Abstract
This article provides a practical guide for teaching visual analysis to university students. By adapting Serafini’s curricular and pedagogical framework for teaching multimodal representations to incorporate self-reflection, I evince how visual analysis can be taught in a writing course and similar introductory courses. Using a photograph that juxtaposed Edvard Munch’s iconic image of The Scream, I aim to develop students’ visual literacy (VL) skills in terms of generating interpretations and translating the visual-to-verbal for meaning-making. Given the increasing dominance of visual representations, VL is fundamental to meet contemporary needs and thus, should not be marginalized in higher education.
Disclosure statement
No potential conflict of interest was reported by the author.