teaching visual rhetoric via Wysocki

Some of the activities in Wysocki’s essay “The Sticky Embrace of Beauty” can be done in groups so students learn how to collectively analyze ideological meaning(s) in visual compositions. I found the “Rhetorical Observations” examples to perform what she says of Foss and Shklovsky: “…a process which we can change relations we build with each other through the communications we make for each other” (171-2). Though she emphasizes the sentences to follow—with imposed right curly bracket no less—Wysocki draws from the more community-oriented teaching of critical pedagogy. This is why I think creating assignments in a more collective sense would benefit students to not only assess images as they encounter them, but possibly rupture their meanings through discussion and shared participation toward what an artifact says to the discourse community of the classroom.

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2 thoughts on “teaching visual rhetoric via Wysocki

  1. I once read both vlolumes of a rather long work called the “Open Society and Its Enemies” by Carl Popper, one of whose claims surprised me because at a tender age of a mere junior sometime in the ’60s I had not encounterd serious objections to Plato. That claim read something like this: Plato erred grievously when he consulted no one else in the construction of his brilliant though flawed work. Even the meanest of opinions here and there could have strengthened his thought. Of course, for Popper, Plato’s devotion to his own thought left him finally an enemy to the open society.

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