Semiotics in Visual Literacy Pedagogy of Junior High School Teachers in the Philippines

Abstract

This study explored the English/Language arts teachers beliefs and practices in integrating semiotics in teaching visual literacy to Filipino junior high school students. Six secondary English/Language arts classes in government and non-government schools were observed and their respective teachers interviewed regarding their conception of visual literacy and knowledge and application of semiotics in processing visual materials. Data were obtained through interview, observations, questionnaire and field notes. The study revealed that majority of teacher-participants were not formally trained on the processing of visual materials despite the use of technology-driven instructional materials on almost a daily basis, primarily as motivation activity and secondly to lessen the burden of having to write on the board. Generally, teachers were observed to treat visuals, in particular films, as a written text where process questions dealt more on narrative elements. Reports from survey, however, revealed that teachers possess knowledge of semiotic elements and expressed as giving more importance to perspective and mood and less to lighting and social distance. Generally, all teacher-participants agree that creating meaning out of symbols or images open up opportunities for critical comments and intellectual discussions. However, analysis of images were not demonstrated in practice and concept of semiotics seem undervalued.