|
|
|
|
| LEADER |
03223pam a2200289 a 4500 |
| 003 |
HR-ZaFF |
| 005 |
20220125084444.0 |
| 008 |
930628s1994 xxua b 001 0 eng |
| 999 |
|
|
|c 237015
|d 237015
|
| 020 |
|
|
|a 0813319374
|
| 040 |
|
|
|a DLC
|c DLC
|d DLC
|d HR-ZaFF
|b hrv
|e ppiak
|
| 043 |
|
|
|a n-us---
|
| 080 |
|
|
|a 7.01
|
| 100 |
1 |
|
|a Messaris, Paul
|
| 245 |
1 |
0 |
|a Visual "literacy" :
|b image, mind, and reality /
|c Paul Messaris.
|
| 260 |
|
|
|a Boulder :
|b Westview Press,
|c 1994.
|
| 300 |
|
|
|a xii, 208 str. :
|b ilustr. ;
|c 24 cm
|
| 504 |
|
|
|a Bibliografija: str. 185-199.
|
| 504 |
|
|
|a Kazalo.
|
| 505 |
|
|
|a 1. Four aspects of visual literacy : Still images ; Film and television ; Cognitive consequences of visual literacy ; Awareness of artistry and visual manipulation ; 2. The interpretation of still images : Abstract representation ; Concrete representation ; empirical evidence ; 3. The interpretation of film and television : Point-of-view editing ; Editing as an indicator of thoughts and emotions ; The modulation of emphasis and viewer involvement ; Beyond pint-of-view editing ; Propositional editing ; 4. General dognitive consequences of visual literacy : Propositionality revisited ; Representational categories and world views ; Spatial intelligence ; From concrete to abstract to analogy ; 5. Awerteness of artistry and manipulation : The detection of artifice ; Unconcealed artifice ; Visual manipulation ; 6. Conclusion: Other questions, other "literacies" : Images and the appearance of reality ; Images and cultures ; Fammiliarity with visual subject matter ; "Production literacy".
|
| 520 |
|
|
|a Post-industrial humankind is inundated daily with visual images. Televisions transmit their blue haze into dark living rooms; advertisements and billboards bombard us at every turn; movies evoke tears, outrage, or hilarity; and the visual arts elicit strong emotional or intellectual responses. At almost every moment, several visual images are warring for our attention in order to make a claim, sell a product, or call us to action. Faced with visual overload, how do we interpret these images? What is happening when a picture moves us? What process takes place in our minds as we respond to such visual devices as close-ups, camera angles, and flashbacks?This book provides a foundation for answering these questions. Encouraging his readers to become “visually literate,” Paul Messaris takes them on a journey through four major conceptual levels of understanding: imparting visual literacy as a prerequisite for comprehending visual media; creating awareness of the general cognitive consequences of visual literacy; making us alert to visual manipulation; and promoting aesthetic appreciation of the images we see. Taken together, these approaches provide a comprehensive view of how visual images are produced and interpreted, and of what their potential social consequences may be.
|
| 650 |
|
0 |
|a Visual literacy
|z United States
|x Psychological aspects.
|
| 650 |
|
0 |
|a Visual communication
|z United States
|x Psychological aspects.
|
| 653 |
|
|
|a vizualna pismenost
|
| 653 |
|
|
|a vizualna komunikacija - psihološki aspekti
|
| 653 |
|
|
|a teorija i filozofija umjetnosti
|
| 942 |
|
|
|c KNJ
|h EC25
|i MESS V
|6 EC25_MESS_V
|
