Visual Elements & Vocabulary

Monday, 19th October 2009

Did you enjoy the slideshow I put together for today's class? :) If you missed it, we went through general visual literacy vocabulary (on this blog) with pictures to illustrate. Although we went through quite a lot of 'visual' vocabulary, I'd like to mention some specifically relative to photograhy. These terms were on the second handout but we didnt spend as much time discussing them as I would've liked.

Composition- the arrangement of the visual elements within an image. Composition is important and utilises a variety of visual elements to create interesting photography.

Angle- usually high, low or horizontals. We already discussed how angles affect the power dynamic in images.

Foreground- the part of an image that appears to be towards the front.

Background- the part of an image that appears to be towards the back.

Setting- the scenery or physical environment within the image.

Content- the topic or information captured in an image.

Subject- the main person or object in a photo.

Theme- the central idea of the image. May unify elements within one picture or a series of pictures.

Focal point/central focus- the part of the picture which is the most clearly in focus.

Visual Elements

Light/Dark- the areas in the image which are highlighted or in shadow. May refer to natural light (sunlight or window light) or artificial light (indoor lights or flash). May be directly pointed at the subject or may be reflected.

Contrast- differences between: light & dark; texture; size; saturation etc.

Balance- Symmetrical (where elements are equally distributed in an image) or Asymmetrical (where elements are unequally distributed but may still result in a balanced image).
Framing- everything that is contained within the boundary of the photo.

Line- objects or elements in the picture that act like lines in a photograph. They may be horizontal, vertical, diagnoal, straight, wavy, thick or thin etc. Do they outline a central feature? Do they create direction or point towards the subject?

Shape- Geometric (simple shapes found in geometry eg triangle, circle, square etc) or Organic (shapes found in nature eg trees, stones, mountains etc).

Repetition- Any objects or visual elements that are repeated to create a pattern.

Texture- The 'feel' of the objects in a picture and whether they look like they would feel. For example, an old wooden fence or a crumbling brick wall.

Next up, we'll be looking at how to use all these elements in order to compose a photo, and how to use these elements to create meaning within pictures.


-You can click on 'add note' and tag specific areas of the photo with notes.

For example...





-I would like you to try and identify at least 3 of the terms in this post (they dont have to be all on one photo).

Have fun!

Introduction to Photography

Friday, 16th October 2009

Today we went to the library and looked at some photography basics. We worked in pairs to research some famous photographers and examples of their work and then briefly presented them to the rest of the class and explained what we liked/disliked and why we thought the photo was taken.

We also worked out that most people in the class have access to a digital camera (or at least a film camera and scanner). Our school also has several digital cameras you can borrow- please contact me regarding this if necessary. Many people had several 'digital cameras' if we count the cameras on their mobile phones and webcams. Because of the availability of digital cameras and the internet, sharing photos is also easier than ever before. Email attachments are becoming 'old hat' as more people upload to photosharing sites such as Flickr or Photobucket or simply post them on social networking sites such as Facebook and Myspace. We are going to be looking at photos in flickr (we might even make a class pool) and also be posting photos on our blogs.

Here in NSW, students at Stage 5 level (you guys!) are fortunate enough to be given laptops, complete with webcams, graphics software such as Adobe Photoshop CS4 and web design software such as Fireworks, Illustrator & Bridge . This unit wont give you an in-depth look at these programs, but hopefully encourage you to familiarise yourself with them at home. Many of you mentioned you had some previous experience with these programs from computing lessons; there are also some fantastic tutorials on the web.

I briefly want to mention some of the main types of photography...


- Nature
This may include wildlife or landscape shots.

- People/portrait
Anyone, anywhere. Usually a head-shot or mid-shot but occasionally a long-shot.

- Fashion & Glamour
Fashion focusing on the clothes (or items being modelled); Glamour focusing on the model.

- Destination Specific
Usually particular places of interest. This also blends with 'travel photography' which may seek to capture not only places but people, cultures, traditions etc.

