The New York Times‘ “Learning Network” blog is kicking off a new series of image analysis tools in partnership with the Visual Thinking Strategies folks with the video above. This is great news for educators. Visual image analysis can quickly and naturally immerse students in deep thinking and thoughtful analysis. For those of you thinking about integrating beyond-text resources into the Common Core State Standards, I hope you’re enthusiastic about the ability of getting a steady stream of images.
I am a huge fan of the power of visual images to engage students’ thinking and imaginations (see this and this and click “read excerpt” for my approach).
Some possible correlations between CCSS’s English Language Arts standards and visual literacy are as follows (and, just for the record, I wouldn’t use the specific image in the video for younger grades!):
Reading Literature, K-5
RL.K.7 “With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).”
RL.1.7 “Use illustrations and details in a story to describe its characters, setting, or events.”
RL.2.7 “Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RL.3.7 “Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).”
RL.4.7 “Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.”
RL.5.7 “Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).”
Reading Informational Text, K-5
RI.K.7 “With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
RI.K.9 “With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RI.1.6 “Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.”
RI.1.7 “Use the illustrations and details in a text to describe its key ideas.”
RI.1.9 “Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).”
RI.2.7 “Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.”
RI.3.7 “Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).”
Reading Literature, 6-12
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RL.9-10.7 “Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
Reading Informational Text 6-12
RI.6.7 “Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.”
RI 11.-12.7 “Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Speaking and Listening 6-12
SL.6.2 “Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.”
SL.6.2 “Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.”
SL.7.2 “Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.”
SL.7.5 “Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
SL.8.2 “Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.”
SL.8.5 “Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.”
SL.9-10.2 “Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.”
SL.11-12.2 “Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.”
SL.9-10.5 “Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.”
SL.11-12.5 “Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.”
Reading Standards for Literacy in History/Social Studies, 6-12
RH.6.7 “Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.”
RH.8.7 “Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Note: I took a very conservative approach here in listing these. For example, the standard had to reference “visual” or “images” or “photographs” to be included; standards referencing more general terms, such as multimedia or primary or secondary sources, are not necessarily listed above.
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