“There is no picture and no poem unless you yourself enter it and fill it out.” - Jacob Bronowski
Introduction
Visual literacy is defined as the ability to interpret, negotiate, and make meaning from information that is commonly presented in a form of an image. It is based on the idea that pictures can be "read" and that meaning can be established through a process of reading. In a visual arts class, we often have students practice this concept by having them examine elements such as color, line, shape, form, depth, and detail to see what relations exist both among these components and between what is in the picture and their previous visual experiences. As the students analyze artwork, they can begin to comprehend what the artist is attempting to communicate through their overall composition. The same can be accomplished in text such as poetry. As a reader, we think about the purpose of the text and how certain techniques help to communicate a message to an audience. Artists and poets alike initiate their work with an intent to communicate an idea, theme, or subject. An artist does so by meticulously selecting specific colors, a medium, technique, perspective, & composition. Similarly, a poet chooses specific words, a main idea, tone, point of view, and form. Therefore, it can be confirmed that there are compelling similarities between visual and verbal art. Both poetry and art speak to our imaginations through the power of images. In other words, these art forms inspire one another.
That being said, we can utilize both art forms simultaneously in an educational environment in order to support students in developing both skills, especially when they commonly struggle in subjects such as language arts. This way, the students will strengthen their ability to analyze and interpret the messages conveyed in both visual and text format as well as the ability to create art and demonstrate writing proficiency with a clear message. In addition, through each artistic process, they will develop self-confidence and be opened to new experiences while learning to use what they already know to figure out what they don’t. They are then prepared to explore other complex subject matters alone as well as with their peers.
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