Clark, Penney. “Training the Eye of the Beholder: Using Visual Resources with Secondary Students.” (2008)

The use of visual resources is key to understanding the past, as many photos, paintings, etc. have become visual representations of events and eras. However, many students are unaware that visual resources are important information sources that are available to them and they need to learn how to examine them critically. Visuals are not mere reflections of reality but are constructs that represent the creators’ purposes and perspectives. This chapter discusses the use of visuals, such as photographs and paintings, in the classroom as well as the use of videos, films and CD-ROMs. The author begins with a discussion of paintings and photographs taking into account concerns about interpreting the resources and offering strategies to aid with the use of sources. Like other visual sources, paintings need to be interrogated to determine what details and information may not be apparent at first glance. It is important to remind students that photographs are also a representation of the past and not the “truth” as the photographer most likely constructed the photograph to suit a particular purpose. The author discusses four different types of photographs: staged photographs, unrepresentative images, altered photographs, and selective focus. She suggests using a four-section framework to aid in interrogating visual sources: subject, frame, light, and focus. The author also discusses audiovisual materials and how to aid students in becoming critical viewers though questioning the dialogue, actors, character development, colour and lighting, music, camera angle and choice of shot, selection and arrangement of scenes and overall impression. She concludes with a discussion of three different methods for using audiovisual resources in the classroom: previewing activities, viewing activities, and follow-up activities.