Transcript Key: H= Henry T=Teacher
Question #3: Look again, what seems important? Explain why.
H- “The Indians and the people, because they look like they are having a meeting."
T- “Is this taking place in 2006?"
H- “No, it looks like the time of Christopher Columbus."
H- “Because of what they are wearing. And the guys with hats look like they have been sailing."
T- “What are they talking about?"
H- “There is a carpet, and the other people want to give the Indians something too."
T- “How so you know that they want to trade something?"
H- “Because the Indians look like they are thinking. They have their hand under their chin."
T- “Are they getting along with each other?"
H- “Yes, because they are not angry."
During this lesson, Henry was improving his decoding skills for objects and visual features, advancing his observations of details, and evaluating the salience of themes in the paintings.
Just as professionals do, he was asking critical questions and analyzing objects, relating them to his own knowledge and the context of the painting’s other visual symbols and background, in order to draw conclusions about the main idea of these paintings (Nodelman, 1988). Much of the visual literacy process is a rehearsal or supplement for the comprehension process of traditional print text, and as noted before, a preparation for recognizing and decoding complex multi-sensory, layered information on the internet.
Therefore, integrating visual literacy experiences with reading can support, scaffold and serve as a diagnostic instrument and aid for comprehension.