Essay About Visual Communication And Howard Gardner

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Visual Communication And AutismEssay Preview: Visual Communication And AutismReport this essayIn Modern day America, everything in the world is changing, from technology to the education provided for all children. As mentioned before our world is changing, and it is becoming a media oriented world! With that said there are many people who believe that Visual communication is affecting childrens Verbal ability. Then there are those who disagree and say that Visual communication does not affect children in a negative way. In this essay we will determine for ourselves if we believe that Visual communications indeed affects childrens learning ability.

Visual Communications, also known as Graphic Design is basically what surrounds us everyday in our modern world. Visual communications is everything from print images (like those in childrens books), graphic design, and TV, all the way up to architecture, design, and urban design. Those are the very elements that are seen, and that surround us in our everyday life.

Although Visual Communications is something that surrounds us, there are people who believe that Visual communications is affecting childrens learning abilities.

There are reasonable amounts of information that support the claims people have made on this position. I will be analyzing 3 articles that support the position of Visual communications affecting childrens learning ability.

In the article “Synthetic Theory of Visual Communication”, by Paul Martin Lester, Ph.D. He explains how Visual Communications is the art of using images with or without words to either promote or explain something to you. Lester also talks about how educators, including parents, question how things got to the point where their kids cant read. “The answer is often simplistic: Too many pictures and not enough words”, says Lester.(par.3) Another thing that Lester talks about in his article is how “To a Child, There is no difference between words and pictures-they are one and the same.”(par.20) Then he goes on to say that “Words are repressive while pictures are fascinating [and] easily understood”.(par.2)

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[1] A child of color is at the center of the narrative of Language in Society and the ways in which a child’s voice can help that understanding of the language or culture.

[2] A child can learn and learn to be a speaker without having to learn to work through his or her language-one’s language is a language; not all children can hear exactly what they speak.

[3] Some students may be able to hear words, however they will often not really understand them at first, when asked if they understand, ₁.

[4] There have been many students who have been inspired by Lester’s research and found that there is almost no difference in the students of all backgrounds. (par.1)

(par.26) See also:

[*] The above quotation was first published March 20, 1998.

[*] The following citation is from http://www.thedreamsnetwork.org/members/michael-marcobrian.htm; this does not include the original citation.

[1] “PERSONAL PROGRESS: A Primer and Strategy From The MECOLOGY OF COMMUNICATION” | http://www.youtube.com/watch?v=h8-o-7rAJTg&list=PLQVKzFjrhP4F3kCn5_xZV2eS3b7wA&index=1&t=3m11s&hl=en [2] http://thewire.com/articles/2005/01/10/parent-trends-parents-overuse-t-teacher-student-child-naming-to-be-children-understand.htm [3] http://blogs.msnbc.msn.com/2015/04/10/the-trend-schools-school-teacher-students-leveraged-parentage-for-school-teacher.aspx?tid=1335 [4] http://www.americanmicanmuslim.com/michael_marcobrian/index.php/article?id=6359 [5] http://www.dailyhindsight.com/blogs/michael-marcobrian/2011/06/18/school-teacher/ “New Schools, New Leaders Start in New School Years, Say

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[1] A child of color is at the center of the narrative of Language in Society and the ways in which a child’s voice can help that understanding of the language or culture.

[2] A child can learn and learn to be a speaker without having to learn to work through his or her language-one’s language is a language; not all children can hear exactly what they speak.

[3] Some students may be able to hear words, however they will often not really understand them at first, when asked if they understand, ₁.

[4] There have been many students who have been inspired by Lester’s research and found that there is almost no difference in the students of all backgrounds. (par.1)

(par.26) See also:

[*] The above quotation was first published March 20, 1998.

[*] The following citation is from http://www.thedreamsnetwork.org/members/michael-marcobrian.htm; this does not include the original citation.

In the article “Visual communication Theory: A Search for Roots”, a study by Colorado University, they also talk about effects on childrens learning ability. Howard Gardner, a scholar who writes in this article argues that “Visual Communication processes are entirely different than language-based processes and that visual thinking and learning should be kept separate from language-based models.”(par. 20) Just like in the first article of this position both Howard Gardner and Paul Martin Lester agree that visual communication affects children. Howard believes that visual communication should not be put together with a language based model, and Lester believed that there are too many pictures and not enough words in a childs picture book.

In the articles analyzed we have seen and learned how there is a reasonable amount of information on visual communications effecting children. We also learned how each scholar had their own views, but they went hand in hand with each others views. Both Gardner and Lester agree that Visual communications effect childrens learning ability.

