Olivia Vitale Taylor LTC 4560 04 12 November 2013 Professional Article Annotation 1. MLA Citation a. Barrett, Terry.

. "Interpreting Visual Culture." Journal of Art Education. Mar 2003: 6-12. Print. <http://www.terrybarrettosu.com/pdfs/Barrett (2003) Interpreting Visual Culture.pdf>. 2. Big Ideas a. Interpretation i. Provides initial meaning 1. May not be right or wrong 2. Individual interpretation may differ from formal definition but does not mean that it was interpreted improperly ii. Individually driven 1. No one individual has the same ideas, opinions or experiences as another individual 2. Affected by external factors like age, race, SES, gender, education, location, marital status, etc. iii. Connects what you see (denotation) to what it communicates (connotation) b. Relationships i. Reality vs. Fantasy 1. What is actually occurring vs. What is not actually occurring a. Teddy bears actually soft and easy to hug, not actually a big scary bear ii. Fact vs. Fiction 1. What is known vs. What is created a. T-Shirts Known are colors and text, what is created is the symbols iii. Implied/Manipulated vs. Communicated 1. The intention of meaning vs. what is being interpreted a. Cereal Boxes cartoons and toys are on those for kids, health and beauty are on those for adults iv. Visual 1. Subject and spatial 2. Additive vs. Physicality a. Like the magazine article, relationships of women to the other women are physical relationships but the headline was added to photograph c. Purpose/Meaning i. All big ideas circle back to idea of attaching meaning to a visual prompt ii. Meaning is derived by individuals, but assimilated with others to provide more concrete ideas

1. therefore not as easily defined but stresses process towards becoming visually literate 2. External factors affect meaning assigned iii. Meaning is always being searched for, not just in art [i.e. what is the meaning of life?] 3. Uses and Connections a. Uses i. Identifying visual elements and providing descriptions ii. Using prior knowledge iii. Articulation of visual elements iv. Comparing/Contrasting v. Analyzing and evaluating artworks or items vi. Making inferences vii. Identifying supporting evidence viii. Presenting and defending opinions ix. Classifying the known and unknown b. Connections i. Personal experiences 1. I dont know what that means a. Everyone has said or thought this about art b. But you do know, artists manipulate the viewer using what they already know to create individualistic experiences c. By using what I know I can interpret meaning for any artwork ii. RICA experiences 1. Reading is not the same for all students 2. Connotation/Denotation strategy provides an alternative process to becoming visually literate by actively engaging the students within a literacy driven activity iii. Classroom experiences 1. Dividing the connotation and the denotation provide a starting point for visual literacy a. Separation of these elements allow the students to use their prior knowledge to explore and assign meaning 4. Quotes a. investigated how material items of culture signify and express meaning and analyzed many kinds of texts in popular culture (Barrett, 6) b. will never outrun the connotations of the images with which he has been identified (Barrett, 8) c. intellectually and emotionally identify with the tragic meaning of the artwork (Barrett, 8) d. a great advantage to decode and interpret items of visual culture in a community of diverse interpreters (Barrett, 10) e. Denotations are what you literally see in a picture; connotations are what the things and words imply or suggest by what they show and how they show it (Barrett, 11) f. Knowledge of the culture in which we live and how it functions is its own reward. (Barrett, 12) 5. Questions a. Is this the intention any different VTS?

i. Visual Thinking Strategy is a verbal strategy composed of a cycle of three open ended questions with neutral facilitation 1. What is going on in this picture? 2. What do you see that makes you say that? 3. What more can we find? ii. Extremely similar what do you see, multiple interpretations, provide evidence iii. But different VTS provides opportunity to assign meaning, while connotation/denotation is directly related to assigning meaning 6. Important terms (dictionary.com) a. Connotation i. (n) the associated or secondary meaning of a word or expression in addition to its explicit or primary meaning b. Denotation i. (n) the explicit or direct meaning or set of meanings of a word or expression, as distinguished from the ideas or meanings associated with it or suggested by it; the association or set of associations that a word usually elicits for most speakers of a language, as distinguished from those elicited for any individual speaker because of personal experience. c. Linguistics i. (n) the science of language, including phonetics, phonology, morphology, syntax, semantics, pragmatics, and historical linguistics d. Interpret i. (v) to give or provide the meaning of; explain; explicate; elucidate