Farmer\u2019s article \u201cI See, I Do: Persuasive Messages and Visual Literacy\u201d focuses on the tactics used in visual media to persuade viewers to perceive something in a certain way. He states that pictures can be a very persuasive argument. A main concern of Farmer\u2019s is equipping students with the tools they need to discern visual messages. Advertisers use a variety of techniques to grab our attention. They are aiming to establish credibility and trust, to stimulate desire for a product. Their main goal is to persuade us to act through buying their product, joining their cause, supporting their product, etc. In order to help students protect themselves from these persuasive visual messages they need to be taught to be conscientious consumers. Farmer encourages teachers to integrate this type of learning into the curriculum through project based assignments, and states, \u201c\u2026young people often overlook the subliminal impact of those messages. Making visual messages an explicit academic inquiry helps students pay more attention to their environment and provides them with skills to respond critically to those visual messages\u201d (32). Not only do students need to understand the typical visual techniques used in visual messages, they also need to go beyond learning facts and into more critical thinking. This notion is in alignment with Bloom\u2019s Taxonomy as is coincides with higher order questioning. Farmer suggests that students should first analyze images around the school like yearbooks, publications, or newspapers. Students can then create their own persuasive visual message using various types of software. The whole goal is to make students question what they are viewing. One major goal as a teacher is to encourage life long learning. Teaching students how to question and decipher persuasive messages is going to aid them throughout their lives. This will not only help them decide what to buy, but also who to vote for and what bank to subscribe to. As a Home Economics teacher, Farmer\u2019s article particularly resonated with me in relation to grocery shopping.\u00a0 A goal of Home Economics is to teach students how to properly nourish their bodies through buying healthy food products. Many food products are advertised as \u201chealthy\u201d touting such phrases as \u201chigh fiber\u201d, \u201clot fat\u201d, and \u201clow sugar\u201d. However, with close examination of the visual techniques used students learn how misleading these messages are. Consumers often overlook examining the nutrition facts and simply take the products claims as truth. Teachers across all courses need to make their students critically question persuasive visual images. Students should all graduate from high school having learned how to properly decipher and analyze the visual messages that bombard them every day.<\/p>\n
Question:<\/strong><\/p>\n How can teachers teach students about what makes an image persuasive in relation to their particular teaching subject?<\/p>\n Anna Fenn<\/p>\n Farmer, Lesley S.J. (2007). I See, I Do: Persuasive Messages and Visual \u00a0\u00a0\u00a0\u00a0 Literacy.\u00a0Internet @ schools<\/em>, 14(4), p. 30-33.<\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Farmer\u2019s article \u201cI See, I Do: Persuasive Messages and Visual Literacy\u201d focuses on the tactics used in visual media to persuade viewers to perceive something in a certain way. He states that pictures can be a very persuasive argument. A main concern of Farmer\u2019s is equipping students with the tools they need to discern visual […]<\/p>\n","protected":false},"author":24861,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2837],"tags":[],"class_list":["post-2167","post","type-post","status-publish","format-standard","hentry","category-visual-literacy"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/posts\/2167","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/users\/24861"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/comments?post=2167"}],"version-history":[{"count":3,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/posts\/2167\/revisions"}],"predecessor-version":[{"id":2170,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/posts\/2167\/revisions\/2170"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/media?parent=2167"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/categories?post=2167"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/tags?post=2167"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}