- Macro
Usually for fine detail in smaller subjects eg flowers, insects etc. Sometimes used for medical purposes.

There are many other kinds of photography. We may also see celebrity, sports, underwater, still life, war, forensic and aerial photography, just to name a few.

You may have noticed several 'settings' available on your digital camera that make it more convenient to take a photo in one of these genres. For example...


Check out my creations & reflections blog for some examples of photos I've taken that might fall into these categories. Post one of your own pictures on your blog and identify which category you think it belongs in. It might be of you or your friends playing sport...might be of a flower, an ipod, a car, a friend, the beach- they all fall into one of the main photographic categories. Make sure to take a look around our class blogs and see (and comment on) what your peers are producing :)

How reliable?

Thursday, 15th October 2009

If you missed today's class we watched a DVD documentary called 'Ethics in the Age of Digital Photography'. If you want to see a brief excerpt, you can catch one here.

Basically, we discussed how reliable images are in the media these days. With the use of computer technology and graphics software, images can be easily distorted. Is that a problem? Or is it only a problem when it's presented as the truth? For example, in 100 years from now people may look back on TIME Magazine as a primary document which evidences the reality of our lives today. If the covers and pictures within TIME Magazine are altered- are they giving an accurate representation? Does this matter?

This short clip shows how photo manipulation has been going on for many years....





This is just one example to show how images in the media are manipulated. (But be wary- its still an advertisement!)





As far as physically detecting whether an image is 'real' or 'fake' there are now experts who do this for a living. For the general public we can look for things such as differences in lighting, repeating patterns, changing date/time markers etc. But ultimately we should remind ourselves of these things:

- Texts (written or visual) may be based on fact or on fiction.
- They are created with specific audiences in mind, and attempt to convey a particular message.
- They often reflect culture-specific associations and frequently use stereotyping.
- The meaning that is conveyed is shaped by its context (where it is read, where it is viewed, what medium it is produced on etc)
- Our culture, environment, education and experiences shape the way we make meaning from these texts.
- The producer's culture, environment, education and experiences shape the way they attempt to create meaning in these texts.

General questions we should always ask are...
- When was the picture taken?
- Where was it taken?
- What format is it presented in? (eg a gossip magazine, a published book, a media display etc)
- What are the objects or subjects in the picture about?
- Who took the photograph?
- Why did they take it?

On your blog, write your reaction to the YouTube clips I posted & link back to me (about 200 words or so). Did they surprise you? Engage you? Was it expected? Did you know image manipulation had been around so long? Are you familiar with the idea that most media images are manipulated with 'Dr.Photoshop'? Does it matter to you whether an image is real or not? As you watch television commercials or read magazines do you keep these ideas in mind?

Since when?

Wednesday, 14th October 2009

After our discussion in class today, it is pretty clear that visual images surround us (or even bombard us) on a daily basis. But does their message always get through? Sometimes we consciously evaluate their message but sometimes we dont. As one example in class showed, sometimes we have a strong idea or preference for something based not on experience or fact or even personal favour...just based on the way that it is presented to us. It is important that we learn to realise HOW and WHY images are trying to shape meaning in us.

There are a lot of people who talk about 'visual literacy' as something only applicable to the technology age. While I agree that now, more than ever before, we have access to a wealth of visual texts...and are still learning how to negotiate them...I just thought I would take a minute to point out that visual meaning-making skills have been required for centuries.

Take for example, the system of Egyptian Hieroglyphs...or even the signs and symbols that went into forming our own alphabet.


In medieval times, many people (and almost all peasants) couldnt read. Examples of texts from this time show just how much artistry and images went onto the page.





(Here's an example from the Luttrell Psalter)


Under medieval 'feudal systems' (which you have probably studied in history) it was the peasants job to do all the work around a manor. Whether it was planting, harvesting, grinding, ploughing, collecting firewood or slaughtering animals....each month had particular jobs for peasants to complete. But how could they keep track of each job and each month? Calendars depicting the various labours were created out of stained glass and placed within churches. They were dependant on these images from season to season.

