Visual language : the concept and applications for the classroom
| dc.contributor.author | Malcolm, John D. | |
| dc.contributor.author | University of Lethbridge. Faculty of Education | |
| dc.contributor.supervisor | Mazurek, Kas | |
| dc.date.accessioned | 2010-03-23T19:54:09Z | |
| dc.date.available | 2010-03-23T19:54:09Z | |
| dc.date.issued | 1998 | |
| dc.description | v, 109 leaves : ill. ; 28 cm. -- | en |
| dc.description.abstract | This completed project is the largest step in a 10-year process during which I have studied and implemented visual language. In Chapter 1, I outline the reasons for my focus on this topic and discuss my personal viewpoints and background. A brief rationale for this topic is then suggested, followed by a review ofthe literature. Although a fmite definition of visual language is neither possible nor desirable, a working defmition is offered based on my work to this point. Relevance to classroom practice is crucial so a close examination of the Senior High English Statement of Content (Revised 1981) and the Alberta Education Program of Studies for English Language Arts Kindergarten to Grade 9 is also undertaken. The second chapter ofthe project contains suggestions for classroom application based on these curricular and philosophical underpinnings in a user friendly format. Look Closer is designed as a teacher guide to studying visual language. The steps are not intended as lesson plans per se but rather as activity sequences. Its theoretical base comes from a visual language standpoint, since that is the avenue I am advocating students explore, but it also includes many activities from each ofthe language arts (formerly known as strands). In fact, this unit encompasses all language arts at various times. The unit can stand alone or be used in conjunction with other projects. Similarly, many activities can be used by themselves without the rest of the unit. Some knowledge building will be necessary for more technical units, however, the overall aim is to raise awareness and create a more learned use of visual language. | en |
| dc.description.discrepancy | Some pencil markings in book, shows up on the occasional page. | |
| dc.identifier.uri | https://hdl.handle.net/10133/1009 | |
| dc.language.iso | en_US | en |
| dc.publisher | Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1998 | en |
| dc.publisher.faculty | Education | en |
| dc.relation.ispartofseries | Project (University of Lethbridge. Faculty of Education) | en |
| dc.subject | Visual learning -- Alberta | en |
| dc.subject | Visual literacy -- Alberta | en |
| dc.title | Visual language : the concept and applications for the classroom | en |
| dc.type | Thesis | en |