Very popular internet "Man Evolution" diagram!
Left to right evolution diagram. Full of cultural and idea bias. Still very evocative and not exactly scientific .
Chapter
three of Reading Images examines
many methods used to organize visual information. Images could be
organized by a classification process. As in, items in a catalog of
tools, or organized as a family tree. These graphic representations
could take a life of their own and the graphic structure of the
organization becomes the message (i.e., the family tree).
The
complex tools I am learning from the course can help me in how I
choose to lay out images, whether in a chart format or in bubbles. This has
an influence on how the reader receives the message. The context of
these images adds another layer of interpretation. These messages
tend to have an emotional effect on the reader.
In the image at the top of this blog I use a "Temporal Analytical Process" as itemized in page 94 by Reading Images.
The example below is of the Madrid subway system. The designers use a very rational method of information display. No hierarchy, all stations are same size, and specific lines are color-coded. The map is very abstract and the designers decided not to show geography. Just a clear diagram.
http://www.urbanrail.net/eu/es/mad/madrid-map-small.gif
In our textbooks there are assumptions that texts and images are purely
rational. I believe that our experience and our emotions are part of
our ability to tell a story weather via images or text. Even maps,
where the authors claim are objective images could trigger emotional
reactions if this map happen to be of a contested area between two
different ethnic groups. In page 86 of Reading Images I enjoyed
reading Jim McCellan (McCellan , Observer Life Magazine , 21
September 1994 p. 62) the Image of an organized atom as
an icon for the 20th Century an era of order and how that is different from our era of network culture that has no beginning or
end or central authority. Of course physicists now are realizing
that the image of the atom we used in out text books was theoretical
and is not not accurate.
We
live in the age of big data and information over load. Humans survived millions of years of evolution by learning how to read
visual clues fast. We find it much easier to look at a chart that can
graphically give us a sense of what to do. This age will require us
to produce better descriptive graphics that can explain complexity
and may help lead to appropriate action. What comes to mind are environmental problems and how hard it is for simple human mind to
understand all the issues at hand. Is it the cars? The coal plants?
Overpopulation? Plastics? Nuclear leaks etc. Which one do we need to
take care of now? Or which country is the largest polluter?
Notice in image below how grouping and color help us see continents . This image requires still clicking the links and zooming to see the list of countries below so one get deeper understanding. In the digital age we can use features like zoom.
http://www.theguardian.com/news/datablog/2011/jan/31/world-carbon-dioxide-emissions-country-data-co2#img-1
In my class last week I was teaching history of architecture and wanted to illustrate the relationship between nature and design and I used these two images. One was a color picture of a lotus flower and one was an ancient Egyptian engraving as an architecture decorative element.
Notice I designed this illustration for western language readers who read left to right!
Also there is no scale to show how big the stone engravings are or context of the engraving. As powerful as images are in clarifying an idea, I am learning that there is more to pay attention to.
I
am a big Ted talks junkie!, I like to learn by listening and seeing.
I ended up listening to the talk twice TEDxNYED
- Henry Jenkins - 03/06/10.
Jenkins
observations were positive and exciting, I love the idea that people
are using platforms that were designed for commercial and entertainment purposes as tools for fighting for social change. The
global connectivity and the ability to stay anonymous allows activists in repressive regimes (or in dysfunctional democracies) to organize
and work with a large number of people to possibly change the world.
It is very helpful to be able to join any online group that shares common interests and build a viable community. I
think these tools can be very effective, but I believe that occupying
public space is still vital for change.
I once belonged to an online forum for Sketch Up (3D Software) users. I became friends with people I never met and sometimes the
forum shared many ideas outside the specified purpose of the
site. In one example an Iraqi architecture student who lost his
chance to continue college (due to the war) asked what do and where to go finish his education. An
Israeli forum participant suggested an architecture school in the
West Bank where I grew up!
I
am not sure what Mr. Jenkins's definition of participation is, and if his statistics have details that back that definition.
