Seeing is natural, but viewing is not: teaching visual literacy in a rural classroom
- Mbelani, Madeyandile, Murray, Sarah R
- Authors: Mbelani, Madeyandile , Murray, Sarah R
- Date: 2009
- Language: English
- Type: text , Article
- Identifier: vital:7022 , http://hdl.handle.net/10962/d1007203
- Description: This paper reports on a collaborative action research case study into Grade 10 teaching and learning of visual literacy in a rural high school into the Eastern Cape, South Africa. Visual literacy is a new aspect that has been incorporated in English First Additional Language National Curriculum Statement (Grade 10-12), which has been implemented in Grade 10 from 2006. With the aim of gaining knowledge and improving performance in visual literacy, I designed a unit of lessons, which exposed learners to visual grammar and visual texts and I collected data around the implementation of the lesson unit as evidenced by journal writing, interviews and non-participant observation. The data revealed that visual literacy could be taught meaningfully in a rural high school as the learners could identify, cut, paste and critically discuss elements of visual language and they finally designed their own advertisements in groups. However, the following factors emerged as hindrances to the successful teaching of visual literacy in this case: lack of resources; learners' lack of a foundation in visual literacy from Grades 7-9; and problems revolving around time management and pacing.
- Full Text:
- Date Issued: 2009
- Authors: Mbelani, Madeyandile , Murray, Sarah R
- Date: 2009
- Language: English
- Type: text , Article
- Identifier: vital:7022 , http://hdl.handle.net/10962/d1007203
- Description: This paper reports on a collaborative action research case study into Grade 10 teaching and learning of visual literacy in a rural high school into the Eastern Cape, South Africa. Visual literacy is a new aspect that has been incorporated in English First Additional Language National Curriculum Statement (Grade 10-12), which has been implemented in Grade 10 from 2006. With the aim of gaining knowledge and improving performance in visual literacy, I designed a unit of lessons, which exposed learners to visual grammar and visual texts and I collected data around the implementation of the lesson unit as evidenced by journal writing, interviews and non-participant observation. The data revealed that visual literacy could be taught meaningfully in a rural high school as the learners could identify, cut, paste and critically discuss elements of visual language and they finally designed their own advertisements in groups. However, the following factors emerged as hindrances to the successful teaching of visual literacy in this case: lack of resources; learners' lack of a foundation in visual literacy from Grades 7-9; and problems revolving around time management and pacing.
- Full Text:
- Date Issued: 2009
Winds of change in teachers’ classroom assessment practice: a self-critical reflection on the teaching and learning of visual literacy in a rural Eastern Cape High School
- Authors: Mbelani, Madeyandile
- Date: 2008
- Language: English
- Type: text , Article
- Identifier: vital:7021 , http://hdl.handle.net/10962/d1007201
- Description: The year 2006 saw the implementation of a new curriculum for teaching English First Additional Language (FAL) in grades 10-12 in South African high schools. The curriculum includes the teaching and assessment of visual literacy – a challenge for teachers whose apartheid-era teacher education did not address visual literacy at all. The article is a self-critical reflection on my attempts to teach and assess a unit on visual literacy in a Grade 10 class in a rural high school in the Eastern Cape province of South Africa.
- Full Text:
- Date Issued: 2008
- Authors: Mbelani, Madeyandile
- Date: 2008
- Language: English
- Type: text , Article
- Identifier: vital:7021 , http://hdl.handle.net/10962/d1007201
- Description: The year 2006 saw the implementation of a new curriculum for teaching English First Additional Language (FAL) in grades 10-12 in South African high schools. The curriculum includes the teaching and assessment of visual literacy – a challenge for teachers whose apartheid-era teacher education did not address visual literacy at all. The article is a self-critical reflection on my attempts to teach and assess a unit on visual literacy in a Grade 10 class in a rural high school in the Eastern Cape province of South Africa.
- Full Text:
- Date Issued: 2008
- «
- ‹
- 1
- ›
- »