시각적 소통 능력 함양을 위한 비주얼 리터러시 교육 프로그램

Abstract

In modern society, there are various visual cultures, and these visual cultures must be actively and creatively enjoyed in the right direction. Therefore, in art education, students should observe and critically interpret visual images appearing in the media through visual literacy. Visual communication ability is one of the core competencies currently emphasized in the middle and high school art curriculum. Therefore, in art subjects, classes that can develop students' visual communication skills through visual literacy education should be organized. Therefore, the purpose of this paper is to enhance visual literacy to criticize works by utilizing visual image information and to improve visual communication skills through image communication education in the active and independent production process of students.

Visual literacy is defined as an attitude that allows the audience to analyze the image and critically accept it, making it an appropriate teaching method to enhance the aesthetic perspective and visual communication ability using the visual image. Visual literacy should be viewed as important because it becomes an essential ability for improving visual communication skills and creative ideas and critical thinking by correctly utilizing visual culture.

Presenting visual communication ability as a subject competency in art subjects means that education is required to interpret various messages delivered by visual images and to share one's thoughts using communication methods. In the content of the art curriculum, the experience area is related to visual communication ability in understanding, participating in the value and role of visual culture, and using art in daily life. Therefore, this area is related to the subject of this paper, and the contents of art textbooks in the area were analyzed by referring to this. In middle school art textbooks, we examined the areas corresponding to visual culture related to this study topic and examined what activities and activities each have, focusing on communication in the experience area.

In class research cases using visual literacy education, each scholar's views on visual literacy education were examined, and among class research cases for visual literacy education, studies with directions were focused. The first class study focused on developing visual literacy thinking skills through four ways of appreciation classes, and the second class study devised an art program to enhance visual literacy that allows students to communicate with visual images through the experience of understanding and making emoticons widely used in modern society. The third class study was conducted on the subject of pictograms that students can easily access in their daily lives and environments. The pictogram argued that it induces learners' interest and has the opportunity to look at the value of visual culture in everyday life, and through this, they can learn how to communicate with society.

Analyzing class research cases and drawing their common conclusions is that students look at their own creative activities as well as appreciating classes and images that emphasize their ability to observe, analyze, and interpret through images that are easily accessible to them. In addition to these research results, in order to differentiate this study, one keyword to be more emphasized was set and reflected in the class study. The keyword that emphasized came out as communication and emphasized that the other party interacted with each other and communicated with each other. Through visual literacy education, students can naturally cultivate visual communication skills while performing visual communication. In addition, when producing a work, it can be seen as the completion of visual literacy growth to allow students to understand the efficiency and advantages of visual images and utilize them properly, so this was reflected in the class design.

Based on this, a total of three activities were selected for class design, including signage design in our neighborhood, mobile application icons, and SNS posters introduced in our class as topics that students can easily access in their daily lives. Second, detailed activities were included for students to develop visual communication skills. Third, it is designed to explain the advantages of visual image information and to faithfully reveal the advantages as they are. Finally, it consists of a class that applies an idea mindset so that creative ideas can be produced through the production process so that video culture can be recognized more correctly. The class plan for each program was determined by discussion and project learning suitable for the class purpose based on the learning goals, learning types, and textbooks for each program.

In this way, if visual literacy education is provided in art education centered on visual culture, visual communication skills can be cultivated by criticizing visual image information. In addition, it will be possible to actively explore problems and improvements in visual images by utilizing friendly visual culture. And by informing others of the advantages and characteristics of visual image information, they will be able to express their intentions more effectively and communicate smoothly. Finally, it will be possible to cultivate both visual communication and creative thinking skills through criticism of the work and the production process.