After viewing a film, a sample of 10 and 11 year old children completed questionnaires which gave information on their grasp of the film's content, on matching variables, and on design factors. In this way it was possible to examine patterns in the grasp of content and relate them to other variables. (Author)

Presents students' drawings that resulted from a discussion of literary works and their illustrations. (RL)

Asserts that visual literacy will increase in importance as mass communication continues to exploit the use of images as the basic conveyors of information. Explores the role of visual literacy and art production in discipline-based art education. (JDH)

Identifies concepts relevant to aesthetic literacy, suggests possible procedures for instruction, examines different interpretations of aesthetics, and presents a curriculum model for aesthetic literacy. (Author/JDH)

A group of young children were studied to investigate their ability to sense expressive qualities in art and to respond to verbal clues which describe these qualities. Results are presented. (DF)

Guidelines for talking about art with elementary students are presented. A critical factor in developing children's art talk experiences is an organized, well rounded, and well developed plan that recognizes the differences between talk about student art and more general talk about professional art. (RM)

The definition and function of visual metaphor in selected paintings and sculptures from Picasso's works are explored. (RM)

This essay discusses 13 pictorial devices with which one must be familiar to understand the illustrations in Virginia Lee Burton's "Mike Mulligan and His Steam Shovel." Color constancy, implied background, sharply drawn lines, abstractions of caricature, use of perspective, face on objects, and picture book narration are noted. (EJS)

A discussion of television advertising's impact on children and what teachers can do to guide children in their viewing of television. (DD)

Challenges visions of a total audiovisual future by defending the importance of written language. (RB)

Suggests a connection between the perceptual world taken as a system of signs and the system of signs we normally think of as visible language and defends this thesis. (TO)

Suggests using student media compositions (collages) as preparatory exercises for theme assignments and provides examples of how this can be done. (TO)

Advocates value of visual literacy and recommends schools develop an image curriculum. Stressing perception, meaning and action. (DS)

A plea to English teachers to begin where the students are" and to make use of, rather than ignore, the students' interest in popular culture and the mass media. (SP)