Guiding Questions for M333
The following questions guide our course (M333) and address content and issues about which you should be informed. Over the course of the semester you will be expected to document the ways that class readings and experiences help you develop your thinking about these questions. A final project will require you to answer these questions in ways that demonstrate knowledge gained in class.
• What does it mean to be visually literate in the 21st Century? Is it important and if so, what are the implications for education? Who is responsible for visual literacy in schools?
• Can visual activities and teaching strategies contribute to learning in general elementary classrooms? If so, how? What is the nature of the contribution that visual experiences can contribute to children’s learning and thinking?
• How do children use and respond to visual activities? How do they develop and grow in their visual abilities? What knowledge, attitudes, and skills do teachers need in order to support children’s visual experiences and products?
• What would a general classroom curriculum that infuses the visual be like? What kinds of activities would it include? How would such a curriculum be developed?
• Can or should children’s visual activities and production be evaluated? Why or why not?
• In today’s educational environment, what obstacles do classroom teachers who wish to incorporate visual activities face? Can they be overcome? How?
• What does it mean to be visually literate in the 21st Century? Is it important and if so, what are the implications for education? Who is responsible for visual literacy in schools?
• Can visual activities and teaching strategies contribute to learning in general elementary classrooms? If so, how? What is the nature of the contribution that visual experiences can contribute to children’s learning and thinking?
• How do children use and respond to visual activities? How do they develop and grow in their visual abilities? What knowledge, attitudes, and skills do teachers need in order to support children’s visual experiences and products?
• What would a general classroom curriculum that infuses the visual be like? What kinds of activities would it include? How would such a curriculum be developed?
• Can or should children’s visual activities and production be evaluated? Why or why not?
• In today’s educational environment, what obstacles do classroom teachers who wish to incorporate visual activities face? Can they be overcome? How?