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    D Naude, 33747822, ENIP322+EP+SU2.2

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    Daniel Naude
    This document discusses visual literacy and thinking maps. It provides definitions for visual literacy concepts like line, texture, focus, camera angle, and symbols. It then discusses thinking maps, which are visual tools to organize information and thinking processes. Eight thinking maps are outlined - circle map, bubble map, double bubble map, tree map, brace map, flow map, multi-flow map, and bridge map. Their uses are described. The document concludes by discussing the value of picture storybooks in the classroom, noting they combine storytelling and illustration to help children develop vocabulary by linking text and images.

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    D Naude, 33747822, ENIP322+EP+SU2.2

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    Daniel Naude
    105 views7 pages
    This document discusses visual literacy and thinking maps. It provides definitions for visual literacy concepts like line, texture, focus, camera angle, and symbols. It then discusses thinking maps, which are visual tools to organize information and thinking processes. Eight thinking maps are outlined - circle map, bubble map, double bubble map, tree map, brace map, flow map, multi-flow map, and bridge map. Their uses are described. The document concludes by discussing the value of picture storybooks in the classroom, noting they combine storytelling and illustration to help children develop vocabulary by linking text and images.

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    This document discusses visual literacy and thinking maps. It provides definitions for visual literacy concepts like line, texture, focus, camera angle, and symbols. It then discusses thinking maps, which are visual tools to organize information and thinking processes. Eight thinking maps are outlined - circle map, bubble map, double bubble map, tree map, brace map, flow map, multi-flow map, and bridge map. Their uses are described. The document concludes by discussing the value of picture storybooks in the classroom, noting they combine storytelling and illustration to help children develop vocabulary by linking text and images.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    105 views7 pages

    D Naude, 33747822, ENIP322+EP+SU2.2

    Uploaded by

    Daniel Naude
    This document discusses visual literacy and thinking maps. It provides definitions for visual literacy concepts like line, texture, focus, camera angle, and symbols. It then discusses thinking maps, which are visual tools to organize information and thinking processes. Eight thinking maps are outlined - circle map, bubble map, double bubble map, tree map, brace map, flow map, multi-flow map, and bridge map. Their uses are described. The document concludes by discussing the value of picture storybooks in the classroom, noting they combine storytelling and illustration to help children develop vocabulary by linking text and images.

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    ENIP 322

    UNIT 2:
    Visual Literacy

    Unit 2.2 Components of visual literacy

    Activity
    Write a short definition for each of the following words/ phrases related to visual
    literacy.

    Concept Definition

    Line can be straight or curved, vary in thickness, designated by a stroke or


    implied (as when aligned objects or text blocks form an implied line). Lines
    guide the eye of the viewer, so use of lines is an effective way to lead a
    viewer to the key part (focal point) of your message.
    Texture Connecting the sense of sight with the sense of touch/ feel.

    Focus Focus refers to the clarity or sharpness of an image as well as the depth of
    field, or the distance between objects that are clearly in focus
    Camera angle The term camera angles refers to the position of the camera in relation to
    the subject. Five basic angle types include: aerial or bird's eye. view, high,
    eye level, low, worm's eye view
    Vector it is the movement of the viewer's gaze around a visual text

    Symbols items in the image that have a meaning on their own, symbols or signs,
    items with particular cultural meanings e.g. a white dove
    Demand and a term used when a figure in the image 'gazes' directly out of the page at
    the responder
    offer
    Dominance/ occurs when several stimuli from various sensory modalities are present but
    the visual ones dominate the rest
    salience

    Metonym A visual metonym is a symbolic image that is used to make reference to


    something with a more literal meaning
    Composition he creative activity of placing objects within a frame

    Juxtaposition Placing visual elements side by side to create contrast or interaction

    Deconstruction a collaborative strategy that may be used to make meaning from images
    and artworks

    Thinking maps
    Thinking maps is a common visual language or code that represents eight thinking
    patterns or thought processes across any subject field. So, why should we use
    thinking maps? Firstly, the brain organises information in the form of networks or
    maps. Secondly, thinking maps is a good way to evaluate information that leads to a
    better understanding and helps in the formation of a frame of reference.

     Use the link below and watch the video on “thinking maps”.

    https://www.thinkingmaps.com/why-thinking-maps-2/

     Click on the “see our maps” option for a description on each of the thinking
    maps available.

    Activity
    Draw an outline and provide a brief description of each of the thinking maps and
    explain how you will incorporate each of the thinking maps into an English FAL IP
    1. The Circle Map
    lesson.
    The Circle Map is a tool for idea generation and for demonstrating prior knowledge
    by using context.
    Put words, numbers, images, or other signs or symbols that reflect the thing,
    person, or concept you're attempting to comprehend or define in the center of the
    circle.
    In Class I'll use this map in class to help me learn language. Ex: There must be
    adverb examples in the middle and all around the middle.

    2. The Bubble Map

    A word is represented visually in a bubble map by adjectives that can be used to


    characterize it. It is one of many thinking maps that can assist you in problem-
    solving, mental clarity, and increased creativity.
    IN Class
    With poems, I will use this map by centering the poem and placing the poem's
    descriptions all around it.

    3. The Double Bubble Map


    A concept map or visual organizer called a double bubble map is used to compare
    and contrast the features of two things.
    When comparing two topics in class—possibly two tales or poems we wrote—I will
    utilize this map. Additionally, we can contrast two grammar concepts, such verbs
    and adverbs.

    4. The Tree Map

    a graphic that shows hierarchical data as nested rectangles, with each rectangle's
    area reflecting a different numerical value.
    Depending on whether constructor is used, the map is sorted either in accordance
    with the keys' natural ordering or by a Comparator that is specified at map
    construction time. IN CLASS
    story name on top, characters on one side, conflicts on the other, etc.
    _________________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    5. The Brace Map

    Brace Maps show the links between parts and wholes of concrete objects. These
    diagrams are used by students to locate the components of real-world objects. To
    the left of the brace, the name of the entire object is written, followed by one or
    more sets of braces that divide the principal part(s) into subparts.
    As in the example, I will utilize it in class when we discuss novels.

    6. The Flow Map

    An event sequence can be better organized by using a flowchart. It enables you to


    demonstrate the connections between several occurrences. You are able to
    provide even more information about those connections in class by using the
    substages that are listed beneath the main events.
    In class I will use it with plot development.

    _________________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    7. The Multi-Flow Map

    The multi-flow map is used to assist illustrate how events are related to one
    another. These can be utilized in class to describe causes that occur prior to an
    event and effects that follow the event.
    In class I will use it to explain
    What happened prior to, during, and following the climax.

    8. The Bridge Map


    We can use a bridge map to illustrate the connections between different concepts,
    areas, etc.
    In class
    assisting students in understanding the connection between character

    Picture storybooks
    Picture storybooks are useful resources in any English IP classroom. These books
    are supposed to be read aloud and should incorporate frequent discussions.
    Furthermore, picture storybooks “combine the art of storytelling with the art of
    illustration” (Chen, 2009).

    Read the following short article on picture storybooks and comment on the value of
    picture storybooks.

    https://nalibali.org/how-to/the-value-picture-books

    What is the value of picture storybooks?

    At their most fundamental level, picture books teach children that words have meaning by
    tying the images in the book to the text on the page. Children will look for background
    information or contextual cues for vocabulary development in the pictures on the page.
    They even use the pictures to learn new object names.

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