Art education develops literacy through the ‘reading’ of visual texts.
This entails the exploration of images, how they were produced and
the experience of those who view and interpret them. Multi-literacies
such as the skills, knowledge and the ability to interpret varying
texts and artefacts and the negotiating of meaning generated by
texts develops in the process.
Social semiotics explores the potential of art to develop literacy
practices in which thinking through sign systems is necessary to
read and produce a semiotic system or text. Learning through sign
systems enables students to perceive their world in new ways,
solve problems, read and write, and create interesting texts.
Visual literacy studies prove to be a problem for many students.
Undergraduates often find it difficult to read and interpret visual
information and produce an art appreciation and analysis
assignment on that information. Many education students find it
difficult to analyse the art elements and visual symbols.
The use of metacognitive reading strategies deepens the experience
and improves the visual literacy of B.Ed. students, enabling them
to present assignments of a higher quality. This achievement can
positively affect their entire academic performance due to the
intensification of the learning process and acuity of perception.