Visual literacy empowers individuals to understand and engage with visual information, enhancing their perception of the world. The method employed here draws inspiration from the Sjónarafl educational program, developed at the National Gallery of Iceland for schoolteachers across all educational levels.
Through structured discussions and intentional questioning, participants are provided a safe space to express themselves and interpret what they see. Over time, they acquire valuable tools that enable them to engage with the world confidently. By focusing on a few specific artworks per session and dedicating at least half an hour to analyzing, discussing, and examining each piece, the project encourages active and inclusive participation.
It's crucial to use artworks, rather than random images, because the breadth of possible interpretations and the ensuing discussions are key features of these exercises. The goal is to delve deeply into each person's experiences and understanding of what they see, bringing to light diverse perspectives on the world and life. This approach ensures that every voice is heard and valued, promoting diversity and tolerance.
Training in visual literacy aims to enhance participants' understanding of the context in which they live, while also uncovering the wide range of experiences and emotions evoked by what they see. This training integrates various disciplines, touching on proficiency standards from visual arts, language, and social sciences. It also directly connects to key skills in expression, communication, and creative and critical thinking.
Visual literacy can be defined as the ability to read and work with images—to understand visual presentations. While the concept is closely tied to art and design, it extends to many other fields. At its core, visual literacy is based on attention, expression, and interpretation, recognizing that communication in contemporary society is largely shaped by visual elements. As educational curricula increasingly emphasize literacy in broader contexts, training in visual literacy has become a vital component of this development.
This training, delivered through discussions and questions, activates the ability to interpret visual information. Participants learn to place what they see into context and to ask critical questions. A key aspect of the method is considering personal responses and reflecting on the specific emotions or thoughts that an image evokes. While these responses are personal, the method is designed to enhance participants' ability to express their views and emotions, as well as to articulate and discuss what they see.
Training in visual literacy expands vocabulary and conceptual understanding, fosters ethical development, broadens perspectives, and cultivates critical thinking. Moreover, it contributes to democratic attitudes. Images not only tell their own stories but can also prompt introspection, increasing self-awareness and helping us better understand our environment—if we know where to start.
One of the specific skills developed through visual literacy training is reasoning, enabling participants to articulate and support their arguments effectively. This type of reasoning is nurtured through a particular method of discourse involving questioning. For example, when a participant states, "The person in the picture looks lonely," the facilitator might ask, "What makes you say that?" The participant could then respond, "Because the person looks gray and sad." Through this process, participants learn to support their viewpoints with evidence.
It's important for the facilitator to clearly explain the questions at the start of a session, ensuring everyone understands the purpose behind answering them. Equally important is empowering participants to understand that they can justify their viewpoints—and do so effectively.
It is recommended to allocate ample time for discussionss among participants, with a guideline of at least half an hour per artwork. If the group works closely together, diverse methods can be used, such as spanning one artwork over several days and dedicating 5-10 minutes during a coffee break for discussion.
At the beginning of each session, it's crucial to start with a moment of silence, allowing everyone to contemplate the artwork. Following this, the facilitator guides the participants through the analysis, beginning with the question, "What do you see?"
The facilitator does not need to know more about the artwork than the other participants and can also engage in answering questions. However, they should avoid explaining the artwork. Initially, some explanation or discussion might be necessary to clarify the questions, but over time, participants will become familiar with them and adopt the method of reading or exploring what they see. By responding to questions and participating in discussions, participants practice articulating what they see and conveying it to their peers and instructors. This process also serves as an excellent opportunity to develop active listening skills, engage in discussions, and exchange viewpoints.
The foundation of this approach revolves around the artworks themselves and the discussions they inspire among participants, where no statement or hypothesis is considered right or wrong. Facilitators are encouraged to introduce new conversations, such as comparing different artworks.
Finally, it is highly recommended to allow discussions to evolve naturally, giving participants time to think and sit in silence if needed. Facilitators can always refer back to the question list to bring up new points and keep discussions flowing. The primary goal is to create an environment where participants feel safe to share their views and enjoy exploring and discussing art on their own terms.
Questions related to colors, shapes, or materials:
What is the picture made of?
What colors do you see in the picture?
What shapes do you notice?
What mood do the colors and shapes create?
Which areas of the canvas do you think the artist emphasizes? How?
Is there balance in the picture? Are there contrasts?
Questions related to the viewer, emotions, or experience:
How do your eyes move when you look at the picture?
What is the perspective?
What emotional response does the picture evoke in you?
How does your identity influence how you experience the picture?
Do you find the picture realistic or unrealistic? Why?
When and where do you think this picture was created?
For older students: What does this picture tell you about society today—and the society when it was created?
What do you think the artist is trying to communicate with this picture?
Does the title of the work affect how you see it?
Do you view the picture differently now than at the beginning?
Do you want to know more?
Creative Questions:
What three words would you use to describe this picture?
Do you see any symbols in the picture?
Who do you think the artist made this work for?
If you could ask the artist any question, what would it be?
Can you imagine what was happening right before this moment in the artwork? And what happens next?
How does the picture sound? Can you describe or imagine the sounds?
What laws come to mind in connection with the work?
What is captivating about this picture? Is there anything that doesn't captivate you?
If you could change the title of the work, what would it be? Would you change the title at all?
Would you change or add anything if you could?
Close your eyes and describe the picture!