9. How to come up with icons
Coming up with icons is easier to explain from the point of
view from the EOAPOD vocabulary process. First, we start
with verbal definitions. We have all done vocabulary
lessons from the very early grades. We start with a
definition and draw our first understanding by making the
written definition into a visual definition. Next, we find an
example and illustrate it. This shows that we can identify
the vocabulary outside of the context of the lesson. Third,
we find an example of the vocabulary word in action.
After doing these first steps we then create an example that
shows the strongest use of that term and draw that. Hey,
you have an icon!
Icons should contain cultural and historical information. This
means that when you look at them they should work just
like an icon on the computer, they should trigger the
memory of what you have learned

13. Adding Metaphor
Next you have to add metaphors to the process. One
thing that can help you figure out your favorite
metaphors is to do a mind map about yourself. To do
this, create a bubble in the center of the paper. Then
draw lines radiating from that center bubble to the main
things in your life, home, activities, hobbies,
entertainment, things you like to do and so on. When
you map yourself out like this, you will probably see
things that you like that can serve as a metaphor they
will be things you know well because you like them, for
example, comic books! A good metaphor is one that
you like and that also creates relationships between
the vocabulary words.
Often, the first assignment we did on identity does this as
well. So, look at your Ashley Bickerton portraits for
ideas.

15. Big ideas are ideas that help us understand multiple phenomena (different things) as
part of a general trend. These can be kinda complicated so I like to break them down
as continua between opposites. As the saying goes, most things in life are neither
black or white but shades of gray. So check these out and see if they help.
Abstract----------------------------------------------------Naturalistic : Realism
Religious---------------------------------------------------Secular : Religion
Emotive/Metaphoric/Symbolic------------------------Narrative : Story
Emotive----------------------------------------------------Logical : Kind of Message
Abstract----------------------------------------------------Narrative : Interpretation
Ideal Forms/archetypes---------------------------------Commodity : Intention
Concept----------------------------------------------------Commodity : Intention
Intention---------------------------------------------------Interpretation : Failure of Language
Cooperation-----------------------------------------------Competition : Interrelationships
Peace-------------------------------------------------------WAR : Cooperation or conflict
Cultures----------------------------------------------------Artists (by name): Orientation to society
War Heroes-----------------------------------------------Tyranny :Heroes Journey
Tradition-------------------------------------------------Innovation : rate of change/progress
Appeal---------------------------------------------------Threat : Propaganda
Do this ------------------------------------------------- Don't do that : Persuasive Propaganda
This happened-----------------------------------Happened this way : History Painting Prop.
Other Big Ideas: Understanding of an art work is a process. Art is a verb. Art grows in
understanding with outside information but can lead to inaccurate conclusions. Is there
bad art? Is art whatever you want it to be? Can art be understood without outside
information? Is Visual Thinking a different kind of thinking or just another “translation?”

16. Hints
Use thumbnails to be more specific and to be doing
more -- as opposed to less -- thinking in visual terms.
Use EOA/POD to review and clarify your
understandings by applying them to the art and why
they are placed where they are along the continua. In
order to really understand what is going on, place all
the periods we studied on each of these continua
(timeline mind map), but start with a big sheet of paper
and/or small print. The Big Ideas are hard. You don't
have to do x and y axis. So just rearrange the
historical information on one left to right or top to
bottom axis. If you can do both, well then you are truly
an impressive thinker!!!!!
I have a hard time doing this. I make two and then
combine them. Not all of them work together.

17. Other Big Idea themes and ideas: What is it like to be human in
different eras? What experiences are true for all times and what
are specific to a culture in place and time? How does the
external appearence of a time period look and how did it feel,
how would today look to future or past generations and is that
what it feels like to you? Is propaganda ever close to the truth
of a time? Is there any one truth in a time period? To what
degree does architecture influence behavior? What ideas can
be built into a design to effect the ways people act? Has
respect changed over time? Who gets respect in what periods
and why? Why are artists mostly anonymous at some time
periods and not at others? How come we know so much about
generals but less about artists?

