LITERACY DAY - 3P Learning

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WORLD LITERACY DAYwww.worldeducationgames.com

Visual Literacy Lesson Materials 14-18 years

Light on education:The purpose of this series of tasks is for students to identify components of an image, to describe the main message of the image and how the components contribute to that message.

© UNICEF/NYHQ2011-2485/Asselin

Côte d Ivoire, 2011 A girl writes on the blackboard in her classroom, during class at Groupe Scolaire Bondoukou Est, a primary school in the town of Bondoukou, Bondoukou Department, Zanzan Region.

Learning Tasks

1. Lost and found In pairs, students identify what is lost (unable to be seen) and found (what is very clear) in this image. What does this say about what is important in the image? What does this say about what is important in education?

2. Looking into lightIn small groups, students take digital images of objects that have strong light in one part and gloom in another part. Compose an image where there is something in the gloom that is deliberately hidden. Compare the sets of images.

3. Beyond the frameIn groups of three, recreate the staging for this image with one student as the subject, another the photographer and the third student as the object of the girl’s eyes. Draw a plan view of the staging and draw arrows that represent the direction they are looking. Where do you think the girl is looking and why?

4. The main messageWorking in small groups, students list items under three headings: people; objects; activities. Use the items in the lists to describe the relationship between them and to express the main message of the image. Groups write the main message three times, using less words each time.

Teaching notes on visual literacy

ContrastContrast is one of the strongest features in visual images and it is used in this activity as a technique to explore the main messages of this image. There is contrast between the light and the dark and also between the clarity of the girl’s face and the hidden content of the blackboard. It is a metaphor for the main message, with the focus of education being the children rather than the lesson content.

LightStrong light focuses attention in one part of an image. It can often give feelings of hopefulness or looking forward. Gloom can be equally emotive with a sense of something hidden, unknown or a sense of foreboding.

Context and extrapolationImages can lead a viewer outside the frame. Some images have strong elements that are outside the frame. The girl’s eyes lead you outside the image and the viewer’s construction of the context of the image is an important part of the main message.

Key ideas and messagesThe main message describes the relationship between the main elements in the image: the relationship between the blackboard (objects), the student (people) and the activity of writing on the board (activities). Consider the effect of the student looking outward.

Follow up action:As a result of what they have learned, students can find out about the education of girls around the world. Locate statistics about countries education rates for boys and girls. Many aid agencies, including UNICEF, emphasise the education of girls. What are the reasons for this emphasis and what do they hope to achieve?

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Looking out:The purpose of this series of tasks is for students to identify components of an image, to describe the main message of the image and how the components contribute to that message.

Learning Tasks

1. Frames In small groups, students use a digital camera and a picture frame mat to frame up digital images. Students take two images, one with and one without the picture frame mat. As a class, compare the pairs of images and draw conclusions about the effect of framing an image within a mat.

2. Inside looking outIn pairs, students collect three samples of images that look through windows. Students write two descriptive words for each image to describe the emotional content of the image, how the image makes the viewer feel.

3. Shadows and outlinesStudents work in small groups to capture images of shadows. Shadows are often easier to manage when they fall against a wall. Look for shadows of organic elements such as trees as well as making images by positioning people in your group.

4. WindowsStudents work in small groups to locate images of windows. Discuss the effect of the window in contributing to the main message of the image. Put the images into groups and describe the various groups to the class.


Shape and contrastImage makers often use strong geometric shapes to frame an image. The squares on the mesh window of the tent are contrasted with the organic shapes of plants of the wall of the tent.

Positioning the viewerLooking through a window positions the viewer on the inside looking out. This can be comforting and secure if outside is cold or stormy but can also be claustrophobic or give a feeling of being trapped.

Elements outside the frameShadows and reflections are the evidence or the mark of elements that are outside the frame. In this image shadows are cast on the wall of the tent by plants that are outside the frame. Shadows are a minimalist element that is monochrome with the outline as the only detail.

Key ideas and messagesAt times, the windows are simply part of the environment of the image, while at other times they add to the meaning of the image by framing parts of the image or by emphasising a view beyond the window. Windows often convey meanings of looking forward or an insight into another world or aspect.