Here's another example. Have you ever been to an old cemetary? One where there are elaborate grave markers with big, ornate statues and signs and symbols. Most people today have no clue about these grave markers. We might think they are 'beautiful' (or creepy) but rarely think about what each symbol meant. Back in the 1800's, most people would have been able to interpret every marking on a tombstone. They understood that roses might have been symbolic of Christ or purity; that doves were symbolic of peace; that 'books' were symbolic of the Bible or the 'book of life' (described in the Bible). That even the very stones whether black and white marble, or golden sandstone, was intended to convey a particular message.


All this to say, that the idea of 'reading pictures' is not new. In many areas of life, it is a lost skill. In other areas of life, we are seeing demands for new skills never seen before.

HW- What are some examples of visual texts that surround you most in life? Do you enjoy online gaming? Are you a photography enthusiast? Television addict? Artist?
Do you seek them out, or do they seek you? Briefly describe.

Do we need to learn to "read" pictures?

Tuesday, 13th October 2009

There is a widespread assumption that pictures communicate automatically- that is, that readers do not need any literacy skills in order to read pictures.






















(Jastrow, J. "The Mind's Eye." Popular Sci. Monthly 54, 299-312, 1899).

Is this a RABBIT or a DUCK?

You cant see both shapes or interpretations at once.....

























(Hill, W. E. "My Wife and My Mother-in-Law." Puck 16, 11, Nov. 1915).
Is this a YOUNG LADY or an OLD WOMAN?

What we "really see" is dependent on what we have learned to recognize. This learning is influenced by our education, our cultural background, our environmental factors, the context of the image and our prior experiences when encountering similar images. For example, if I lived in the city and had never seen rabbits (aside from at the zoo etc) yet stopped by the park to feed the ducks every day...I might be more inclined to immediately interpret the first picture as a duck. If however, the image was on the front cover of "Farmer's Weekly" and a picture of a farmer holding a shot gun and 3 rabbits was close by, I might be more inclined to interpret it as a rabbit.

Likewise can the 'impact' of images (the effects they have on us) be altered depending on their environment. If I came across the a picture in a gossip magazine I might casually flick past it and have only a momentary reaction. If I came across the same picture in an art museum, I would be tempted to give it more consideration, in essence- its impact would carry more weight. The environment of any visual text will affect our "reading" of it- altering the way we interpret or make meaning from it.

In order to improve our competency when extracting meaning from pictures, we need to develop visual literacy skills. These kinds of skills include an awareness of the techniques and structures used in visual texts in order to interpret and create meaning.

What do you guys think? Do you think its important to be 'visually literate'?

General Unit Plan


Stage 5 Outcomes addressed throughout this unit:

1.3- Students learn to analyse the effectiveness and impact of texts on responders in terms of ideas, perspective and originality
2.6- Students learn to evaluate their own and others’ texts in terms of creativity, originality, beauty and insight.
2.9- Students learn about processes of representation including use of symbols, images, icons, stereotypes, connotations, inference, and particularly visual and aural techniques including those of camera, design and sound, to create cohesive texts.
2.10- Students learn about the ways composers, including authors and film-makers, use processes of representation in composing texts.
2.12- Students learn about the ways of different modes, subject areas, media and cultural representation affect their personal and critical responses to texts.
3.3- Students learn to use advanced word processing tools including formatting of references and bibliographies, formatting multiple page documents including weblinks, importing data from internet and manipulating images to compose and format texts for different purposes, audiences and contexts, including the workplace.
5.2- Students learn to compose written, oral and visual texts for personal, historical, cultural, social, technological and workplace contexts.
9.3- Students learn to describe ways in which their own responses to texts are personal and reflect their own context.
11.16- Students learn about ways in which reflection and self-evaluation can assist-learning.

