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GALLERY WALK

The Invention of Hugo Cabret by Brian Selznick (Scholastic Press, 1st Ed., 2007).

PURPOSE: This Gallery Walk Activity is to take place before reading any part of the book, and will be used to introduce the basic elements of visual literacy, namely: angle, framing, lighting, focus, and composition. These five elements of visual literacy are adapted from the book Media Literacy in the K-12 Classroom, page 47, chapter 3 “Visual Literacy” by the International Society for Technology in Education, and are used with permission.

Because about half of The Invention of Hugo Cabret is told through pictures, it will be helpful for the students to understand how to read pictures as they do a text, and these elements of visual literacy are the attributes that they should consider when reading a visual image. Throughout the reading of the book, it will be helpful to have students stop and “read” the pictures that the come across. This activity will give them the tools they need to do that.

MATERIALS:

1. At least 5 pictures or photographs, each one displaying a specific attribute of visual literacy. It is a good idea to have more than one photo as an example of each attribute to provide a range of examples. See “Gallery Photos” for copyrighted images that are to be printed only once for display during the Gallery Walk, not distributed to students, and used for educational purposes under the statute of Fair Use (17 U.S.C. 107, page 19, http://www.copyright.gov/title17/92chap1.pdf).

2. Questions (at least one for each of the 5 attributes), prepared in advance and typed out, to be hung by each set of pictures, prompting student thought about the featured attribute of visual literacy. These will function as the exhibit descriptions like those in museums.

3. Student Handout: the “Gallery Feedback,” which provides scaffolding for answering exhibit questions and for the Pair and Share activity.

4. Tape to hang the photos and questions in 5 different locations around the room.

TIME ALLOTED:

• Introduction of the Gallery walk: 5 minutes • Students Peruse the Gallery: 10 minutes • Students Reflect and Answer Questions: 5 minutes • Class Construction of Definitions: 10-15 minutes • Pair and Share Activity: 5 minutes • Total time for activity: 35-40 minutes

DIRECTIONS:

1. Introduce the Gallery Walk (5 minutes)

Joslin, Jones, and Wride-2013

http://www.copyright.gov/title17/92chap1.pdf

a. When class begins, ask the students if any of them have been to a museum, and what it was like.

b. After the students all have an idea of what it is like to visit a museum, ask them to imagine that they are the reporters that are coming to visit a new museum established. Tell them that they will need to take notes about the different exhibits and answer some questions for each exhibit as well.

c. Begin the role play. Tell the students that you will be the museum curator (they will probably be unfamiliar with this word) and that you look forward to hearing what they think and learn about the different exhibits.

d. Pass out the “Gallery Feedback” form for students to take notes with and answer the questions posted near each exhibit.

e. Briefly introduce the exhibits, explaining that you have brought together some photos that you believe represent well the 5 main elements of “reading” pictures. They are: angle, framing, lighting, focus, and composition.

2. Students Peruse the Gallery (10 minutes) a. Remind the students to be relatively quiet as they visit the museum, so that others

will be able to formulate their responses to the exhibits. b. Allow the students to roam the classroom, viewing the pictures and responding to

the questions. Look for students having a hard time getting started and prompt them verbally to think about what each picture says.

3. Students Reflect and Answer Questions (5 minutes) a. Tell the students that the museum is closing, that it is time to return to their seats

and finish writing their responses. b. Tell the students they will have just two minute to finish their responses.

4. Class Construction of Definitions (10-15 minutes) a. Tell the class that they are going to work together to come up with definitions of

and reasons why each of the 5 elements of visual literacy are helpful in reading images.

b. Write the definitions and reasons for importance on the board as the discussion evolves.

c. Tell the class to write down each of these definitions and rationale in their notes. 5. Pair and Share Activity (5 minutes)

a. End the role play and have students share with their neighbor: - 2 things that they learned about reading images - 1-2 questions that they had about the exhibits or the 5 elements of visual

literacy. b. Have each student update the answers to the exhibit questions based off of what

they have learned. c. Have each student write down the questions they asked their partners and the

answers that they came to.

Assessment:

• Have the class turn in their “Gallery Feedback” forms with their responses to the questions that they answered for each exhibit and the questions they asked and discussed during the Pair and Share activity. Their “Gallery Feedback” forms will help you


understand how well they understood the use and concept of the 5 elements of visual literacy.

• The “Gallery Feedback” form will be graded on completion, and is used as a tool for the teacher to know what areas of visual literacy the students are struggling in.


Name:________________________

Gallery Feedback Form Exhibits:

Angle:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Framing:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lighting:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Focus:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Composition:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________


Today I Learned:

1._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Questions:

Question 1: ________________________________________________ __________________________________________________________

Answer:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question 2: ________________________________________________ __________________________________________________________

Answer:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Angle:


Framing:


Long shot

Medium shot


Close up

Lighting:


Focus:


Composition:


Angle Questions: 1. What sense do you get of the building when seeing it from

above? What about from below? 2. What sense would a diagonal angle give?

Framing Questions: 1. What is the baby doing in each of the pictures? 2. Does the framing change the meaning of the baby picture? 3. What is visible in each of the shots (long, medium, and

close up) 4. What are the differences in feeling concerning those

shots?

Lighting Questions: 1. What feeling is given in each amount of light?

Focus Questions: 1. How can focus draw your attention? 2. How does focus in the picture of the swinger affect the

way you feel?

Composition Questions: 1. What do you first notice in the library picture? 2. What is the difference in importance for things in the

foreground and in the background? 3. What other elements of visual literacy do you see

implemented in these fotographs?


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