“The Visual World of Young Learners: Case Studies”
Amy S.C. Leh (California State University, San Bernardino)
Russell Gazda, M.S. (Arizona State University)
Inciting question: How do visual images affect children?
Of the two exercises detailed, Videology and Internet, the Videology seemed much more compelling. The course goals were:
- Learning to read, write, and communicate using correct video terminology
- Planning and producing short video programs that communicate effectively
- Communicating messages and information to others using the language of visuals and sound
- Working cooperatively in teams
Behavoristic teaching methods were used for basics of equipment setup and operation.
Cognitive learning (concerned with higher order thinking and problem solving) was encountered in proper use of lighting, camera angles, and basic editing techniques.
Constructivism teaching style was used to allow students to explore those course components with no right or wrong answers.
Project ideas: - News event reports
- Interviews
- Commercials
- Infomercials
- Documentaries
- Talk shows
- Dramatic and comedic teleplays
Premier Filters assignment• Compose a self-contained 30-second vignette that portrayed a mood. Use
• Three digital video clips (supplied from stock set)
• Music or sound effect tracks (supplied
• Application of one or more filters from Adobe Premiere
Summary: videology was a useful tool for developing visual literacy skills.
One hopes that having created a biased view of reality or having created a deliberately misleading simulation, these students will never again be passive victims of Madison Avenue and Hollywood consumerism.
Source: Journal of Visual Literacy, Volume 19, Number 1, Spring 1999