Week 1
-Introduction to visual literacy.
- How our culture, environment and previous experiences affect our interpretation of visual texts.
- Introduction to digital images- familiarity and reliability
Week 2
- Photography
- Vocabulary and “rules” regarding still images.
- Identifying features and interpreting meaning in still images.
Week 3
- Producing still images from poetic imagery.
- Planning, creating, online publishing.
- Evaluating, peer feedback and reflection.
Week 4
- Introduction to Picture Books using Memorial, Where the Wild Things Are and John Brown, Rose and the Midnight Cat
- Essential terminology and factors
- Commence case study of ‘The Rabbits’ picture book.
Week 5
- Deconstructing ‘The Rabbits’ with particular attention to symbolism, imagery, allegory, metaphor and indigenous issues.
- Writing from the perspective of ‘the other’.
Week 6
- Reconstructing ‘ The Rabbits’.
- Creation of visual timeline from pre-contact to the present.
Week 7
- Introduction to Advertising.
- ‘Good’ ads vs ‘Bad’ ads
- Contrasting magazine, television and online advertisements
Week 8
- The effects of advertising.
- Creation of complex advertisement or product packaging.
- Self evaluation and peer feedback.
Week 9
Assessment task due.

About this blog


What is visual literacy?

Despite the title of this blog, visual literacy is about more than just ‘reading’ pictures. In short, visual literacy is having the ability to comprehend, interpret, and produce visual texts for communication and authentic learning. Although visual-based skills are particularly relevant in the technology-age (where a variety of new media and images bombard us each day), they are not limited to multimedia but concern everyday practices of viewing, processing and creating visual information.

The definition of visual literacy in the English syllabus is as follows:
“ The ability to decode, interpret, create, question, challenge and evaluate texts that communicate with visual images as well as, or rather than words. Visually literate people can read the intended meaning in a visual text such as an advertisement or a film shot, interpret the purpose and intended meaning, and evaluate the form, structure and features of the text. They can also use images in a creative and appropriate way to express meaning.”

Why study visual literacy?

David Gray (2008) explains it best when he states:

‘…the three R’s are no longer enough. Our world is changing fast- faster than we can keep up with our historical modes of thinking and communicating. Visual literacy- the ability to both read and write visual information; the ability to learn visually; to think and solve problems in the visual domain- will, as the information revolution evolves, become a requirement for success in business and in life”.

Types of Visual Texts

Although it is difficult to compile an exhaustive list, these items will give you some understanding of how visual texts engulf us in our daily lives.
- Facial expressions
- Picture books
- Body language
- Comics
- Photography
- Film
- Drawing
- Still & motion images
- Painting
- DVD/CD covers
- Sculpture (& fine arts)
- Product packaging
- Sign language
- Web/computer graphics
- Road signs
- SMS
- Billboards
- Emoticon
- Brochures
- Virtual environments
- Magazines (articles and advertisements)
- Hieroglyphs
- Television programs
- Calendars
- Television advertisements
- Musical staves
- Internet articles, banners, pop ups, graphics
- Graphic organisers/charts
- Maps
- Logos & emblems
- Graphs
- Graffiti
- Tables
- Bumper stickers
- Architectural plans
- X-rays
- Cartoons
- Costumes
- Gaming
- Clothing
- Posters
- Jewellery
- Signs
- Theatrical productions
- Symbols
- Layout of books
- Hyperlinks
- Web design & layout
- Font types & styles
- Signatures & watermarks

Mon 19th
- Head over to our group pool at Flickr (http://www.flickr.com/groups/readingpics/) and use the ‘add note’ feature to tag 3 examples of visual elements discussed on the blog.

