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II. Visual Literacy © 2006 Nancy Polette
Constant exposure to a fact or concept means that one will learn it.
A. Does the head on a penny face right or left?
B. Does the Statue of Liberty hold her torch in her right or left hand?
C. When you fold your arms, which hand is tucked in?
D. When you clasp your hands, which thumb is on top?
2. Looking at illustrations: Key questions to use in interpreting an artist's purpose.
A. LINE: What lines indicate stillness? (vertical/horizontal). What lines show movement? (diagonal). What lines
B. COLOR: Where are the darkest colors? Lightest colors? What feelings do we associate with dark and light colors? Is color used to foreshadow coming action?
C. SHAPE/SIZE: What is the largest item in the print? The smallest? How does size show distance? Is size used to indicate what is most important in the print?
D. FRAMES: Are any objects framed in the print? Why?
3. Outstanding books to promote visual literacy:
Agee, John. The Incredible Painting of Felix Clousseau. Farrar, 1988.
Anno. Anno's Journey, Anno's Britain, Anno's U.S.A. Philomel, 1986-88.
Polette, Nancy. The Hole by the Apple Tree. Greenwillow, 1992.
Rockwell, Anne. Albert B Cub and Zebra. Crowell, 1977.
OBJECTIVE: To define productive thinking processes and explore methods for stimulating students' productive thinking ability.