As a high school English teacher, I am privileged to connect with a group of adolescents each year with whom I share a social world where images are central to our existence. With my experiences with the Lincoln Center for the Arts, study of Maxine Greene's philosophy of aesthetic education and imagination, and understanding of the power of media, I find the role of visual literacy inextricably linked with not only English education, but also in creating a holistic and meaningful approach to education in general.
Based on the readings, discussions, and field trips in this course, I hope to continue with my divergent exploration of how images, icons, art, etc. and their mutual relationship with politics, social, and emotional components of our society can function in the classroom. My inquiry stems from the following: How can understanding and engaging in visual literacy heighten the 21st century high school student's education? How can exploring visual literacy create an awareness of their identity and or otherness within their culture? How can I incorporate this subject in my everyday lessons to create both critical and aesthetically aware citizens?
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