Using Images To Develop Interpretive Skills

The definition of the word 'literate' is widely regarded as 'the ability to read and write'. However, as a result of an increase in visual 'texts' since the growth of technology, the meaning of being literate in today's culture has changed and expanded to include further expectations of readers and writers. Jalongo et al. (2002:168) define visual literacy as "learning to interpret images", which could include the interpretation of picture books, photographs, artwork and even moving images. Referring to relevant literature and personal experience, this essay considers how visual images could be used in the primary school classroom to develop children's interpretive skills and reviews the benefits of doing so.

It has been suggested the interpretive processes that children can develop through the implementation of visual stimuli are: identification of the main ideas, inference, coming to conclusions, making predictions, extension and evaluation (Allison 2006) (Nowakowski et al. 1985). An image is a man-made reflection of a specific moment in time (Berger 2008). Images can be found in many different aspects of everyday modern-life. They can evoke emotion, provide a platform for further understanding and can sometimes even be a powerful medium for retelling a story, may it be fictional or factual. The National Curriculum states that at KS2 children should be taught to "draw on.images to obtain meaning" and also to "look for meaning beyond the literal" (DfEE/QCA 1999:53). O'Neil (2011:222) suggests that images are an effective way of obtaining meaning and looking beyond the literal, when it is stated "There is much to be read from a picture, much to be inferred and understood implicitly as well as what is obviously depicted."

In recent times, there has been a movement towards seeking a more creative curriculum in the primary school. A creative curriculum encourages a more cross-curricular approach to learning in order to be more relevant and therefore motivational for its learners. Ofsted (2011) imply that teaching literacy creatively is an effective way to stimulate children's enthusiasm to learn. Ofsted (2010) suggest that children develop both academically and personally when a creative approach to teaching and learning is implemented. Using images as a stimulus for cross-curricular learning constitutes an effective approach to implement into a creative curriculum. It has been suggested that inference skills and prediction skills can be improved through the incorporation of images as stimuli in the classroom (Ofsted 2011). Inference and deduction are interpretive skills noted by the National Curriculum as skills that children should develop at KS2 (DfEE/QCA, 1999). However, research conducted by Lancashire County Council (2007) showed children, even at KS1, developing an understanding of inference through the use visual stimuli.

Within my experience as a trainee teacher, I had the opportunity to visit an art gallery with a group of children to look at the artwork displayed there. Through questioning children about the way they saw the paintings, they were able to extend their knowledge and understanding of the artwork. 'Take One Picture', a scheme run by The National Gallery (2012), encourages and provides advice for primary schools interested in incorporating art into the curriculum. The 'Take One Picture' approach not only offers the opportunity to use art as a stimulus for creating art, but can also act as an inspiration for cross-curricular learning (The National Gallery 2012). Art rich with content, characterisation and cultural references can be the basis for many activities in developing interpretive skills. Using art as a stimulus gives an opportunity for drama to be incorporated into the classroom. Giving children the opportunity to reenact a scene conveyed in a painting through drama techniques, such as roleplay, can help them to develop prediction skills and extend their understanding of a painting.

The illustrations that can be found in picture books allow children to 'look beyond the text' and draw on the visuals to develop a deeper understanding of a narrative. Picture books allow less able readers access to texts through visual literacy (O'Neil 2011). Browne (2009) mentions the way in which the visuals in picture books can completely change the way that the viewer interprets a story. An example of the visuals in a picture book altering a narrative is 'Rosie's Walk' by Pat Hutchins (1970). In this picture book the story could be described as uneventful when read without seeing the illustrations. However, when the pictures are shared, a completely new narrative is introduced to the reader. Cremin (2009) gives prominence to the idea that images in picture books are as crucial as words in the delivery of a story. O'Neil (2011) suggests that the compositional elements of the illustrations in a picture book can affect a reader's interpretation of character. Evaluative discussion can be used in the classroom in response to the illustrations to consider the 'artist's choices'. As a trainee teacher, I have observed children using the illustrations in their reading books to help them to make sense of words that they do not recognise, implying that illustrations help children to interpret narrative meaning. I have also observed children using the interpretive skill of prediction by assessing a front cover of a book and envisioning the content.

Narrative can also be conveyed through illustrations alone; this can be exemplified by consideration of wordless picture books. When engaging with wordless picture books, the reader relies on their interpretive skills to make sense of the visual images and transform them in their mind into narrative. Children develop an understanding of what is inferred in an image by relating what they see to their own prior experience. Jalongo (2002) supports the use of wordless picture books and suggests that children are familiar with the process of interpreting pictures before they are able to read. In contrast, Goldstone (1989:592) argues, "interpreting the visual image does not come naturally" it is an important skill that needs to be taught in school. However, it is important to consider that Goldstone's (1989) opinions may no longer be so relevant, since the progression of visual culture and technology. Drawing on my experience as a trainee teacher, I have used wordless comic strips in the classroom. The children created their own wordless comic strips for others to decipher and interpret. The benefit of using wordless comic strips was apparent; it was an accessible activity for all of the children. Brewster (1997) discusses the benefits of allowing children to create their own visual texts, giving prominence to getting the less able children involved in interpreting a narrative.

Photographs provide a realistic snapshot of a particular moment in time. They give an authentic opportunity for others to see what a photographer could see when a photograph was taken. Oxfam (2008) supports the use of photographs as a stimulus for further study. Oxfam (2008) suggests that children draw out key ideas from images that relate to their prior experiences and stresses the importance of questioning to extend understanding. Anstey and Bull (2009) suggest that photography is a time efficient way for children to retell a story. Through photography, children are able to make their own picture books without worrying about their artistic ability. Goldstone (1989) mentions the financial expenses of allowing children to use photography in the class, however, since the date of this publication the price of technologic equipment has dramatically reduced. These days, school-friendly digital cameras are available in most primary schools.

Hammett and Barrell (2002) discuss using 'viewing circles' as a time efficient, yet effective, strategy for viewing and discussing visual stimuli. Viewing circles are similar to the concept of literature circles, where groups discuss and respond to literature they have become familiar with, however, viewing circles are concerned with visual stimuli. Finch (2012:47) shows support for this approach, when discussing that viewing circles ".stimulate children to articulate their responses to their peers and to explore their interpretations with each other." implying that children could draw on interpretive skills when responding to visual stimuli in this way. Through discussion in viewing circles, children are able to gain a deeper understanding of an image and develop a range of interpretive skills including evaluation, making conclusions and identifying the key ideas.

In a society where it is important to be visually literate, children need to be equipped with interpretive skills so that they are able to look beyond the literal and draw meaning from images. Art can be used in the primary classroom as a stimulus for cross-curricular learning, an idea advocated by the National Gallery and favoured by the current government's preferences for a more creative curriculum. Children can develop their interpretive skills from using art as a stimulus in many ways, including drama and creating their own art. Children should be taught to interpret the illustrations that appear in picture books, as they are fundamental to the understanding of the narrative. In my future practice, I will ensure that time is given for children to develop their interpretive skills and through carrying out this assignment I have discovered that using images as a stimulus is an effective approach to do so.

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