The 21st century is an age in which images in various forms play a dominating role, be it in magazines and newspapers, TV and cinema, or the Internet. As a consequence, children growing up in this media age are inevitably confronted with a flood of images from early age on. This fact makes it necessary to address such topics as visual learning and visual literacy also at school. This seems important for at least two reasons: First, in an age where visual communication plays a vital role, children are required to acquire visual literacy already at an early age in order to be able to learn to judge, interpret and communicate with images in the right way. Second, visual media, like, for example, photographs, films, comics, and graphic novels, are calculated to make lessons more attractive and motivate students, and thus make learning easier and more fun.
This is not only true for subjects taught in the mother tongue, but also for English as a foreign language (EFL). Since in Germany English is already taught in primary school, visual learning may provide a way to facilitate EFL by offering a playful approach and, furthermore, by profiting from children’s interest in visual worlds.
Thus, as underscored by Stafford (2011: 2), visual teaching is not just another trend, but rather bears witness to a highly necessary adjustment of the curriculum to reality, i.e., new forms of communication, especially the Internet and smart phones. The work at hand deals with the question, why visual learning should be taught in primary school, and will provide an overview of the various reasons which are relevant in that respect as well as the most important strategies of visual teaching. In the first chapter, the concepts of visual learning and visual literacy will be looked at and their most important characteristics will be dealt with. Furthermore, the various reasons for teaching visual learning in primary school will be discussed. Furthermore, a short overview of possible strategies to be used in visual teaching is offered. In the second chapter, there will be a critical discussion of the topic, including the use of new media like Internet in the classroom.
Table of Contents
1 Introduction
2 Visual teaching and visual literacy
2.1 Definition of terms
2.2 Reasons for and possible benefits of visual teaching
2.3 Strategies and Methods for visual learning
3 Discussion
4 Conclusion
Research Objectives and Key Topics
This academic work explores the necessity and pedagogical benefits of integrating visual learning into primary school English foreign language (EFL) instruction. It addresses how modern media-literate children require formal guidance to critically interpret visual content, while simultaneously investigating how visual tools can enhance student motivation and support the acquisition of traditional literacy skills in a balanced curriculum.
- The critical role of visual literacy in a media-saturated society.
- Pedagogical advantages of incorporating visual media to boost student engagement.
- Methodological approaches to combining visual learning with traditional language instruction.
- Addressing the challenges of media consumption, manipulation, and the necessity of teacher training.
Excerpt from the Book
2.1 Definition of terms
Visual teaching and visual literacy are fairly new concepts as far as their application in the classroom is concerned. Thus, the use of a multimedia approach in the classroom, involving, for example, podcasts, the Internet or cartoon storyboards, has gained in importance only in the last two decades (Stafford 2011: 3).
However, as pointed out by Rakes, “The educational value of graphics has been generally recognized for many years” (1999: 14). Thus, the “first illustrated instructional” (ibid.) was published already in 1657 by Comenius.
Nevertheless, the term visual literacy did only come into existence in the twentieth century. It was coined in 1969 by the writer John Debes (Riddle 2009: 4) in analogy to literacy referring to the ability to produce and comprehend words, and, thus, texts (Stafford 2011: 1).
However, for a long time this concept primarily referred to art students and their ability to “read” works of art, and hence did not concern the school curriculum (Baker 2012: 44). The importance of visual learning at school has only been recognised at the end of the 20th century in connection with the rise of the Internet and new forms of communication (Riddle 2009: 5).
Summary of Chapters
1 Introduction: This chapter highlights the dominance of images in the 21st century and establishes the necessity for visual learning in schools to prepare children for a media-driven reality.
2 Visual teaching and visual literacy: This section defines key concepts like visual literacy, discusses the benefits of visual teaching, and provides an overview of various teaching methods.
2.1 Definition of terms: The chapter explores the evolution of the term visual literacy and presents various scholarly perspectives on its meaning in an educational context.
2.2 Reasons for and possible benefits of visual teaching: This part examines why visual teaching is essential for cognitive development and student engagement, noting the importance of critical media consumption.
2.3 Strategies and Methods for visual learning: This section offers practical approaches for teachers, such as using drama, comparing/contrasting exercises, and incorporating graphic software or color visuals.
3 Discussion: The author critically analyzes the integration of visual learning in primary schools, addressing potential risks like the neglect of traditional literacy and the need for teacher training.
4 Conclusion: The concluding chapter summarizes that visual teaching is a necessary pedagogical evolution that, when balanced with traditional methods, significantly benefits primary education.
Keywords
Visual Literacy, Visual Teaching, Primary School, Media Literacy, EFL, Intermediality, Digital Media, Student Motivation, Visual Communication, Classroom Instruction, Educational Technology, Literacy Skills, Graphic Novels, Critical Thinking, Pedagogical Methods.
Frequently Asked Questions
What is the fundamental premise of this work?
The work argues that in an era dominated by visual media, primary schools must move beyond traditional literacy to include formal visual literacy training for students.
What are the primary themes discussed?
The core themes include the definition of visual literacy, the necessity of protecting students from media manipulation, the use of visuals to increase engagement, and the integration of new technologies.
What is the main goal or research question?
The primary aim is to determine why visual learning should be taught in primary schools and to identify relevant strategies for its implementation in English language classes.
Which scientific methods are employed?
The author uses a literature-based review and analysis, synthesizing current academic theories and pedagogical approaches from various scholars in the field of education and media studies.
What topics are covered in the main body?
The main body covers the conceptual definitions of visual literacy, the socio-cultural and pedagogical reasons for its implementation, and specific strategies like combining visual tools with drama or literature.
Which keywords best characterize the work?
Keywords include Visual Literacy, Visual Teaching, Primary School, EFL, Intermediality, and Media Literacy.
How does visual teaching relate to traditional literacy?
The author emphasizes that visual teaching should not replace traditional reading and writing, but rather complement them to create a balanced, effective learning environment.
What is the author's stance on the teacher's role in this process?
The author argues that teachers need specific professional development and training in new media and visual strategies to teach these skills effectively, as the current curriculum might not be sufficient.
How does the work address the dangers of modern media?
It highlights that children are exposed to manipulative content and harmful imagery early on, making formal instruction in critically interpreting and judging visuals a modern necessity.
- Arbeit zitieren
- Anonym (Autor:in), 2015, Why should we use Visual Teaching in Primary School?, München, GRIN Verlag, https://www.grin.com/document/371168
