Esta dissertação buscou entender como o processo de leitura da linguagem visual pode se expandir, por meio das relações que se estabelecem entre o eu - fotógrafo e o objeto a ser fotografado, através de um curso denominado Oficina de Fotografia. Adotou-se como referencial teórico os estudos de Paulo Freire sobre educação; de Ana Mae Barbosa sobre leitura de imagens; de María Acaso sobre educação visual; e de Joan Fontcuberta sobre a linguagem fotográfica. Para tal, constituiu-se um Grupo Focal com alunos de diferentes idades e profissões que haviam realizado o curso Oficina de Fotografia. Os depoimentos coletados constituem o corpus de análise dessa pesquisa. O método do Grupo Focal diz respeito à abordagem qualitativa de pesquisa, que procura conhecer o que os sujeitos envolvidos em uma determinada situação ou evento pensam a respeito de um tema proposto pelo pesquisador. Os resultados obtidos a partir da análise das entrevistas demonstram que os alunos passaram a ter uma leitura mais criteriosa não só das imagens fotográficas como também da linguagem visual em cenas cotidianas, após realizarem a Oficina de Fotografia. / This dissertation aimed to understand how the process of reading visual language can be expand by the relations that are established between the photographer itself and the object to be photographed in a course called Workshop of Photography. As theoretical reference it was used the studies from Paulo Freire about education; from Ana Mae Barbosa about images reading; from María Acaso about visual education; and from Joan Fontcuberta about photographic language. A Focus Group was organized with subjects from different ages and professions that had already attended the Workshop of Photography. The statements collected constitute the corpus of analysis of this research. The Focus Group is applied in a qualitative research methodology that aims to know what the subjects, involved in a particular situation or event, think about an issue suggested by the researcher. The obtained results based on an analysis from the interviews showed that the subjects, after attending the Workshop of Photography, have achieved a more discerning reading not only of the photographic images, but also from the visual language in everyday life scenes.

Esta dissertação buscou entender como o processo de leitura da linguagem visual pode se expandir, por meio das relações que se estabelecem entre o eu - fotógrafo e o objeto a ser fotografado, através de um curso denominado Oficina de Fotografia. Adotou-se como referencial teórico os estudos de Paulo Freire sobre educação; de Ana Mae Barbosa sobre leitura de imagens; de María Acaso sobre educação visual; e de Joan Fontcuberta sobre a linguagem fotográfica. Para tal, constituiu-se um Grupo Focal com alunos de diferentes idades e profissões que haviam realizado o curso Oficina de Fotografia. Os depoimentos coletados constituem o corpus de análise dessa pesquisa. O método do Grupo Focal diz respeito à abordagem qualitativa de pesquisa, que procura conhecer o que os sujeitos envolvidos em uma determinada situação ou evento pensam a respeito de um tema proposto pelo pesquisador. Os resultados obtidos a partir da análise das entrevistas demonstram que os alunos passaram a ter uma leitura mais criteriosa não só das imagens fotográficas como também da linguagem visual em cenas cotidianas, após realizarem a Oficina de Fotografia. / This dissertation aimed to understand how the process of reading visual language can be expand by the relations that are established between the photographer itself and the object to be photographed in a course called Workshop of Photography. As theoretical reference it was used the studies from Paulo Freire about education; from Ana Mae Barbosa about images reading; from María Acaso about visual education; and from Joan Fontcuberta about photographic language. A Focus Group was organized with subjects from different ages and professions that had already attended the Workshop of Photography. The statements collected constitute the corpus of analysis of this research. The Focus Group is applied in a qualitative research methodology that aims to know what the subjects, involved in a particular situation or event, think about an issue suggested by the researcher. The obtained results based on an analysis from the interviews showed that the subjects, after attending the Workshop of Photography, have achieved a more discerning reading not only of the photographic images, but also from the visual language in everyday life scenes.

M.Ed. (Education) / This study of the design of support material for educational television programmes has been undertaken for the following reasons: in order to realize educational television's full potential it must be supplemented with support material; several types of support material had to be identified; problems regarding the design of support material had to be identified. A literature study concerning learning and the learner was undertaken. It was concluded that the adult learner may choose whether he is going to enter the learning situation or not. If he feels threatened by or dissatisfied with the learning situation he can leave and seek a learning situation that suits his needs. The adult learner also undergoes different stages of adulthood and this determines his specific learning needs. A literature study of specific institutions and projects that utilize support material as well as specific types of support material was done. The following conclusion was drawn that the majority of projects or institutions make use of television, textbooks and/or study guides. A variety of other media may be used to support the above...

