***Please note videos will not play
From cave walls to Facebook walls we have always embraced visual communication. Dual coding theory of cognition (Paivio, 1971), reiterates the importance of visual imagery in respect to our thinking processes - that in fact we need visual language in addition to verbal or text-based coding of stimuli. With the changing media landscape, our streams, memes, and zines have exploded with imagery, ushering in a need for visual literacy skills. We are quickly moving from images as decoration and augmentation to images as sole content and communication tool. We have some false beliefs about visual language - that it is equated with “art”, requiring “talent” from “creative types” - and therefore it is unfortunately often not overtly taught and practiced in schools. Technology has affected knowledge in such a way as to diminish the value of “raw” information and increase the value of sense-making, as well as chip away at attention spans, sparking a need for distillation of complex ideas. Images can essentialize the cumbersome in beautiful ways. They have a “stickiness” for the viewer and challenge the critical thinking of the creator.
This hands-on session will explore the “Whys” of visual literacy and offer participants an opportunity to tinker and play with:
iconography and metaphorical thinking
pictograms, “Shortology”, emoji, meme stories, and gifs
graphic design, graphic facilitation, infographics and sketchnotes
photography, cinemagrams (moving photos)
icon-based annotations and marginalia
using images to leverage CVs, social media, and presentations
We’ll experiment with ways to use visual language for personal knowledge management, amplification of knowledge and creative work, critical thinking, social interaction (conversation), and other forms of creative and intellectual expression.
20. External memory aids,
such as sketches and diagrams,
can help us overcome
the limited capacity
of our short- and
long-term memories
Allen Newell and
Nobel Prize winner
Herbert Simon
35. "Scholars will be instructed through the eye.
It is possible to teach every branch of
human knowledge with the motion picture.
Our school system will be completely changed
inside of ten years"
- Thomas Edison
45. have a story in mind
draw as much of that story as possible
in 1 min
pass paper to next person
1 minute to “add”
to the story
divide paper into 4 boxes
46. RULES:!
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no talking (this game must be entirely non-verbal
until the end)
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you may draw in the next box of the storyboard
or embellish the previous person’s drawing
try to avoid “drawing” words
and phrases
47. last person who drew should share out loud
with the group what they perceived the stories to be
first person should then share in what ways
end result was similar or different than original intent
48. Debriefing Viziphone
What types of symbols and icons were useful in
communicating specific abstract ideas?
What was challenging about this activity?
What was most fun and why?
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49. Debriefing Viziphone
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What surprised you about the way the stories
developed with the imagery?
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Do you think your team was successful at
communicating an entire story with visuals only?
Why or why not?
50. “If only we could pull out !
our brain !
and use only our eyes.” !
!
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― Pablo Picasso
175. “A few weeks later, in the wood,
I came across Miss Riding Hood.
But what a change! No cloak of red,
No silly hood upon her head.
She said, “Hello, and do please note
My lovely furry wolfskin coat.”
- Roald Dahl