I
post many videos on YouTube that I think have no value to human
culture (some are good). I hope we can encourage participatory
culture with young people and maybe teach them how to be effective
participants in the classroom.
Finally as a student and a teacher I am not understanding the Three Dimensions of Literacy and Technology. I understand how we learn at different levels and have different intelligence, but what is the difference between Operational and Cultural? Are we only talking about texts? Is he talking about critical thinking?
How do we teach and encourage that?
I am still expecting authors who want to talk about visual theory to have better visuals? If Green's theory is important I want to learn it. I hope my asking questions will lead to a larger discussion.
References :
TEDxNYED - Henry Jenkins - 03/06/10
Kress, G. & van Leeuwen, T. (2006). Reading Images: The Grammar of Visual Design. New York: Routledge.
http://www.theguardian.com/news/datablog/2011/jan/31/world-carbon-dioxide-emissions-country-data-co2#img-1
http://www.urbanrail.net/eu/es/mad/madrid-map-small.gif
Green, B. Graphical representation of GREEN's approach to literacy. Downloaded from https://moodle.esc.edu/mod/page/view.php?id=821667
Hi Khader, I wished to comment on your use of the Madrid subway system map. In Kress and van Leeuwen (p 104) they refer to 'topological accuracy' which this is an example of. Recently I followed a MOOC called Mapping and the Geospatial Revolution (the previous course seems to have been taken down by Coursera) and there was a lecture where they explained how revolutionary the London Underground Map was when it was originally designed. It is interesting that this style of map has become so commonly used and is now almost a universal way of representing transport systems that we all seem to understand cross-culturally and despite the actual topography of the location. I have hunted down a website that talks about Henry Beck, the innovator, and here is an excerpt.
ReplyDelete"Now recognised across the world, the Tube map was originally the brainchild of Underground electrical draughtsman, Harry Beck, who produced this imaginative and beautifully simple design back in 1933.
Rather than emphasising distance and geographical accuracy, like other maps, Beck based his on the circuit diagrams he drew for his day job; stripping the sprawling Tube network down to a neat diagram of coloured, criss-crossing lines.
Beck's map was initially rejected by the publicity department because it was considered too radical but a successful trial print-run showed that it was just what the public wanted." (Retrieved from
https://www.tfl.gov.uk/corporate/about-tfl/culture-and-heritage/art-and-design/harry-becks-tube-map)
What do you think of the connection between the circuit diagrams as the inspiration and the Tube map that we all use now?
Regards, Marian
Khader,
ReplyDeleteEach week I read your blog, Iearn something deeper about the reading and about some of the concepts in general. You seem to have a very deep appreciation for art and imagery, which is something I do not inanely possess.
Regarding Jenkins’ participatory culture, I have my own definition of what he means and you are doing it right now. You are a part of the whole, consuming, creating, sharing, adding to the social culture, but most important is you are asking the questions to gain a deeper understanding while putting yourself out there - participating.
Now that, I believe, is the meaning behind Green’s theory. I struggle with his picture as well, and maybe because it is simply not the best graphical representation, but your blog post this week just might be it! You are using a language system to produce a context (operational). You are using strategies from the operational areas to transmit meaning (cultural, although I think this should have been social which would implicitly include cultural) and in doing so you are questioning the validity and/or importance of some of these aspects (critical) which may lead you to see what I see in your contribution or perhaps a different perspective.
Given that this was 1996, it may have been more about texts. I think it may successfully apply to more than texts.
Thank you again for a great post!
Dear Marian and William:
ReplyDeleteThanks for Harry Beck's link.I think it is amazing when people can can have a paradigm shift. It renews my faith in humanity. I panic when we start to think that there is no way out.
also William your explanation of Green is great I think the whole class is struggling do you want to re-post or share?
this is the class link to all blogs: http://nmnl2015.blogspot.com/
Feel free to share that wherever you think it will help most!
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