M.Ed. (Educational Management) / The use of visual media as a means of achieving educational aims in the school is of great importance. This study focuses on the role the head of department has to play in motivating the staff under his supervision and to provide goal orientation. The primary focus is on teacher motivation. The findings generally support the contention that the departmental head must be a motivated educational manager, able to guide teachers to apply visual media effectively and creatively. He must provide incentives .so that teachers will find enjoyment in working as a team; this enjoyment must be transmitted to students. The participative system of educational administration by in-service training of junior teachers should be applied. A healthy climate should be created among senior and junior teachers, to ensure that junior teachers benefit from their senior colleagues' vast experience in the use of media. Visual media should be applied effectively to the full benefit of all pupils in the school. It must stimulate their creativity and provide an environment conducive to active participation in their personal development. Most teachers still spend most of their time preparing and delivering classroombased face-to-face lessons. All the indications are that electronic communication systems will not supplant existing visual media, but will complement them. New species of instructional methods and media are being developed, but the previously existing species have not become extinct. The teacher in the class has two distinctive roles in visual media application...

M.Ed. / The research problem addressed in this project focuses on the role of pictorial information in reading comprehension of grade six pupils in rural primary schools in the Northern Province. The investigation was carried out with the aim of identifying and exploring the possible influence pictures might have in helping to contextualise the reading text. The inquiry was conducted by means of a quasi experimental design study, which included both quantitative and qualitative methods for data collection. The research population was divided into experimental and control groups. The over-riding rationale which initiated the investigation came about as a result of the observation that young children are able to interpret and understand television programmes communicated to them through the medium of second languages. Teaching reading comprehension to pupils in a rural environment was assumed to need additional teaching and learning media than the teacher's oral instruction plus the verbal text to help pupils to contextualise and understand the written text. The hypothesis underlying the study is that the use of pictures in reading comprehension can improve pupils' reading performance as well as facilitate the learning of English second language within a particular context at the same time. The literature review in this investigation was confined to the role of schema or background knowledge in relation to understanding of reading content and also a brief review of socio-cultural influences on the reading process. The literature review stresses the pedagogical significance of relevant schema and culturally based reading text as well as the role of pictorial information assisting text comprehension. Data collection took place in the classroom set-up. The data were collected from three major sources namely test scores, interviews and observation. The investigation indicated that there appeared to be some positive relationships between the use of pictures in reading comprehension and reading performance for grade six pupils in the experimental group. The findings of the investigation can be used as a stepping stone towards implementing communicative teaching strategies as well.

This qualitative research study explores the use of television as text in adult literacy as a means of bridging orality and literacy. The reason for selecting television as an educational tool was to provide equal access to stories for both non-readers and readers of print, and the 22 research participants were required to complete a survey and participate in four 2-hour workshops, and a taped interview. During the workshops, participants learned to actively engage with the texts that were edited stories from the Canadian television series North of 60. The researcher included reading strategies to encourage the participants' interaction with the texts as active "readers" (see Fiske, 1987; Buckingham, 1993; Bianculli, 1992) and brainstorming to increase their vocabulary prior to writing reflective responses. First, how television as text influences an adult literacy student's ability to transfer information from oral texts into print texts is analyzed. The findings indicate that television allows non-readers, reluctant readers, and delayed readers of English to learn literary terms and conventions that apply to print stories and practise four domains of language acquisition - listening, speaking, reading, and writing. A selection of each participant's written responses to the stories and interview fragments have been analyzed. Whenever possible, the selection is based on a participant's favorite story or personal connection to a character. Second, the effect of brainstorming on written responses has been examined. This technique is a pre-writing strategy the researcher used not only to assist the participants in recording vocabulary relevant to the story, but also to provide opportunities for sharing ideas in the construction of meaning. Based on data collected during the interviews, individuals with short-term memory problems indicate that repetition of vocabulary through brainstorming, note-taking, and discussion reinforces memory retention, and second language learners gain knowledge of pronunciation by hearing and rehearsing vocabulary from the stories. Third, factors contributing to the participants' reflective oral and written responses to the television stories have been analyzed. The main factors contributing to reflective thinking and writing involve the research pedagogy and the development of reflective skills through practice. The researcher's reflective methodology combines phenomenology, critical ethnography, and emancipatory practice from the diverse perspectives of van Manen (1990), Haig- Brown and Archibald (1996), and Freire (1974,1994,1997,1998) who have informed this study together with other researchers in the respective fields. This method situates the research participants and the researcher in a partnership in which everyone contributes through dialogue to the learning process. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

That motion pictures are effective stimulators of the mind is a fact which seems to be generally accepted by many people. In accepting this belief school administrators have wisely turned to the sound film as an aid in teaching. However the question at once arises concerning the manner in which this program is to be put into practice. Furthermore can the results of this type of program be evaluated? In the ensuing pages will be given some of the basic facts and theory concerning good audio-visual practices. Following this will be an account of how such a program was put into practice in Apalachicola, Florida, during the school year 1949 and 1950. After this account of the operation is sketched an attempt to evaluate this program from several points is made. / "August, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaf 37).

The present study is concerned with two related but independent problems. First, the study investigates the effects of movie and lecture modes of instruction on factual recall as related to verbal ability and Hidden Figures test scores. Secondly, the study investigates factual recall from film and video media of presentation as related to verbal ability. To investigate these problems jointly, each of mode of instruction, movie and lecture, was recorded both on film and video media.

Thesis (Ed.D.)--Boston University.

No description available.