A 20,000 year non-linear history of the image

12.10.16

This lecture explored the power of imagery over time. It compared the link between the work of  aborigines and the work of conceptual artists. 

The most interesting point that I feel was discussed in the lecture was an interesting comparison that was made discussing the similarities between going to art galleries and going to a church. Churches are full of architecture and imagery in the same way that an art gallery is. It was discussed as to whether this could explain the similarities in behaviour of people that is seen in these two environments. For example, Leonardo Da Vinci’s Mona Lisa that is displayed in the Louvre could be compared to a religious  experience. Everyone queues to view the painting and worships it surrounded by others in a similar way to a church service. The Mona Lisa is a great example of the powerful impact that an image can have on people. However it does pose the question as to wether we behave in this way because we choose to or because we believe we should? Is it the institutions that create the power of visual communication rather than the actual imagery itself? It questions whether the painting actually has much importance or meaning or whether it has developed importance because it has been put in a posh gallery, behind bullet proof glass with a queue of people to see it.

Another type of imagery that was discussed in the lecture was the use of photography and how it impacts the power that imagery has. Photography has the power of being able to preserve life after death as they last for eternity. The power of imagery is about making things last forever. Being able to preserve memories of events, moments and people after death is one of the powerful impact that an image can have. 

The last point that was discussed which had an impact was the discussion of the Guerrilla Girls. The Guerrilla Girls demonstrate that visual communication can be about empowerment. They  questions the sexist reality that women have to be nude to get into the Met Museum. As you can see from their work in figure 1, it explains that less than 45 of the artists in the Met modern at sections are women but 76% of the nudes are of women. The imagery that they create has a huge political impact which is a powerful use of visual communication. 

Figure 1

Visual Literacy – The language of design

05.10.16

Figure 1

Visual communication consists of sending and receiving messages using type and imagery. It is based on the shared understanding of signs, symbols, gestures and objects. 

Visual Literacy is being able to construct meaning from image and type. It is the production of communicative images that portray a message effectively to an audience. It is also the ability to interpret images of the present, past and a range of cultures. 

There are many principles that are necessary for visual literacy to work as they have to be able to communicate to a range of different people universally. 

Principle one is the ability to interpret, negotiate and make meaning of an image, for example signs to the toilets. 

These signs need to be easily interpreted by people worldwide so that when visiting different countries and not being able to understand another language it is clear to everyone where to find the toilets as shown in figure 1.

Principle two is based on the idea that pictures can be read. It is vital that pictures can be interpreted universally to ensure that mistakes are not made when taking instructions.

Principle three states that visual literacy is a combination of universal and cultural symbols that can be interpreted in certain contexts. 

Figure 3

For example, figure 2 could have a variety of meaning however it is clear in figure 3 that the cross has a mathematical meaning. This meaning becomes clear due to the context that the cross has been put into in figure 3 and the other symbols that are surrounding it.

Figure 2

Principle four states that for a language to exist there must be an agreement among a large group of people stating that one thing will stand for another. 

Principle five proposes that visual literacy requires an awareness of the relationship between visual syntax and visual semantics. 

Principle six is visual syntax. Visual syntax is the pictorial structure and visual organisation of elements. It is the building blocks of an image which determine the way in which we read and interpret it.

Principle seven is visual semantics. This is the way that an image fits into a cultural process of communication. It is the relationship between form and meaning. For example, road signs fit into the surrounding of the roads and the meanings of them are clear to people who have learned to drive and studied the signs. 

Principle eight is semiotics. Semiotics is the study of signs and sign processes. It is related to the field of linguistics which is the study of the meaning and structure of language. It also studies non- linguistic language which is when words and phrases are not linked or associated with anything in particular. 

Semiotics is broken down into three categories, symbol, sign and signifier. Using the Apple logo as an example, the symbol is an apple which is recognised as the logo. The sign is apple products and the signifier is the quality, creativity and design which makes up the brand. 

Finally, principle nine is visual metaphor. This is the ability to transfer the meaning from one image to another. A metaphor gives an impression about something relatively unfamiliar comparing it with something familiar. It’s the relationship between a symbol and the link that is has to something we know and understand. For example, if we were to talk about the big apple most people would be able to interpret this as New York City.