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Essentials of Teaching and Integrating Visual and Media Literacy pp 3–26Cite as

Using Strategies from Graphic Design to Improve Teaching and Learning

Abstract

This chapter calls attention to the value of graphic design education in K–12 settings by explaining the history and practice of graphic design, identifying the uses and value of graphic design in education, and sharing a case study of how it can be applied in the classroom. The chapter focuses particularly on the value of constructing meaning with pictures and text, both for teacher use in the classroom and in student picture–text integrated projects. It argues that the visual draft process, which uses pictures and words together, can operate just as powerfully as the writing process to facilitate and demonstrate student learning. This graphic design process gives learners control of their content and liberates them to see different relationships between elements and ideas. At the same time, it frames picture and word relationships as malleable and builds flexible, critical thinking in multiple dimensions.

Keywords

  • Graphic design
  • Iteration
  • Picture–text integration
  • Typography
  • Visual communication
  • Visual hierarchy

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References

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Author information

Authors and Affiliations

  1. Lesley University, College of Art and Design, Cambridge, MA, USA

    Kristina Lamour Sansone

Authors
  1. Kristina Lamour Sansone
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Corresponding author

Correspondence to Kristina Lamour Sansone .

Editor information

Editors and Affiliations

  1. Educational Technology and Foundations, University of West Georgia, Carrollton, Georgia, USA

    Danilo M. Baylen

  2. Educational Technology and Foundations, University of West Georgia, Carrollton, Georgia, USA

    Adriana D'Alba

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Lamour Sansone, K. (2015). Using Strategies from Graphic Design to Improve Teaching and Learning. In: Baylen, D., D'Alba, A. (eds) Essentials of Teaching and Integrating Visual and Media Literacy. Springer, Cham. https://doi.org/10.1007/978-3-319-05837-5_1

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