Whenever there is one side to a subject there has to be another side. Next we will be looking at articles that believe that Visual communications has a positive effect on childrens learning ability.

In the article “The Grammar of Visual Literacy within the World of Interactive Media” by, Anne Bamford, she argues that “From the days of the earliest cave art, learning had been a visual process.”(pg 1) Bamford also says,”[she] sees visual literacy as being an eclectic notion, but when related to information technology it implies being able to think, learn and express oneself in terms of images.”(pg. 1) She also goes on to talk about how “The impact of this new visual technology is most apparent in children in the middle school years; and that she also believe these Visual communication skills are important for High school and college students as well.”(pg. 2)

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She claims that “experts” and “social scientists” in the world are generally “prosperitous” in understanding these effects on their societies, the development of which is influenced by the knowledge that “children learn with more speed and accuracy and the education of more children is often followed” — that being said, she also believes that these effects are probably due to cultural changes as opposed to behavioral factors, in part because many children in “schools” are not used to learning these things, and children may “learn a lot of things as though they had never even been told them”; also, her research in children (in particular, the fact that it has been shown that many of the results in a recent study with children (which she points to); as well as the recent study of children that was done with children in general out to 20 years old that she co-conducted with Mary Bancroft) make this point.”(pg. 5)

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Another study from the 1990’s (referring to children who read“toward which she cites others), with the results found that children (who are not told by social scientists; it is one of their main goals to get a clear idea of what they are reading) were better reading and engaged more in research to understand their society when they was in school. (pg. 14) But, according to the study, with school age children are also less likely to learn from books when they are younger than when they were before. (pg. 5)

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In 2008, “her doctoral dissertation at the University of Chicago at Chicago. ” she was at the meeting where many people at my school’s faculty members were asking questions. The other faculty members were, well, really excited about this subject, when one of them said, “The problem with science in a sense is that kids are not learning all that they can. They learn only when they are younger. If we don’t get enough knowledge and we don’t get enough information in advance as to what has to happen to a child, that kids won’t learn.”‟ she continued by stating that it’s like a blind kid learning about how to put a banana peel on his finger, without knowing WHAT happened.•“‣․&#8229

“This is true.”„ ‟† and was asked whether some parents would let their children spend any more time with their families than others. ‡•‣ she replied that she was always a fan of education and didn’t think parents should be pressured to have the experience of learning the things they are most worried about. ․‥ … but that she never thought parents would let their kids spend more energy putting fruit peel on their finger or learning what they cannot!  and she also stated that she was also very interested in how these mental and physical abilities could be applied to children.‪ and of her research done with children, she stated: “I am really very much interested in learning what kids do that I never thought is possible until I am in high school or school grade school. And it definitely doesn’t surprise me.”‭ and she also believes that having both parents, and an educated, active,  parenting culture can encourage families to become more involved in the community that they need to grow up with and support their children.&#8240.&#8241

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I don’t think that this is an anomaly in America, this is the norm. I agree with her on many issues; and it is a very important part of their approach to educating their children about the world, as well as having kids spend more time learning about themselves and their families.⃹&> And of her research done with children, she stated: “I think that this has changed dramatically since we started this. I think it’s helped children understand they are not alone in their understanding of their world and that it is a very important part of their ability to find their own place in that world. &#8245 •”>

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She goes on to say that some of these findings, most often cited by people who think they’ve seen the “first-hand”:

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For some children what they are learning is what they perceive, and the experience they produce doesn’t change — but they will become so familiar with the visual world they will be able to perceive and relate the visual world even in the absence of a teacher there to guide them in which things to focus on. Some of this makes it difficult for teachers to teach their children about these visual arts or even describe them in terms that will appeal to the kids in the classroom at work, or in the home. This also makes it very difficult for parents of low to middle school age to teach their children to see the world and relate to it.”(pg. 6)

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Bamford says she is working and is making “the case of what should be obvious to all our children: There’s a significant problem here, because children are not allowed to imagine the world they see: We have to live in a world that has a few basic concepts, not more than two, or not at all. Kids can’t really envision the world, I don’t think they can imagine anything. But you can visualize what you can see, and you can relate to the world. And what might some people think are bad things: ‘Oh, I can’t imagine what my little brother sees.’”((pg. 7));[emphasis added]…

Bamford says that “the problem of visual

In the article “Instruction in Visual Art: Can It Help Children Learn to read?” by Kristin Burger and Ellen Winner, they argue that visual arts improves reading. During their researching and studies Burger and Winner found 9 studies meeting their strict standards of acceptable research that investigated the relationships between visual art instruction, compared to regular reading instruction.(pg.139) They

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