ACTIVITY
Teaching Strategy Guidelines Usefulness/Effectiveness
Listen and draw To make listening more intentional
and test students’ spatial skills,
have students follow and illustrate
your instructions.
Let them compare drawings with
peers afterwards.
Asking questions to help students Posing questions before the
listen listening task keeps students
focused and directed.
Purposeful Listening Research has shown that when
students know why they are
listening, they are more focused.
Systematically presenting (1)
listening for main ideas, (2)
listening for details. And (3)
listening to make inferences, help
students develop a sense of why
they listen and which skill to use
to listen better.
Listening with peer interaction Encouraging interaction with
classmates and native speakers
through listening expands
communicative contexts and
enhances self- confidence.
VIEWING
Presenter:
Rosemel Angeles
Sheena Francisco
Anna Rose Araneta
Chlouie Minasalbas
Souviner Contorno
We all know about the traditional four skills of
reading, writing, speaking and listening. But
what about the fifth skill of ’viewing’? Kieran
Donaghy, expert in the use of visual arts in
language teaching, explains what viewing is,
why it’s important and how you can implement
it in the classroom.
WHAT IS VIEWING?
In the Canadian Common Curriculum
Framework, viewing is defined as follows:
‘An active process of attending and
comprehending visual media, such as
television, advertising images, films, diagrams,
symbols, photographs, videos, drama,
drawings, sculpture and paintings.’
WHY IS VIEWING
IMPORTANT?
Viewing is important because as students are
dealing with mainly multimodal texts they
need to understand them and to become more
effective, active and critical viewers to be able
to participate fully in society.
WHAT DO ACTIVE VIEWERS
DO?
According to the Canadian Common Curriculum
Framework, active and effective viewers would ask
themselves a series of questions such as:
What is the text representing?
How is the text constructed?
What assumptions, interests, beliefs, biases and
values are portrayed by the text?
What is the purpose of the text?
To whom is the text directed?
Who does the text exclude?
What is my reaction to the text? What causes this
reaction?
What personal connections and associations can I
make with this text?
FILM AND VIDEO: THE 3CS
AND 3SS
This framework was developed by Into Film and is used
widely in schools in the UK. The 3Cs (Colour, Camera,
Character) and the 3Ss (Story, Setting, Sound) framework can
be used to help students discuss and analyse all the elements of
a film text.
Story, Setting, Sound, Colour, Character and Camera are
simple headings with discussion questions teachers can use as
an easy way for exploring any film. Here are some of the
discussion questions:
COLOUR
What colours do you see?
What do the colours make you feel?
Why do you think certain colours are used?
What mood do you think the colours create?
CAMERA
What shots have been used? Can you name
them?
Through whose eyes do we see the story?
When do we see different characters’ point of
view?
When does the camera move and when does it
stay still?
CHARACTER
What do the main characters look like?
How do they speak and what do they say?
How do they behave?
Which character interests you the most? Why?
STORY
What happens in the beginning, middle and at the end
of the story?
What are the most important things (events) that
happen in the story?
How do we know where the story takes place?
How long does the story take place in ‘real’ time?
SETTING
Where does the action take place?
When and how does the setting change?
How could you tell where the story was taking
place?
How could you tell when the story was taking
place?
SOUND
How many different sounds do you hear? What
are they?
How does the music make you feel?
Are there any moments of silence?
Can you hear any sound effects?
PAINTINGS AND
PHOTOGRAPHS: SEE, THINK,
WONDER
What do you see?
What do you think about what you see?
What does it make you wonder?
THE VISUAL THINKING
STRATEGIES (VTS)
The approach works in the following way:
Students silently examine carefully selected art
images
The teacher asks these three open-ended questions
What’s going on in this picture?
What do you see that makes you say that?
What more can we find?
Students then …
Look carefully at the image
Talk about what they observe
Back up their ideas with evidence
Listen and consider the views of others
Discuss many possible interpretations
Construct meaning together
The teacher …
Listens carefully to each comment
Paraphrases student responses demonstrating language use
Points to features described in the artwork throughout the discussion
Facilitates student discussions
Encourages scaffolding of observations and interpretations
Validates individual views
Links related ideas and points of agreement/disagreement
Reinforces a range of ideas
CONCLUSION
Viewing helps students to slow down, reflect
and think about the images they are seeing, and
develop the knowledge and skills to analyse
and evaluate visual texts and multimedia texts
that use visuals.
