Southern de Oro Philippine College
Julio Pacana St., Licuan, Cagayan de Oro City
COLLEGE OF TEACHER EDUCATION
Viewing Macro Skill: Visual Literacy & Critical Viewing
Date: December 12, 2024
I. Objectives:
a. Students will differentiate between visual literacy viewing (understanding the literal elements of an
image) and critical viewing (analyzing the deeper meaning and message of an image).
b. Students will demonstrate understanding through active participation in class discussions and a paired
visual analysis activity. Their ability to identify literal details and interpret deeper meaning will be assessed
via a short quiz and homework assignment.
c. Students will explore how visual literacy and critical viewing enhances understanding of the world and
improves communication skills.
II. Subject Matter:
Topic: Viewing as a Macro Skill: Literacy & Critical Viewing
Reference: https://www.scribd.com/document/634573382/Viewing-Skills-Ppt
Materials: Projector, markers or pens, laptop, handout with diverse pictures (a photograph of a natural
scene, a political cartoon, an advertisement, a painting – varying styles and content – one per pair of
students).
III. Presentation:
A. Prayer/Moment of Reflection (5 minutes):
Teacher: "Let's begin with a moment of quiet reflection. Close your eyes . (Pause for a minute). Let's thank
the Creator for the ability to see and understand the world around us."
B. Energizer: Visual Scavenger Hunt (10 minutes):
Teacher: "Before we start, let's play a game! I want you to look around the classroom and find two things
that show us something. One image that tells a story, one that shows information. Let's share what you
found!"
(Students share their findings, for example: "The poster of the school events tells a story about
upcoming activities," or "The chart on the wall shows information about our class's reading progress.")
C. Review (5 minutes):
Teacher: "Last time, we talked about speaking skills. Can anyone remind me of some key points we
discussed?"
(Students briefly review key concepts from the previous lesson on speaking skills, such as effective
communication techniques, nonverbal cues, and audience awareness.)
D. Lesson Proper (30 minutes):
Motivation (Hook): (5 minutes)
Teacher: (Projects a captivating picture – perhaps a powerful photojournalism image or a thought-
provoking artwork.) "What do you see in this picture? What is happening? What feelings does it give you?"
Southern de Oro Philippine College
Julio Pacana St., Licuan, Cagayan de Oro City
COLLEGE OF TEACHER EDUCATION
(Students share their initial observations, which might include descriptions of objects, actions, and
emotions. For example: "I see a group of people protesting," or "The colors are very dark and make me
feel sad.")
Teacher: "Now, let's think deeper. Do you think this picture is trying to tell us something more than just
what we see? Is there a message or a purpose behind it?"
Discussion (Explanation): (10 minutes)
Teacher: "Today, we're learning about two important ways we use viewing: Literacy Viewing and Critical
Viewing."
Literacy Viewing: "Literacy viewing is like reading a book – we look at the image and understand what
we see literally. What are the objects? The people? The setting?" (Teacher writes "Literacy Viewing" on the
board.)
Example: Show a picture of a bustling city street.
Teacher: "Using literacy viewing, describe what you see."
Student Response: "I see tall buildings, cars, people walking, traffic lights, and advertisements."
Teacher: "Excellent! You've identified the literal elements – the objects and setting. That's literacy
viewing."
Critical Viewing: "Critical viewing is like analyzing a story. We go deeper and ask, 'What is the
message? What is the creator trying to say? Who is the intended audience?'" (Teacher writes "Critical
Viewing" on the board.)
Southern de Oro Philippine College
Julio Pacana St., Licuan, Cagayan de Oro City
COLLEGE OF TEACHER EDUCATION
Example: Using the same city street picture:
Teacher: "Now, let's use critical viewing. What message might the photographer be trying to
convey with this image? Who is the intended audience?"
Student Response: "Maybe it's about the energy and diversity of city life, or the challenges of urban
living, such as traffic congestion. I think the audience is anyone interested in cities."
Teacher: "Great! You've moved beyond the literal to interpret the underlying meaning and purpose.
This is critical viewing."
Enrichment Activity: Visual Analysis (15 minutes)
Teacher: "Now, we'll work in pairs. Each pair will receive a different picture." (Distributes the handout
pictures.)
Teacher: "For each picture, I want you to answer these questions:"
Literacy Viewing: "What is happening? Who are the people or objects? Describe the setting. What are
the colors and how do they make you feel?"
Critical Viewing: "What is the main message or idea? What is the artist or creator trying to
communicate? Who do you think is the intended audience? What is the purpose of this image?"
Teacher: (Circulates, assisting pairs and prompting deeper analysis. For example, if a student
struggles, ask guiding questions like, "What emotions does this image evoke?" or "What techniques has the
artist used to create this effect?")
Teacher: "Let's share some of your observations with the class." (Pairs share their analyses, fostering
discussion and varied perspectives.)
IV. Assessment (10 minutes):
Quiz: (A brief written quiz to check for understanding of the key differences between literacy and critical
viewing. Examples:
1. What is the difference between literacy viewing and critical viewing?
2.Give an example of a picture that uses both literacy and critical viewing.
3.What questions should you ask yourself when doing critical viewing?
V. Assignment (5 minutes):
Research: "For homework, find a picture from a newspaper, magazine, or online. Write a short paragraph
explaining what you see (literacy viewing) and what you think the picture is trying to say (critical viewing).
Be prepared to share this with the class tomorrow."
