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    Viewing Skills

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    Maryjane Tesing
    Viewing skills refer to the ability to understand meaning from visual images and presentations, which supports literacy and communication. There are two main types of viewing skills: visual literacy, which is interpreting images and constructing effective visuals; and critical viewing, which is carefully analyzing information from media and thinking critically about image composition. Viewing skills can be developed in students by having them observe and interpret art, photographs, videos and multimedia, and asking questions that encourage evidence-based discussion and multiple perspectives.

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    Viewing Skills

    Uploaded by

    Maryjane Tesing
    894 views3 pages
    Viewing skills refer to the ability to understand meaning from visual images and presentations, which supports literacy and communication. There are two main types of viewing skills: visual literacy, which is interpreting images and constructing effective visuals; and critical viewing, which is carefully analyzing information from media and thinking critically about image composition. Viewing skills can be developed in students by having them observe and interpret art, photographs, videos and multimedia, and asking questions that encourage evidence-based discussion and multiple perspectives.

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    Viewing skills refer to the ability to understand meaning from visual images and presentations, which supports literacy and communication. There are two main types of viewing skills: visual literacy, which is interpreting images and constructing effective visuals; and critical viewing, which is carefully analyzing information from media and thinking critically about image composition. Viewing skills can be developed in students by having them observe and interpret art, photographs, videos and multimedia, and asking questions that encourage evidence-based discussion and multiple perspectives.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    894 views3 pages

    Viewing Skills

    Uploaded by

    Maryjane Tesing
    Viewing skills refer to the ability to understand meaning from visual images and presentations, which supports literacy and communication. There are two main types of viewing skills: visual literacy, which is interpreting images and constructing effective visuals; and critical viewing, which is carefully analyzing information from media and thinking critically about image composition. Viewing skills can be developed in students by having them observe and interpret art, photographs, videos and multimedia, and asking questions that encourage evidence-based discussion and multiple perspectives.

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    VIEWING SKILLS

    It refers to the ability to perceive meaning from visual


    images and presentations. The process that supports
    oracy and literacy. It broadens the ways in which
    students can understand and communicate their ideas.

    TYPES OF VIEWING
    Visual Literacy.
     This is the ability to interpret meaning from visual
    images.
     The ability to construct effective visuals in order to
    convey ideas to others.

    Critical Viewing.
     It is the ability to carefully comprehend and evaluate
    information presented by visual media.
     The ability to think critically about the composition
    of the picture.
    How to incorporate Viewing Skills in the class.
    There are many ways to incorporate viewing skills in the
    class.
    It can be done by:
    • Drawing
    • Photographs
    • Formatting information with a word processing
    program
    • Video
    • Multimedia
    • WebPages – and web based correspondence
    In order to develop students viewing skills, teacher
    should;
    1. Start by asking students to look quietly for a moment
    at the work of art.
    2. Begin the discussion with questions that allow
    students to make multiple observations and
    interpretations.
    3. Ask students to support their interpretations by citing
    evidence in the picture.
    4 . Depending upon the discussion, more leading
    questions can be asked.
    5. If introducing outside information, ask students
    whether the new information affects their
    interpretations.
    6. Students can help summarize the discussion.

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