Visual Literacy as Systematic Competence in Visual Design and Production
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11240%2F15%3A10312143" target="_blank" >RIV/00216208:11240/15:10312143 - isvavai.cz</a>
Výsledek na webu
<a href="http://www.inter-disciplinary.net/publishing/product/creating-a-visual-world/" target="_blank" >http://www.inter-disciplinary.net/publishing/product/creating-a-visual-world/</a>
DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Visual Literacy as Systematic Competence in Visual Design and Production
Popis výsledku v původním jazyce
This contribution argues about the principles of active participation in visual communication. Normally, such a visual communication has been reserved only for the professionals from the media design, as a general public mostly does not feel competent tocommunicate visual functions. We do reconsider elementary questions of visual sign language and its implementation within the effort for fostering students to learn how to apply these visual means in daily practice. As visual means, we might shortlist aline, surface, shape, contour or volume etc. These visual means neither have a distinct implementation, nor the minority of the population is being competent to approximate these elements to original individual visual design. Gradual change in the discourse on visual language has been led foremost about the generalization and simplification of this visual language that empowers the individual in the orientation in the structure of this visual language, and equally in the learning of new
Název v anglickém jazyce
Visual Literacy as Systematic Competence in Visual Design and Production
Popis výsledku anglicky
This contribution argues about the principles of active participation in visual communication. Normally, such a visual communication has been reserved only for the professionals from the media design, as a general public mostly does not feel competent tocommunicate visual functions. We do reconsider elementary questions of visual sign language and its implementation within the effort for fostering students to learn how to apply these visual means in daily practice. As visual means, we might shortlist aline, surface, shape, contour or volume etc. These visual means neither have a distinct implementation, nor the minority of the population is being competent to approximate these elements to original individual visual design. Gradual change in the discourse on visual language has been led foremost about the generalization and simplification of this visual language that empowers the individual in the orientation in the structure of this visual language, and equally in the learning of new
Klasifikace
Druh
C - Kapitola v odborné knize
CEP obor
AL - Umění, architektura, kulturní dědictví
OECD FORD obor
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Návaznosti výsledku
Projekt
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Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2015
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název knihy nebo sborníku
Creating a Visual World: From Concepts to Classrooms
ISBN
978-1-84888-389-5
Počet stran výsledku
11
Strana od-do
23-33
Počet stran knihy
108
Název nakladatele
Inter-Disciplinary Press
Místo vydání
Oxford
Kód UT WoS kapitoly
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