An objective of this website is to facilitate the exchange of information about ‘Communicating, Visually’ using Response to Vision.

Q. Why Visual Learning?
A. Because a significant amount of learning is visual – this resource, Response to Vision, emphasises visual learning across the curriculum.

Q. Doesn’t the internet provide a dominant source of visual information?
A. Not always – the resource, Response to Vision, emphasises observation as input and a foundation for visual thinking and subsequent output.

Q. Can we think Visually?
A. Yes! Imagine an apple – there it sits, smooth, colourful, ripe and sweet-smelling. In your mind pick up a knife and cut the apple in half. Now cut one of the pieces in half again, making two quarters. Next, try to mentally balance one of the quarters on top of the half, then sit the remaining quarter on top of these. When the problem has been mentally solved, draw the outcome (or make a model). The drawing is the evidence of mental problem-solving using visual thinking – the outcome is visual learning!

Note: 'Visual Learning is a significant part of Learning that arises from the ability to perceive, think, organise, and produce – visually'.

Q. Surely we all learn in the same way?
A. Not necessarily. Some people remember and respond more often through language, others prefer imagery, while a few find the symbols of numeracy or actions of movement or sound helpful for communication and learning. These are Preferred Learning Modes, significant when teaching.

Q. Do the three ebooks of Response to Vision promote independent learning, provide different levels of learning and foster creativity?
A. Yes, yes and yes!

Q. How large is the main publication: COMMUNICATING VISUALLY?
A. 95 x A3 equivalent spreads (double pages), 84 for students, the balance for teachers. It is a unique learning resource for students, describing and showing the importance of Visual Learning across many subjects including Art, together with Activities to expand the content. The approach uses self-directed student study, with an outcome of Visual Learning.

Q. Why produce a shortened version of RTV, under the title, STORY & STORYTELLING?
A. The outcome of the Response to Vision process is shown as an illustrated story in Part ‘C’ of RTV • COMMUNICATING, VISUALLY.

STORY & STORYTELLING duplicates this Story, then gives a detailed explanation of how both the text and illustrations were developed using the RTV process of Seeing/ Shaping/Making – of particular interest to both English and Art teachers.

Q. Why a further ebook under the title of Response to Vision?
A. NAMING THINGS SEEN, is a detailed supplement providing a major explanation of the Visual Vocabulary associated with reviewing observation from focal points within Home, Beach, Countryside, and City – especially relevant to Intermediate and Junior Secondary students’ studies in the Visual Arts, Science, Social Studies and English.

Q. Are sample pages of these ebooks available?
A. Email the author – see GOT ANY QUESTIONS? (below):

Q. From what experience does the author ‘write’?
A. Secondary School art specialist; overseas study; 28 years Teachers’ College (largely Primary School); previous publication, Response to Vision series, and others; special interest in design education and curriculum development.

Q. Further questions?
A. Please see below …


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