Whether interpreting a painting or a poem, the “reader” looks at elements such as pattern, repetition, mood, symbolism, and historical context. Visual texts embody many of the elements of written texts. They learn to identify the narrative point of view by following the eye of the camera. Through close reading of short clips, students may examine the effects of visual language cues: composition, colour and light, shadow and contrast, camera angles and distance, pace and rhythm, and the association of images and sounds. Films also provide rich opportunities to explore the parallels and differences between visual and written language. They need to learn that images convey ideas, values, and beliefs, just as words do, and they need to learn to read the language of images.įilms enlarge students’ experiences much as written narratives do, and offer similar occasions for discussion. Students need to recognize that what a camera captures is a construction of reality, not reality itself. Students need to learn the techniques and conventions of visual language to become more conscious, discerning, critical, and appreciative readers of visual media, and more effective creators of visual products. Viewing and representing also are language arts in their own right. Similarly, documentary films may assist students to understand expository text elements such as point of view and transitional devices. By using films to introduce students to devices and techniques that visual and written texts share (e.g., subplot and flashback), teachers may help students understand narrative techniques in other media. Film or television may be useful in helping students grasp the meaning of the term conventions. Many students have an implicit understanding of visual media conventions, the unspoken agreements between producers and audiences about the way meaning is represented (e.g., how the passage of time is conveyed in a television drama). Many students are avid and sophisticated consumers of visual media, and their familiarity with visual forms facilitates literacy with other texts. Like the elementary English Language Arts curriculum, secondary level media-related objectives can be found in foundational outcomes for speaking, listening, writing, reading, and viewing and representing. Like the elementary English Language Arts curriculum, secondary level media-related objectives can be found in foundational outcomes for speaking, listening, writing, reading, and viewing and representing.
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