Fri 16th-
Check out my creations & reflections blog for some examples of photos I've taken that might fall into the main photographic categories.
-Post one of your own pictures on your blog and identify which category you think it belongs in. It might be of you or your friends playing sport...might be of a flower, an ipod, a car, a friend, the beach- they all fall into one of the main photographic categories.
-Make sure to take a look around our class blogs and see (and comment on) what your peers are producing :)

Thurs 15th
- On your blog, write your reaction to the YouTube clips I posted (about 200 words or so). Did they surprise you? Engage you? Was it expected? Are you familiar with the idea that most media images are manipulated? As you watch television commercials or read magazines do you keep these ideas in mind?

Wed 14th
- What are some examples of visual texts that surround you most in life? Do you enjoy online gaming? Are you a photography enthusiast? Television addict? Artist?
Do you seek them out, or do they seek you? Briefly describe.

Tues 13th
-Read the ‘about’ section of this website. Most of it we have discussed in class but you can get a feel for where the unit is heading. Read through my first blog post “Do we need to learn to “read” pictures?”.
- Write a brief reflection on whether you personally feel it is (or is not) important to learn to ‘read’ pictures. Link back to my post (as demonstrated in class) so I can check it out.

Mon 12th
- Finish creating the ‘creations & reflections’ blog that you started today in class. Make sure to create either a ‘blogroll’ or a ‘link list’ in your layout (under ‘add gadget’) and link to my main sight at http://readingpics.blogspot.com/. You can also link to http://readingpics2.blogspot.com/ which is where I will be posting all of my creations and reflections. In your blogroll, you may also add the urls of your classmates.

If you want to customize your block with a background etc, a useful tutorial can be found at this blog http://tips-for-new-bloggers.blogspot.com/2007/03/background-image-for-blogger-template.html .

Happy blogging!

Vocabulary for Visual Literacy


PROPORTION/SCALE/SIZE- Can create the illusion of depth, 3D look.- Can create relationships of strength/weakness.- Can create a sense of vastness- Useful in factual/scientific type diagrams

COLOUR SATURATION (intensity)- the more grey= less saturated- no/little grey= highly saturated- can manipulate emotions,, attitudes etc- can indicate the past/future

COLOUR HUE (classifications of colour on the spectrum)
- Creates moods and denotes significant meanings.-
-Red- warmth, intensity, reds have great ‘visual weight’- a red object will draw and hold our eyes more than any other similarly saturated colour. Can represent action, passion, masculinity, emotion, danger etc.-
-Orange- excitement, desire-
-Yellow- (or warm colours such as browns, oranges etc) often reflects happiness, cheerfulness, optimism, joy, enlightenment etc.-
-Blue and associated colours- often used to evoke melancholy, pensiveness, for dream or fantasy sequences. Can also depict coolness, calmness or wisdom.
-Pink- sensuous, emotion, feminine, romantic.
-Sepia- the past, or age.
-Green- knowledge, hope, promise, growth, fertility, life.
-Black- evil, mysterious, powerful, fear.
-White- purity, innocence, timeless, mystical.
- Purple- passionate, smouldering, caring.
- Grey- lack of intensity, bleakness, detachment, neutral, uncommitted.

LIGHT AND SHADE- relative darkness or brightness, as when we refer to a light or dark blue. Light sources can affect how something is represented.

TONE- ranges from lighter to darker.

CAMERA SHOTS- used for a variety of purposes
- Close Up- shows detail (usually engages the viewer in a more personal subjective way)
- Mid- further back, will show relationship to something else. Characters usually take up half to two-thirds of the frame.
- Long Distance- shows entire scene (much more objective, and brings the environment & background etc into importance).

ANGLES
- frontal- involvement
- side on- detachment
- verticals/low angles (looking up)- power, dominance
- verticals/high angles (looking down)- weakness, submission
- horizontal shots tend to give balance

IMAGERY/SYMBOLISM- relying on associations with particular colours, signs, symbols and images to enhance significance or complexity. Used to represent an idea, concept etc. eg a Cross, the Statue of Liberty etc.