Follow up action:As a result of what they have learned, students can find out about emergency and temporary housing and about the use of tents as emergency or temporary housing. Find out about the advantages and disadvantages of tents and also where UNICEF has needed tents in various countries around the world.

© UNICEF/NYHQ2010-1236/Roger LeMoyne

Haiti, 2010

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Education line:The purpose of this series of tasks is for students to identify components of an image, to describe the main message of the image and how the components contribute to that message.

Learning Tasks

1. Stripes & lines Students identify possible backgrounds near their classroom that have strong lines or stripes. Students take some images of each other against these backgrounds and then discuss as a class the effect of these strong lines in these images.

2. The shoes tell a storyIn small groups, students collect images of shoes. Each group selects the shoe image that they consider to be an effective image. Each group explains to the class why the image they have selected is effective.

3. Back to frontStudents work in small groups to make pairs of images with the first image with people facing the camera and then repeat the image with people with their back to the camera. Collate the pairs of images in a slideshow for the class to view and discuss the different feeling created by the two aspects.

4. In lineStudent in pairs or small groups, do an image search for “lined up” and select 3 images that illustrate an aspect of what it means to line up. Each group describes their images and their meaning to the class.


Strong linesThe photographer of this image has used very strong lines in both the background and the line of children. We know that part of going to school is being in a line with our classmates. Although it can mean lining up and waiting, it can also have feelings of togetherness and moving into the classroom.

Shoes Shoes tell who we are and what we are doing. In this image, the shoes are new and match the bright optimism in the faces of the children. News photographers often photograph a discarded shoe as the symbol of the absence of a person.

BackThe back of a person can be a strong statement in an image where the viewer cannot see the subject’s face.

Lines in historyThere are some famous images of people walking, standing or sitting in a line: the Beatles crossing the road, workmen eating lunch when building the Empire State Building, and job queues in the Depression era.

Follow up action:As a result of what they have learned, students may consider making a poster for the World Education Games, titled “Line up for Education” featuring an image they have produced to raise awareness of the importance of education for all children.

© UNICEF

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Simplicity:The purpose of this series of tasks is for students to identify components of an image, to describe the main message of the image and how the components contribute to that message.

Learning Tasks

1. Collecting everyday objectsStudents photograph everyday objects from various parts of their lives: the dinner table, the car, around the home. Students bring the images electronically and compile them into a slideshow that the class views together.

2. Still life with another lifeIn small groups, students work with a set of objects and position them for a photograph. They arrange the objects so that they do not appear to be the original object, but take the form of another. For examples, pencils can be arranged to represent a fan or books like a building.

3. Black and whiteStudents collect objects that are only black or white and position them for a still life. They photograph their still life and mount it on black board for a ‘black and white art exhibition’.

4. Learning: simple and complexStudents make two lists: the simple things of education, and the complicated things of education. Discuss how this list might be the same or different for children in different countries or different locations


Objects hold our historyPhotographs are often of people or important events in our lives. Often the simple objects or the objects that we use everyday are not the sole subject of our images. Looking into the past, it is these everyday objects that historians and archeologists value as they tell us how people lived their everyday lives.

Still lifeStill life is a style of painting carefully arranged objects. In the past, still life was very popular. This image could be considered a modern still life. Arcinboldo was an Italian artist who used everyday objects, particularly vegetables, to construct portraits of people.

Contrast without colourBlack and white images rely on contrast rather than colour for effectiveness. The white pencils against the blackboard is a striking part of this image.

Key ideas and messagesThe tools of learning are very simple as seen in this image. However, the process of learning can be very complex and elusive for many children around the world.

Follow up action:Students may wish to select some of their images and organize an exhibition at their school and collect donations to send to a charity either local or overseas to support other children with their education.

© UNICEF/NYHQ2005-0095/Jan Mun

Denmark, 2005 Components of a school-in-a-box include boxes of chalk in assorted colours, a student’s slate, a blackboard eraser and pencils for the slate.

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LITERACY DAY - 3P Learning

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