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Visual Literacy Skills Activities 视觉素养技能活动

Pick a work of art or story and a card below to start your experience!
选择一件艺术品或一个故事与下面的卡片一起开始你的体验之旅

Compare and Connect
比较&联系

What does this have to do with me?
这和我有什么关系?

Let's go!

Observe and Describe
观察和描述

What is this? 这是什么?

Let's go!

Question and Investigate
问题和调查

What else? So what?
还有什么? 这是什么意思?

Let's go!

Explore Viewpoints
探索观点

What were they thinking?
他们在想什么?

Let's go!

Find Complexity
发现复杂性

How does this fit into the world?
让其如何融入这个世界?

Let's go!

Reason
论证

How do you know? What makes you say that?
你是怎么知道的? 你为什么会这样说?

Let's go!

This material is adapted from Artful Thinking, a Project Zero initiative at the Harvard Graduate School of Education (learn more). It is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. 本材料改编于Artful Thinking，哈佛大学教育学院的 “零点计划”。经知识共享 署名-非商业性使用 4.0 国际 协议（CC BY-NC 4.0）授权许可。

What is visual literacy?

Linda Friedlaender shares about her experiences teaching visual literacy skills in museum education.

Compare and Connect 比较&联系

What does this have to do with me? 这和我有什么关系？

Why? 为什么？

This routine helps students identify and clarify big ideas.
这个会帮助学生识别和阐明他们大的想法。

Activity #1

Invent a headline for this artwork or topic that captures an important aspect of it.
列出一个能够代表该艺术品或者主题特点的标题。

Why answer these questions? 为什么要回答这些问题？

The routine helps students make connections between new ideas and prior knowledge. It also encourages them to make a personal connection to an artwork or topic.
这个流程有助于学生衔接新知识和旧知识。同时也鼓励他们与艺术品或主题建立一种个人连接。

Activity #2

How is the artwork or object connected to something you know about? What new ideas or impressions do you have that extended your thinking in new directions? What is challenging or confusing? What do you wonder about?

这些艺术品或物品与你所熟识的事物有什么关联？ 在新方向上，你拓展了你的哪些新想法或新印象？ 挑战和困惑是什么？ 你想知道什么？

Observe and Describe 观察和描述

What is this? 这是什么？

Why? 为什么？

This routine encourages students to look carefully at details. It challenges them to develop verbal descriptions that are elaborate, nuanced, and imaginative. It also encourages them to distinguish between observations and interpretations by asking them to withhold their ideas about the artwork – their interpretations – until the end of the routine.
这个流程鼓励学生仔细观察细节。它会是对学生培养认真，细致以及富有想象力的口述能力的一个挑战，并要求学生在这个流程结束之前保留自己对这个艺术品的想法（即他们的解释），从而鼓励学生区分观察和演绎。

This in turn strengthens students’ ability to reason carefully because it gives them practice making sustained observations before jumping into judgment. The Elaboration Game is an especially good way to launch a writing activity because it helps students develop a detailed descriptive vocabulary.
反之，也加强了学生的认真推敲能力，因为这个过程帮助学生练习在做出急切判断之前要进行反复的观察。“精化游戏”是启动写作活动的一个特别好的方式，因为它可以帮助学生构建详细的描述性词汇。

Activity #1

Identify a section of the artwork and describe what you see.
确定艺术品的一部分并描述你所看到的。

Be sure to stick to the facts and not interpretations of what you’re seeing. For example: a factual observation might be “I see two figures with their faces turned toward each other and their mouths open,” whereas an interpretation is “it’s a conversation between two friends.”
实事求是，不要过多解读你看到的。比如，一个事实的观察可能是“我看到两个人面对面地张着嘴巴。”所给的解释则是“这是两个朋友在说话。”

If you’re with a group of people, a second person can elaborate on the first person’s observations by adding more detail to the section. Keep elaborating, adding more details to the section. After elaborating with four people, switch to a different section to describe in detail and elaborate again.
如果你和一群人在一起，第二个人可以通过在该部分中添加更多细节细化和补充第个一人的观察结果，继续详述，为该部分添加更多细节。在与四个人详细讨论后，切换到另一个部分，然后再详细说明。

 

Why? 为什么？

The routine helps students make detailed observations by drawing their attention to the forms in an artwork – its formal aspects – and giving them specific categories of things to look for.
这个流程通过吸引学生注意艺术作品中的形式（它的形式方面）并给他们具体的事物类别来帮助他们进行详细的观察。

