ABSTRACT
This chapter discusses the integration of silence and slow time in the teaching of visual literacy. Silence and slow time are more commonly employed as techniques for teaching textual criticism. It also discusses an application of a 'silent pedagogy' paradigm of meta-cognition as proposed by Ros Ollin at Huddersfield University in England will be critiqued. Intentional looking scaffolds how students can communicate visual representation as textual analysis. The case study discussed in the chapter straddled a period when the Diploma in European Art History program at University College Cork was being aligned to a National Framework of Qualifications (NFQ) operating within a European Qualifications Framework (EQF) that encouraged competency-based dimensions to curricula. This provided opportunities to creatively re-model the curriculum by enhancing the meta-cognitive scaffolding of visual analysis. An observation of silence was threaded through the communal life of the medieval university.
