Section 4 Table of Contents Classroom Examples Copyright Evergreen Curriculum Section 6





People possess an inner vision, a vision not bound by the present and the reality of the sensory eye but a vision which can travel in time and space, can entertain fantasy and can form, examine and interact with structures as well as abstract ideas (McKim, 1980). Imaging is a tool that can be used to access this inner vision.

The power of the mind is extraordinary. In medicine, imaging techniques have allowed patients to lower high blood pressure. In business, imaging is used to activate the creative energies of managers and executives to solve problems and gain new insights. Dancers often "remember" or, "feel the image" through physical muscular sensations before performing a dance sequence, or while listening to the music. "Kinesthetic imagery" is used in sports as athletes mentally practice and rehearse their events, picturing every move and eventuality in their minds. Mozart is said to have had strong "aural images" wherein he heard entire symphonies in his mind before, or while, writing his music.


Definition

Imaging, the process of visualizing an object, event or situation, has the potential to nurture and enhance student's creativity (Bagley, 1987). Imaging enables students to relax and allow their imaginations to take them on journeys, to "experience" situations first hand and to respond with their senses to the mental images formed. Consider the following examples.

In a focused imaging exercise, elementary students are guided through an exploration of the magic "e". They visualize the letter "e", watch it and hear it work as it changes "hat" to "hate". They experience the thrill of a magic show as magician magic E puts "plan", "man", "win", and "twin" into a hat and pulls out "plane", "mane", "wine" and "twine"...

Imagine the insight gained by Grade Six students as they experience an imaging exercise which moves them effortlessly through the "lens" of an electron microscope into the world of atoms and molecules. The journey takes students through the Atom Museum where scientists of years past discuss and construct their models of the atomic world. Students float leisurely through the world of atoms and hover over a ballet. Protons, electrons and neutrons come together to create the Atom Dancers, each wearing their own labeled coat. Atoms join together in mysterious ways creating molecules as a synthesizer fills the air with energized sound. The metamorphosis to molecules transforms the atoms completely, only their labels identify them as part of the new molecule...

Put yourself into a secondary English class about to begin a creative writing assignment using a guided fantasy. You become a hawk floating over a prairie valley. Hear the stillness as you glide effortlessly on a rising current of air. Feel the concentration as you scan the landscape below. See the mouse below! Your heart is pounding! You dive! Moving with unbelievable speed, you strike your prey.

This is imaging - the powerful mental vehicles we create in our mind as we draw on past experiences and meld objects, events and situations together in inexplicable ways forming Exciting, often new, ideas, thoughts and feelings.


Why Use Imaging?

Imaging addresses the needs of the whole person (Hess, 1987). It provides for mental simulation of all the senses, allows for an emotional as well as intellectual response and, at the same time, involves higher level thinking and the processing of cognitive information. Imaging draws upon our intuitive knowledge, the knowledge that we cannot always explain why we "know".

In the classroom, imaging exercises nurture and develop students' creative potential. Teachers can encourage divergent thinking by asking students to transform a teacher-guided image into several others of their own creation, to imagine various solutions for spatial or design problems, or to visualize a particular scene or event and then imagine what might happen next.

Imaging serves a critical function. As a problem-solving tool, it is particularly useful when novel information is encountered in reading or learning situations (Kaufman, 1979). Using imaging, students have an opportunity to "test" ideas before acting upon them.

Imaging provides a focus and an opportunity for open-minded exploration of new concepts in all areas of study. It can help broaden students' conceptual understanding of subject area material, especially complex concepts and processes. imaging allows students to connect their prior experiences to new ideas under investigation.

For writing and other forms of expression, imaging provides motivation for, and gives purpose to, activities in a climate which emphasizes that students can Learn from each other. Imaging provides a comfortable atmosphere for students to explore ideas and concepts and their interrelationships.


Imaging in the Classroom

The "real world" with its positivist ideas about accuracy, truth and conformity is often at odds with the child's fantasy world with its connections, images and stories (de Mille, 1973). Sadly, reality usually dominates and imagination begins to fade.

Imagination is like our muscles. With infrequent use, muscles waste away and atrophy. Weakened muscles must be strengthened. This is a gradual process requiring some necessary conditions. Let's examine how students can use imaging to develop and flex their imagination.

Imaging requires a supportive, accepting and nurturing classroom environment. Students must feel at ease with the process of imaging and believe that their teachers and classmates will be accepting of the ideas which grow out of imaging exercises and discussions. They need a climate which supports trust.

Relaxation is an important prerequisite for most types of imaging. Imaging is difficult, if not impossible, when a person is tense physically and anxious mentally. Bagley and Hess (1987) suggest a variety of relaxation techniques which include:

  1. Progressive Relaxation - concentrating on alternately tensing and relaxing muscles in designated areas of the body (e.g., jaw: tense jaw, then relax jaw, tense again - relax).

  2. Autosuggestion - focusing (usually with eyes closed) initially on breathing and then on different body zones, relaxing designated body parts (e.g., "my hand and lower arms are becoming more and more relaxed ... ").

  3. Slow Countdown - students close their eyes and are taken through a slow countdown from 20 to 0.

Relaxation suggestions should be given slowly and clearly in a smooth, effortless mariner. Relaxation reduces physical tension and clears the mind thereby making concentration easier.