Activity #2

Look at the artwork: what colors do you see? What shapes do you see? What lines do you see?
观察这个艺术品，你看到的是什么颜色？你看到是什么形状？你看到了什么线条？

 

Why? 为什么？

The routine helps students slow down and make careful, detailed observations by encouraging them to push beyond first impressions and obvious features.
该流程可以鼓励学生超越事物的第一印象和明显特征，从而帮助他们放慢脚步，进行认真仔细地观察。

Activity #3

Look at the artwork quietly for at least 30 seconds. Let your eyes wander. List 10 words or phrases about any aspect of the artwork. Repeat this routine a second time and try to add 10 more words/phrases to your list.
静观艺术品至少30秒，让你的眼睛四处观察，列出任何10单词或短语来描述艺术品的任何方面，重复此步骤，试着在你的词汇表中再次添加10个相关的词或短语。

 

Why? 为什么？

This routine uses the power of narrative to help students make observations and encourages them to use their imagination to elaborate on and extend their ideas. Its emphasis on storytelling also encourages students to look for connections, patterns, and meanings.
这个流程运用叙事的手法帮助学生进行观察，并鼓励他们运用自己的想象力去阐释和拓展他们的想法。它强调讲故事，也鼓励学生找寻其中相关的联系，模式极其意义

Activity #4

Choose one of these questions: If this artwork is the beginning of a story, what might happen next? If it this artwork is the middle of a story, what might have happened before? What might be about to happen? If this artwork is the end of a story, what might the story be?
§  选择以下问题之一：如果这件艺术品是一个故事的起始，那么接下来会发生什么?如果这件艺术品是故事的中间部分，那么之前发生过什么?可能会发生什么?如果这件艺术品是一个故事的结局，这个故事可能会是什么?

Question and Investigate 问题和调查

So what? What else? 还有什么？这是什么意思？

Why? 为什么?

This routine helps students make careful observations and develop their own ideas and interpretations based on what they see. By separating the two questions (“What do you see?” and “What do you think about what you see?”), the routine helps students distinguish between observations and interpretations. By encouraging students to wonder and ask questions, the routine stimulates curiosity and helps students reach for new connections.
这个流程可以帮助学生进行仔细的观察，并根据他们所看到的拓展他们的想法和解释。通过区分这个两个问题（即 “你看到了什么”  和 “你认为你看到了什么?”）从而帮助学生区分观察和解释。鼓励学生去思考和提出问题，激发学生的好奇心并帮助学生建立与之新的联系。

Activity #1

Look at the artwork for a moment. What do you see? What do you think about what you see? What do you wonder about?
观察这个艺术品。你看到了什么?你认为你看到了什么?你在想什么?

 

Why? 为什么?

This routine stimulates and sustains curiosity and helps students discover the complexity of an artwork or topic. This routine helps you develop good questions, when you want them to get beyond questions of information and see that something has many dimensions or layers.
这个流程可以激发和保持学生的好奇心，帮助学生发现相关艺术品或话题的复杂性。这个流程可以帮助你提出好的问题，即有的时候你希望他们越过信息表面，并深挖一些事物具有多维度或多层面。

Activity #2

Look at the artwork. Brainstorm a list of questions (aim for at least 10) about the artwork or its topic. You might begin questions with the words:
观察此艺术品。集思广益并提出有关艺术品或与其相关的话题的问题（至少10个问题）。你可能会用以下的句子提问：

  • Why…? 为什么？

  • What are the reasons…? What if…? 原因是什么？如果？

  • What is the purpose of…? How could it be different if…? Suppose that…?
    ……的目的是什么？如果……有什么不同？假如……？

  • What if we knew…? What could change if…? 如果我们知道…?如果……能改变什么吗？

Then review your questions and star the ones you find most interesting. Discuss one or more of those questions.
然后回顾你们的问题，标出你认为最有趣的问题。讨论其中一个或者多个问题。

Reflect on new ideas that you formulated that you didn’t have before this routine.
反思一下你在这个流程之前没有的新想法。

Why? 为什么?

