There were several times during my reading of “On Reading Visual and Verbal Texts” that I thought to myself, “Oh, I know that!” Some of the things I was reading didn’t really feel that new to me, but they were more of a review of things I had learned elsewhere.
On the other hand, there were some paragraphs that I read where I thought, “Woah doggies. Let’s see that again.” I’m honestly not even sure how to explain what I mean by that, but sometimes I think I get caught up in my own head when I’m thinking about visual mediums like written mediums (or something like that).
Nevertheless, as I read, ideas would sort of float into my head; ideas for classroom application of the text I was reading. After finishing the reading, I thought back to those ideas that fluttered across my consciousness. I’ve returned to them and I’ve tried to follow them out to a complete idea, something that I could apply to classroom teaching.
The first idea came to me in within the first few paragraphs regarding reading an image. The book reads, “…the easiest way to begin reading an image is to determine its story.” The book offers some suggested questions to ask when searching for this story: “What are the denotative and connotative meanings of the objects, people, and places within the image? Where are the items in the image placed in relationship to one another?”
I think these kinds of questions, as well as these skills necessary to read an image like a painting, photograph, or advertisement are the same skills that good actors, directors, and designers need. A director needs to be aware of the message they convey through a certain stage picture. A designer can tell a limitless number of stories, but they should be aware of how they can tell that one story they wish to tell. I think I will incorporate plenty of opportunities to find a story within an image, not only through blocking on a stage, but also through other media. A film, a photograph, or even an advertisement can be effective supplements in my classroom.
Another idea that I had sprouted from the paragraph about the devices used by both Visual and Verbal artists. Once sentence in particular started me thinking: “While readers of prose texts frequently find metaphor, viewers of images often find metonymy—the concept of ‘a part substituting for the whole.’” This is something I think I can keep in mind. I think that finding metonymy is something we should try to do in our theatrical pursuits (and for the rest of life). I think it’s about finding the big picture. Some monologues, scenes, or entire plays are just a small part of something bigger. I think there are a number of ways to teach this in the classroom. I can imagine using some images, and asking the students to create the story represented by the image.
I had another idea as I read the section on reading advertisements. The book asks several questions to guide our reading of advertisements, and the two that stuck out to me were, “What is the viewer’s eye drawn to first in the advertisement?” and “How much of the advertisement’s message is delivered through words and how much through images?” I understand that advertisements are usually used in a commercial environment, but I think there is an application for Theatre Education.
Advertisements are designed to convey their messaged efficiently and effectively. I think that through understanding and even creating advertisements, students can learn to sift through a work to find it’s core values and message. I think that showing advertisements, whether they be printed or ads for television, and taking the time to take them apart will help student to do the same to other work. I think it could be included in a unit on script analysis.
Those were my first three ideas, and I think there is a lot more to be discovered. I’m not sure I even have a strong handle on the information that was presented in that essay. I look forward to exploring visual media in the same way that I explore written works. I’m excited to practice my own media literacy skills, and as I do that I hope I can incorporate Media Literacy effectively in my own classroom.
3 comments:
I completely and totally agree with Carson’s statement that, “these kinds of questions, as well as these skills necessary to read an image like a painting, photograph, or advertisement are the same skills that good actors, directors, and designers need.” Theatre is not just about the text in the script or the emotions on stage; it is a fact that a large part of the impact of theatre comes from the images created by the set, people, and costumes juxtaposed with and against each other. When an audience watches a show, many automatically apply the techniques used when looking at image to what is being looked at on stage.
For example, the audience often follows, almost exactly, the guidelines the text gave for reading and interpreting various kinds of images. For example, the audience “determines the initial type of image. “ They “determine the ‘figure’ and the ‘background,’ as well as “the ‘narrative of the image.” I am positive that “some aspects of the images draw their attention while others recede.” And finally, the audience also “looks for patterns of color, shape, or shadow in the images presented.” Because the audience is doing all this (and much more) a director, designer, and actor all need to ask themselves these questions as well. As Carson stated, “A director needs to be aware of the message they convey through a certain stage picture.” A designer can tell a limitless number of stories, but they should be aware of how they can tell that one story they wish to tell.” It is of the utmost important that an awareness of visual images be incorporated into the design and rehearsal process of a production.
I also quite appreciated the quote from the text that Carson shared at the beginning of his response. “…. the easiest way to begin reading an image is to determine its story.” The sentences before this statement, I think, are worth quoting as well. “Every image communicates something to the viewer. Our culture is driven by narrative, driven by a desire to draw connections and to create—or imply—a story.” A great way to teach students this principle would be to bring multiple images to class, and have each student respond with what they think the image’s story is. They could then try and represent this story or image with their bodies (blocking). And then, they could try transferring that image to the stage, or into an actual narrative.
This is just one example of how to teach and incorporate images into the theatre classroom. There are many, many more. Another example of an activity could be reproducing an image on stage, and then changing it (though light, line, color, or movement) so that different aspects of the image become important. This would enable the students to learn how an image on stage can be manipulated, as well as what draws the attention, thereby making that aspect significant.
The fact of the matter is that images are a part of every day life; everyone has experience reading and interpreting them, and interpretation will take place every time any type of theatre is presented. As a theatre educator, there is a responsibility to teach students about the power images have on stage, and how those images can be interpreted. With that knowledge, students will be better able to create and send messages, or themes, of their own in theatre.
Carson, I loved your observations and insights! The ideas that you had for your theatre classroom I thought easily carried over into my English classroom.
For example, you talked about "reading the image" by determining its "story." While you looked at this from a theatrical standpoint in that you said that images conveyed on stage need to have a complete thought/story surrounding them. You said that you wanted to help your students study media and its accompanying stories so that they would learn about creating a production with a proper accompanying story. Likewise, I thought about how in my classroom, I want my students to be a able to determine an image's story so that they can write/create a piece of media that is effectively telling its own story. While you want your students to produce plays, I want my students to produce poems, blogs, and other forms of written media. But it comes down to the same thing: learning to read media helps students to become better writers/creators of media. Thanks for helping me see that!
Also, you talked about looking for metonymy in plays/productions, just like readers of written texts look for metaphor. This made me realize/reminded me of the importance of looking at things in small pieces (metaphors) but also looking at the whole (metonymy). I think it is important in both of our areas to look about both the parts and the whole. In my "Teaching Literature" class, we talk about finding the "sweet spot" between a "Chop Chop" curriculum (in which the teacher is constantly breaking down the text until the class gets so bogged down in formal analysis that they are unable to appreciate the whole) and a DIY curriculum (throwing a text at the students without any instruction as to how to read it). I think in both theater and English classes, it is important to teach students to understand and appreciate the small details and intricacies of a text, but to not break it down so much that it becomes tedious. We need to help students to see the importance/meaning of the work as a whole, but with enough guidance that students don't feel lost. This comes back to teaching/reading media: we need to read a piece of media on two levels (metonymy and metaphor), but we also need to teach reading without focusing too much on either side. In essence, we need to find balance in our teaching.
Thanks again for helping me dig deeper into our reading! I am excited to use in my classroom the principles and ideas that you pointed out.
Post a Comment