Concentration, the ability- to focus the mind on an image or thought, is important. Imaging exercises require focused attention on the image to examine and to interact with it. Here are some suggestions to improve student's concentration abilities:

  1. Establish a trustful, risk-free class climate.

  2. Reduce distracting influences in the classroom (e.g., close doors, pull curtains, play soft music without lyrics).

  3. Allow for a few minutes of relaxation time before imaging exercises.

  4. Develop a system students can use to eliminate distracting images or thoughts, that may develop as they try to focus on the exercise

  5. Use a slow, clear voice to give the imaging suggestions. Avoid asking questions. For example, rather than asking "What does the wind feel like on your face?", suggest "Feel the wind on your face".

Initial imaging sessions must familiarize students with the visualization process. During this modeling phase, students can begin by focusing on a picture for 10-15 seconds. Then they close their eyes and see the picture in their mind. Looking at the picture for a second time, students concentrate on details (about 15 seconds). Closing their eyes again, students view the picture in their mind, focusing on every detail (30 seconds). Finally, students are encouraged to discuss the images they formed. A supportive classroom climate is essential as students share their personal thoughts and experiences.

Students' imaging development is further nurtured by moving them from focusing on familiar objects (e.g., "view an orange, close your eyes and picture it in your mind") to remembering and visualizing scenes from the past (e.g., "recall a favorite childhood toy") to visualizing multi-sensory images (e.g., "walk into the kitchen where Thanksgiving dinner is being prepared").

As their imaging abilities strengthen, students can create images to interact with and manipulate (e.g., "imagine a molten magma rising to the earth's surface. Cause it to cool. Examine the resulting rock. Feel it . . ."). Students can put themselves into the picture and add new dimensions to the images as their abilities increase.

At this point, a directed, guided fantasy may be used to further develop students' imaging abilities. Unlike the real-world images presented earlier, fantasy invites the mind to explore situations uninhibited by reality.

The guided fantasy can be used as an advance organizer to introduce new units of study or it may stimulate creative ways to review and summarize previous units of study. For example, a fantasy in which students ride on the back of a honey bee and experience all the sights, sounds and activities of a hive can provide an introduction which no book or video could hope to match.

Guided fantasy exercises invite students to draw from their prior knowledge and experiences to create unique and personal images. This allows all students to participate and to succeed at their particular level. Respect for all persons is modeled and developed as students recognize that all images and experiences are equally acceptable. Self-esteem is nurtured in a climate of support and acceptance.

Imaging, like other abilities, improves with practice. The more students participate in visualization experiences, the more capable they become and the more high quality images they can generate.


Planning for Imaging

Planning for imaging exercises should derive from specific objectives and purposes. It should reflect the area of study as well as the needs and abilities of students.

From a concept development point of view, imaging can be used to:

Imaging exercises can enlarge students' thinking repertoires. Students can use the thinking processes of analysis (e.g., inspecting and comparing parts), synthesis (e.g., combining two or more ideas into a new idea or product), induction (e.g., moving from particular ideas to a generalization) and deduction (e.g., moving from a generalization to the specifics) and learn to value moving from one process to another.

When creating and presenting imaging or guided fantasy exercises, consider the following:

  1. Clearly establish the learning outcomes.

  2. Ask, "What would be art exciting and interesting way to approach this topic to make it alive with meaning for students?" Be aware of students' cultural and experiential background and their level of development.

  3. When creating the imaging exercise:
    1. consider the need for a relaxation period
    2. keep the suggestions simple, do not get too complicated
    3. focus on using key words that will elicit sensory responses
    4. think about how students will process/understand the images they form (e.g., What questions can be asked to deepen their understanding growing out: of the exercise?)
    5. consider how students can share and learn from each others' experiences
    6. consider what follow-up activities might be used to reinforce the insights students develop doing the exercise
    7. "walk through" the exercise before presenting it.

  4. When presenting the imaging exercise:
    1. lessen any potential distractions
    2. present suggestions slowly, pausing frequently (Students need time to form and examine the images they create.)
    3. be supportive of student images and ideas.

Imaging, like other methods, should be used when it is most appropriate. When used with other instructional strategies and methods, imaging leads to deeper understanding and makes learning relevant, active, exciting and fun.


Conclusion

Imaging is a powerful instructional method. It can be used across all areas of study with students of all ages and ability levels. The C.E.L.s of Critical and Creative Thinking, Personal and Social Values and Skills, and Communication can be developed using this method. Encouraging students to develop and use imaging techniques can nurture Independent Learning. The Common Essential Learnings of Numeracy and Technological Literacy also may be addressed by imaging, dependent upon the unit under study. See the learning objectives related to the Common Essential Learnings.


Reflective Checklist: Focused Imaging

The following questions may be useful when planning to use imaging in your classroom. However, it is acknowledged that there are other questions which could guide this process. You are encouraged to build on those questions which are useful and to develop others which better suit your purposes.

What purposes will be addressed?

1. To strengthen students' understanding of a unit under study

2. To focus open-mindedly on previous concepts and new ones

3. To enhance students' creativity


Classroom Example: Focused Imaging


Practical Resources* and References




Section 4 Table of Contents Classroom Examples Copyright Evergreen Curriculum Section 6