective, compositional, and critical dimensions of disciplinary visual material. Extant literature examining best practices in teaching visual literacy and image recomposition are shared. A framework guiding educators to support students’ interactions with visual artifacts in disciplinary contexts is presented.
Ilona Anderson, Dominic Thomas, Susan Nichter
Bootstrapping Creative Learning through Collaborative Design to Introduce Students to, Among Other Things, Visual Literacy
We have been teaching/exploring the many possible interpretations of the design process through our joint collaboration over the past 4+ years. Teaching, cultivating, and inspiring are processes. We learn best when we have chances to revise and try again while crossing boundaries in a safe environment. We began teaching design thinking centered on the textbook Creative Confidence. The design collaboration methods of interaction and integration shifted and developed across 5 different projects over a semester. Art students and business students collaborated to produce 100+ designs from 70 students in cross-disciplinary teams. The collaboration produced real-world demands for effective, applied design work involving materials, site, knowledge, and other constraints.
4:00-5:30pm — Keynote: Philip Yenawine, Visual Literacy. Let’s Think about It.
SUNDAY — PORTER CAMPUS
8:00-9:00am — Continental Breakfast, Registration, Check-in
9:00-10:00am — Session 8
The Creation and Understanding of Artwork is an Important Achievement in Developing Visual Literacy
Artistic literacy is complex, it takes artists years to master it. While every artists’ understanding of aesthetics differs, there are common philosophies and standards all practitioners use. The act of making art is crucial to a full understanding of visual literacy as listed in ACRL standard 6. This presentation is intended for all audiences to expand their knowledge of aesthetics.
Transmediation: Art, Music, Word
In this session participants will learn about transmediation through a hands-on workshop in creating artwork based upon a musical sampling and partaking in a unique style of “safe space” critique. This will be followed by guided poetry writing inspired by the creative experience. The workshop is ideal for classroom educators and anyone looking to facilitate meaningful, truthful reflections on art and the practice of creating.
James O’Keefe, Roser Giné
Visual Literacy Experiences that Enhance Student Understanding of Concepts in Mathematics
At Lesley University, we have developed curricula that employ visual models and experiences to help students understand challenging concepts in mathematics. In this presentation, we will discuss activities created by two faculty members, and provide several examples of student work that highlight the usefulness of visual literacy in the teaching and learning of mathematics.
Martha McKenna, Christopher Strickland
Creating as a Tool for Visual Understanding
Integrating visual journals in a course on aesthetic encounters with the fine and performing arts has lead to deeper student engagement and understanding of the arts and has expanded students’ capacity in visual literacy. This workshop will engage participants in designing visual journal activities to increase students’ understanding of the various disciplines as well as increase their visual literacy.
Visual Literacy in the Public Realm
This image presentation interprets the visual meanings of diverse images and objects, including symbols, signs, diagrams, maps, monuments, currency notes, national flags, and satellite images — all of which exist in the public realm. Our encounters with these public images and objects are often overlooked and only partially understood. This presentation analyzes these images and objects in order to provide a greater awareness and deeper understanding of both their intended and implied meanings. This keynote slide and video presentation, and engaged discussion, will sensitize the audience to the power of images and objects to persuade and inform the public they serve.
Peter Cannon, Ashley Wilson
Enhancing Visual Literacy: Visualization of Disease from Real Life to Graphic Novel
In this presentation for theorists and practitioners alike, we explore how graphic novel disease narratives are realities with multiple ontologies useful in treatment programs. We use a multidisciplinary approach to examine the graphic novel in an ecology of texts and images that explains how emotions can be conveyed through the interaction of word and image.
10:00-11:00am — Session 9
Visual Algebra: Thinking (and Solving) Algebraically Without Those Pesky Variables
Even though algebraic symbolism was designed to make problem solving efficient, for too many students it is a barrier to success. Visual models provide alternative strategies for solving problems of all sorts. In this session, we will utilize visual algebraic thinking, introducing new strategies for all students while still providing a route to future symbol use.
The Role of Arts Based Inquiry for Online Learners
The role of arts-based inquiry for online learners in higher education has yet to be fully explored and understood. This paper seeks to understand in which ways arts based inquiry can address core components for online learning and achallenges such as expression of engagement, presence, and emotion for both teachers and adult learners.
Investigating the Influence of Commercial Media on Adolescent Development
This session will provide an overview of the importance of developing visual intelligence in adolescents in order to become more aware of the influence of commercial and social media on the ideas they form about themselves and their world. We will explore the art of collage as an approach to understanding image manipulation that influence our thinking in order to provide youth with strategies to critically assess their visual consumption.
iPhoneography in Secondary Art Education: Using Decoding Techniques to Enhance Visual Communication
This session explores a pedagogical technique designed by a seasoned high school teacher to assist photography students in reading images. Learning experiences are designed around contemporary photographic works, which are used to explore methods of formal analysis, decoding techniques, and act as thematic inspiration. When students applied these skills in their own photographs, they ultimately became strong visual communicators.
Illustrating Visual Language Research
As an Illustrator I am fascinated with the theories of visual languages. Coming from a creative practice into the academic world I was struck by the lack of visual material used when discussing visual literacy and related theories. My presentation aims to inform researchers of visual communication theories how to enhance their research through an illustrative approach .
Aesthetic Response and the Empathetic Encounter in a Graduate Art Therapy Course
Developing reflective art making is an important aspect of graduate art therapy studies that extends to professional practice. Specific art prompts were created in a course in Art Therapy with People with Severe Mental Illness for art and expressive therapy students. Visual art making allowed students to integrate course material as well provide an ongoing dialogue through aesthetic, empathetic encounters with the other.
Graphic Facilitation, Graphic Recording and Monster-Taming
In this experiential workshop, participants will learn about the field of graphic facilitation and apply it to a current challenges. Exploring a visual story which describes the origins and distinctions between graphic facilitation and recording, participants will gain an understanding of the skills needed for each. Finally, we will discuss how and when to effectively employ these powerful tools.
Patricia Hager, Yoon Soo Lee, Myron M, Beasley
Mountains, Trees, and Leaves: Functional Criticism in Design, Visual Culture, and Writing Classrooms
This panel presentation describes and demonstrates the application of Functional Criticism, a critiquing strategy developed for art and design, to writing and digital response strategies in the classroom. By establishing protocols and mutually agreed-upon criteria, students learn to respond productively to high, middle, and low order concerns when critiquing digital and textual works.
11:00am-12:30pm — Keynote: Sarah Kuhn, Thinking with (Visual) Things
Amphitheater, University Hall
12:30pm-1:30pm — Box Lunch and Wildcard Panel
College of Art and Design
8:00-9:00am — IVLA Board meeting
College of Art and Design