creating and investigating intertexts

All images relate to other cultural texts such as books, poems, music, and, of course, other images (Wilson, 2003). Images draw from other sources, copy them, parody them, and, in turn influence other cultural texts. Today, students are familiar with this basic idea through the Internet. With computers, intertextuality is known as hypertext, where pressing on blue words, and often on pictures, immediately takes the user to a related screen.

Duncum, P.. (2010).  Seven Principles for Visual Culture Education. Art Education, 63(1), 6-10. 

Visually deconstructing or representing image/artifact's antecedents can be a great way to get students to think about context in artwork.  Duncum's example (below) shows how students can literally physically connect ideas and imagery by creating intertexts.

This can also be done in a more high tech (though not highly complicated) manner using Inspiration or Popplet. In the example below  I’ve attempted to create an intertext which traces 
the antecedents of the work of artist Fred Wilson.  Wilson is located in the center and around 
the periphery are visual and conceptual connections I’ve made to his work.

the entire intertext - as you can see the connections just keep on going

deconstructing the visual connotations of one of his pieces

deconstructing the conceptual connections with objects and collections in his work
(look at all the connections among and between ideas and images!)

How might you incorporate the idea of

intertextuality in your classroom?

inspiration 101

The following videos will help you to become familiar with using the Inspiration program.  To register for your 30 day free trial and to get started click here.

What is inspiration?


How do I create diagrams with Inspiration?
Go here and click "diagram view"

How do I create mind maps with Inspiration?
Go here and click "map view"

visual thinking with mapping diagrams

Though visual thinking is not limited to the tools introduced below (as it can be applied to many different techniques and resources) for the purposes of this course we will look at the idea of visual thinking as it relates to graphic organizers (or concept maps/webs or mind maps – depending on your definition) and how they can help students to find connections to and amongst many ideas.  Before we can create mind maps and concept, idea, or mind maps of our own we need to know the basics.  Explore the content below to get started.


1. What is visual thinking?


2. What are mind maps? 


3. How do I create a mind map?
In his books on Mind Maps author Tony Buzan suggests using the following guidelines for creating Mind Maps:

1. Start in the center with an image of the topic, using at least 3 colors.
2. Use images, symbols, codes, and dimensions throughout your Mind Map.
3. Select key words and print using upper or lower case letters.
4. Each word/image is best alone and sitting on its own line.
5. The lines should be connected, starting from the central image. The central lines are thicker, organic and flowing, becoming thinner as they radiate out from the centre.
6. Make the lines the same length as the word/image they support.
7. Use multiple colors throughout the Mind Map, for visual stimulation and also to encode or group.
8. Develop your own personal style of Mind Mapping.
9. Use emphasis and show associations in your Mind Map.
10. Keep the Mind Map clear by using radial hierarchy, numerical order or outlines to embrace your branches.

The mind map image below illustrates the concepts of mind mapping.

source

4. What are idea maps?  How do I create one?


5. What are concept maps?  How do I create one?


6. How do these ideas connect to the classroom?