FOREGROUND/ MIDDLEGROUND/ BACKGROUND- used to indicate relationships.

CENTRALITY- placing of the central figure, object, main idea; focuses attention.

CROPPING- the picture is shortened or made smaller.

LINE/VECTORS
- Horizontals and verticals can suggest stability
- Diagonals, dots, broken lines can suggest motion
- Cross-hatching can suggest solidity, calm.

BLUR- Can imply motion

MIST- Can imply memory, gives prominence to a figure or idea

TIME- Indicated by left to right progression

SHAPES/CONTOURS
- Squarish shapes can suggest harshness, rigidity
- Curves suggest softness, flow.

PERSPECTIVE- point of view, related to camera shots and angles. Is demonstrated in both graphics and words. Altering perspective can be used to imply changes in character or situation.

CONTRAST- comparing ‘before’ and ‘after’. Changes in perspective, point of view, colours, saturation and style can be made to imply or state changed attitudes.

MOOD- the prevailing atmosphere or feeling.

SETTING- the time and place of the story/scene.

ALLEGORY- A story which seems simple but has an extra meaning….‘extending a metaphor through an entire passage so that objects, persons and actions in the text are equated with meaning outside the text’.

SURREALISM- joining dream and fantasy to everyday reality to form an absolute reality, a “surreality”.

REALISM- portraying the world with attention to life-like detail.

CARTOON ART- Cartoons consist of exaggerated caricatures that emphasize emotion and movement. They possess no subtlety, but are simple and straightforward.

EXPRESSIONISM- conveys an inner feeling or vision by distorting external reality. The influence of expressionism is found in children’s picture books in the form of distorted shapes and provocative use of color and line.

IMPRESSIONISM- depicts natural appearances of objects by giving fleeting visual impressions with an emphasis on light. Color is the most distinctive feature, especially the interplay of color and light, often created with splashes, speckles, or dots of paint as opposed to longer brush strokes. The effect is dreamlike. It evokes a quiet, pensive mood.

BACKLIGHTING- The main source of light is behind the subject, silhouetting it, and directed toward the camera.

FADE IN- A punctuation device. The screen is black at the beginning; gradually the image appears, brightening to full strength. The opposite happens in the fade out

FLASHBACK- A scene or sequence (sometime an entire film), that is inserted into a scene in "present" time and that deals with the past. The flashback is the past tense of the film.

FLASH- FORWARD- On the model of the flashback, scenes or shots of future time; the future tense of the film.

MONTAGE- A technique of film editing in which several elements or shots are assembled to give a main idea.

MISE-EN SCENE- Literally, the "putting-in-the-scene": What takes place on set: the direction of actors, the placement of cameras, choice of lenses, set decoration, props, colours etc.

PAN- (abbreviation of panorama) Movement of the camera from left to right or right to left around the imaginary vertical axis that runs through the camera.

OTHER FACTORS TO CONSIDER

Elements of Book Design

- Paper stock. Highly glossy paper adds clarity to colours but, as it reflects light, it can make it more difficult to focus on the specifics. This may mean that we don’t feel as ‘involved’ with the characters. Slightly glossy paper attempts to overcome this. Roughly textured paper is more easily worked into various levels of light and darkness. It provides more opportunity for shading, allowing for more detail. This may influence the emotional involvement of the reader in the story’s characters and setting. Rougher paper is also more inviting to touch, supporting further involvement or intimacy with the world depicted in the book.

- Shape and size of the book. Is it wide or narrow? What effect does this have?

- Design and Layout- This could refer to a great many things. But we should always consider:
Does it use pictures on one or two pages?
How is the position of the images (visual text) related to that of the words (the verbal text)?
How are the pages laid out in general?
What are the characteristics of the book’s type/font design?
Does the type support a particular style for the story? Eg, Gothic font for a medieval story.
Type of colours chosen- what kind of visual weight do they have? How are they used to emphasise particular narrative elements of the story?