During my reading on universal design and visual literacy, I kept thinking about the use of anchor charts and visuals in classrooms. Although I came across numerous examples of universal design visuals, I decided to choose one that was pertinent to my job as an art teacher.
The visual I chose is a common one that can be found in many art rooms, how to clean up. This particular example would be considered a performance design. With performance design, “your goal is to make that information quick and easy to understand-not to make it memorable.” (Lohr, 2008) I feel this visual does just that. If we take the verbal cues out, the visual is one that can be understood universally and easily, as the illustrations of each step are drawn clearly. In the art room, classes have limited time, so being efficient is key. Although, directions and reminders are given verbally, having this visual to reference can save time for the teacher. If students forget the process, the teacher can just point to the visual instead of having to take the time to review. In the last few minutes of class when students are cleaning up, this can be crucial.
In the Educator’s Role in Preparing Visually Literate Learners, Susan E. Metros defines visual literacy “as the ability to decode and interpret (make meaning from) visual messages.” Classrooms are full of visuals for students to decode and interpret and this poster is just one small example you might see.
Although this visual is placed in a high school art room as described by the owner, it is one that can be used in the primary grades as well. I will note however, that I would not have my early primary students performs these tasks.
Visual resource from: http://teachingasart.blogspot.com/2008/09/above-sink.html
Metros, Susan E. “The Educator’s Role in Preparing Visually Literate Learners.” Theory Into Practice 47.2 (2008): 102-09. Web. 25 Jan. 2015.
Lohr, Linda. Creating Graphics for Learning and Performance: Lessons in Visual Literacy. Upper Saddle River, NJ: Merrill, 2008. Print.