18. Creating Big Idea Maps
Big Idea Maps divide the image frame into x (and y coordinates for
the daring!) coordinates like a time line or continua. They are
formed by taking a continua from the Big Ideas section (or those
of your own choosing) and setting the ideas on either side of the
page.
In the next example online software made possible by the new Web 2.0
Framework is shown by how it works and what it is. The x axis is
content that is
shared--------filtered
The y axis is
online application-------------social networking
So, the top left are widgets that share, the top right filters several sources
or online applications,
The bottom left is content sharing and the bottom right takes content and
shares it from several sources meaning databases and other sites.
Discourse in our world is becoming increasingly complex.
This is a powerful way to convey a lot of information with a comparatively
small amount of explanation.

29. How to come up with icons
Coming up with icons is easier to explain from the point of
view from the EOAPOD vocabulary process. First, we start
with verbal definitions. We have all done vocabulary
lessons from the very early grades. We start with a
definition and draw our first understanding by making the
written definition into a visual definition. Next, we find an
example and illustrate it. This shows that we can identify
the vocabulary outside of the context of the lesson. Third,
we find an example of the vocabulary word in action.
After doing these first steps we then create an example that
shows the strongest use of that term and draw that. Hey,
you have an icon!
Icons should contain cultural and historical information. This
means that when you look at them they should work just
like an icon on the computer, they should trigger the
memory of what you have learned 9

33. Adding Metaphor
Next you have to add metaphors to the process. One
thing that can help you figure out your favorite
metaphors is to do a mind map about yourself. To do
this, create a bubble in the center of the paper. Then
draw lines radiating from that center bubble to the main
things in your life, home, activities, hobbies,
entertainment, things you like to do and so on. When
you map yourself out like this, you will probably see
things that you like that can serve as a metaphor they
will be things you know well because you like them, for
example, comic books! A good metaphor is one that
you like and that also creates relationships between
the vocabulary words.
Often, the first assignment we did on identity does this as
well. So, look at your Ashley Bickerton portraits for
ideas. 13

36. Hints
Use thumbnails to be more specific and to be doing
more -- as opposed to less -- thinking in visual terms.
Use EOA/POD to review and clarify your
understandings by applying them to the art and why
they are placed where they are along the continua. In
order to really understand what is going on, place all
the periods we studied on each of these continua
(timeline mind map), but start with a big sheet of paper
and/or small print. The Big Ideas are hard. You don't
have to do x and y axis. So just rearrange the
historical information on one left to right or top to
bottom axis. If you can do both, well then you are truly
an impressive thinker!!!!!
I have a hard time doing this. I make two and then 16
combine them. Not all of them work together.

37. Other Big Idea themes and ideas: What is it like to be human in
different eras? What experiences are true for all times and what
are specific to a culture in place and time? How does the
external appearence of a time period look and how did it feel,
how would today look to future or past generations and is that
what it feels like to you? Is propaganda ever close to the truth
of a time? Is there any one truth in a time period? To what
degree does architecture influence behavior? What ideas can
be built into a design to effect the ways people act? Has
respect changed over time? Who gets respect in what periods
and why? Why are artists mostly anonymous at some time
periods and not at others? How come we know so much about
generals but less about artists?
17

38. Creating Big Idea Maps
Big Idea Maps divide the image frame into x (and y coordinates for
the daring!) coordinates like a time line or continua. They are
formed by taking a continua from the Big Ideas section (or those
of your own choosing) and setting the ideas on either side of the
page.
In the next example online software made possible by the new Web 2.0
Framework is shown by how it works and what it is. The x axis is
content that is
shared--------filtered
The y axis is
online application-------------social networking
So, the top left are widgets that share, the top right filters several sources
or online applications,
The bottom left is content sharing and the bottom right takes content and
shares it from several sources meaning databases and other sites.
Discourse in our world is becoming increasingly complex.
This is a powerful way to convey a lot of information with a comparatively
small amount of explanation. 18

39. 19

40. 20