This routine helps students connect to prior knowledge, stimulates curiosity, and lays the groundwork for independent student inquiry.
这个流程可以帮助学生衔接已有的知识，激发其好奇心，并为学生自主研究奠定基础。

Activity #3

Look at the artwork. What do you think you know about this artwork or its topic? What questions do you have? What does the artwork make you want to explore?
观察艺术品。你认为你对这件作品或它的主题了解多少?你有什么问题吗?这些艺术品让你想去了解什么?

Explore Viewpoints 探索观点

What were they thinking? 他们在想什么？

Why? 为什么？

This routine helps students see and explore multiple perspectives. It helps them understand that different people can have different kinds of connections to the same thing, and that these different connections influence what people see and think.
这个流程会帮助学生从多重视角去观察和探索。它会帮助他们理解不同的人对同一件事会有不同的联系，而这些不同的联系继而会影响人们的看法和想法。

Activity #1

Imagine yourself as the creator of the art. What did you want your viewers to see? What was important to convey? Why was it important?
把自己想象成一位艺术创造者。你想让你的观众看到什么？ 重要的是传递什么？ 它为什么如此重要？

 

Why? 为什么？

This routine encourages perspective-taking and close looking through projection, a technique in which students project a persona into a person or thing in order to explore ideas from a new viewpoint. Because the routine involves empathic thinking, use it when you want to make a personal connection to a topic.
这个流程鼓励学生换位思考和通过投射来仔细观察，在这种方法中，学生将其换位到某个人或事物中，以便从一个新的视角去思考问题。 当你想与一个话题建立个人联系的时候可以运用这种移情的思维方法。

Activity #2

Choose a person (or an object) in the work of art and step inside that point of view. What can the person perceive and feel? What might the person know about or believe? What might the person care about? Take on the character and improvise a monologue.
选择艺术品中的一个人（或一个对象），然后从他们的角度出发。这个人能感知和感觉到什么? 这个人可能了解或相信什么? 这个人会在意什么? 扮演这个角色，即兴表演一段独白。

Find Complexity 发现复杂性

How does this fit into the world? 让其如何融入这个世界？

Why? 为什么？

This routine helps students build a multi-dimensional mental model of a topic by identifying different aspects of the topic and considering various ways in which the topic is complex.
这个流程通过识别主题的不同面并要思考主题多样化的复杂性，从而帮助学生构建一个主题性的多维心理模式。

Activity

Look at the artwork. What are its parts (pieces and components)? What are its purposes (what is it for, what does it do)? What are its complexities (how is it complicated in its parts, purposes, the relationship between the two, or other ways)?
观察这件艺术品。它们的组成部分是什么？（零件和组件）它们的目的什么？（它们用来干什么的？它的作用是什么？） 它们的复杂性体现在什么地方？ (它的局部、目的、两者之间的关系或其他方面的复杂性表现在哪里)?

Reason 论证

How do you know? What makes you say that? 你是怎么知道的？ 你为什么会这样说？

Why? 为什么？

This routine helps students answer: describe what they see or know and asks them to build explanations. It promotes evidence- based reasoning, and, because it invites students to share their interpretations, it encourages students to understand alternatives and multiple perspectives.
这个流程可以帮助学生回答：描述他们看到或知道的，并要求他们做出解释。它主张基于证据的推理，并且因为它邀请学生说出自己的解释，从而鼓励学生理解其他选择和多视角。

Activity #1

Look at the artwork. What’s going on? What do you see that makes you say that?
观察此艺术品，发生了什么？你看到了什么才会让你这么说？

 

Why? 为什么？

This routine reveals and encourages the process of reasoning by asking students to formulate an interpretation of something and support it with evidence. By pushing students to ask questions about their interpretation, it helps students see that reasoning is an ongoing process that is as valuable for raising questions as it is for providing answers.
这个流程通过要求学生对某件事形成解释并用证据支持它来揭示和鼓励推理的过程。通过促使学生就他们的解释提出问题，有助于学生认识到推理是一个持续的过程，对于提出问题和提供答案同样有价值。

Activity #2

Make a claim about your topic. Claim – An explanation or interpretation of some aspect of the artwork

Identify support for your claim. Support – Thing you see, feel and know about your claim

Ask a question related to your claim. Question – What’s left hanging? What isn’t explained? What new questions does your claim raise?

就你的主题提出你的看法。看法即对该艺术品某些方面的解释或演绎从而支持你的看法。支持即关于你的论点你所看到的，感受到的和了解到的。提出与论点相关的问题。问题即悬而未决的是什么？什么还没有解释？依照你的论点提出了什么新问题？