This column is the second in a two-part series that discusses an interdisciplinary teaching technique that overcomes these obstacles. With this approach students become more familiar with the limits and possibilities of the medium of computer graphics, learn how to analyze and talk about what visual images might mean and develop a deeper understanding of time constraints. As a result both computer science and art students become more able to communicate effectively about and with visual imagery. Background As mentioned in the previous column, visual literacy is important for both computer science and art students as it is a highly prized skill in the computer graphics industry. The workplace awaiting graduates is an interdisciplinary, team-oriented environment where people skills and empathy are essential for successful collaboration.
Visual literacy forms a basis for shared vision and communication.
For art students, visual literacy complements their visual knowledge by imparting an understanding of technical terminology and requirements. It gives them a standard and consistent means to communicate to different audiences. Visual literacy also enhances the technical abilities of computer science students because it gives them experience in looking at an image and analyzing what they perceive. It allows them to build a better understanding and appreciation of the visual aspects of computer graphics. In order to impart a visual literacy to graphics students, the authors use an interdisciplinary approach called visual analysis.