Picture the Times
Teacher Leigh Tutty
| Year
|
NCEA Level
|
Duration
|
| 11
|
1
|
3 weeks
|
| Achievement Standard being assessed
|
Achievement Criteria
|
| AS90059 (English 1.8): Produce a media or dramatic presentation
|
- Communicate straightforward ideas in a presentation for a specific audience and purpose.
- Use appropriate verbal and visual/dramatic techniques.
- Identify verbal and visual/dramatic techniques used and their intended effect.
|
| Processes
|
| Processing information
|
Select and interpret information from visual texts and present it effectively.
|
Teacher background reading
"Students should explore various forms of verbal and visual communication and analyse the interaction between words and images, thinking critically about the meanings and effects produced."
Reference:
"Exploring Language
- A Handbook for Teachers", published for the Ministry of Education by Learning Media Limited, Wellington. (Crown copyright 1996), pp. 173 - 174.
"Children learn to use spoken and written language without learning about the structure of language and without knowing the terminology to describe it. They know what a cat is without knowing that the word 'cat" is a noun. Likewise, they are able to understand visual language without being able to analyse or name the particular elements that enable it to communicate meaning.
However, by learning how visual language works, by making our implicit knowledge explicit, and by acquiring terminology, we gain the means of identifying, describing, discussing, analysing, and evaluating visual language, and we thereby gain a better understanding of visual language texts. Just as close reading of written texts promotes understanding in depth, so close study of visual texts provides important insights. An understanding of visual language features can also assist students who are using visual language themselves to create and convey particular effects and meanings. Creating visual effects is a useful way of learning about visual language. Also, for many students, learning through visual language is an effective method or style; many people can acquire knowledge and understanding more readily from information and ideas presented visually. Acquiring the terminology of visual language should not be an end in itself but occur as the need for it arises. As with the terms in The Grammar Toolbox, some of the appropriate terminology can be used without detailed explanation to young students, who will learn the meanings of the terms by hearing them used in context. With this knowledge and understanding, students will be able to notice features of visual language that they might not have noticed and have the terminology to usefully discuss these features and to identify the specific ways in which visual language communicates meaning."
("English in the New Zealand Curriculum", p. 39)
Teaching and learning activities
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
Learning task 1
Learning task 2
Learning task 3
Learning task 4
Learning task 5
Learning task 6
Formative assessment
- At this stage, the teacher needs to check student understanding of the concepts and techniques so far presented and to assess student levels of ability to apply these concepts to actual analysis.
- To this end, students are presented with a static image and asked to analyse it, but are guided through the exercise in stages. The teacher should carefully monitor student understanding at each stage and provide reinforcing activities as appropriate.
- Students are first presented with the Task. See
task_example (RTF 616KB)
- Students are asked to identify A Model of Approach previously presented that would help them achieve the task.
Students are presented with a Summary of Visual or Graphic Features:
| Layout
|
-How the image is set out on the page - the overall form of the image when all the parts have been combined.
|
| Shape
|
- How the elements of the image fit together.
- How shapes in the image combine.
|
| Colour
|
- Uses range from mere decoration to the symbolic elements of colour.
|
| Lettering
|
- Can be displayed in various fonts / typefaces / styles and sizes depending on the message, the audience and intended stresses.
- Use includes choices between upper and lower case, italic, bold and underlining.
|
| Depth
|
- An image can be two-dimensional (which has a 'flat' effect), or three-dimensional (which gives a sense of depth).
|
| Proportion
|
- How the sizes of the different elements combine and compare.
- This has relevance if particular elements need dominance in an image.
|
| Use of Space
|
- The placement of elements in the overall image.
|
The idea here is to consolidate and reframe the concepts raised in the previous activities. Teacher discusses and clarifies, relating to previous activities.
- Students are presented with
features_expanded (RTF 14KB)
. The idea here is to expand on the concepts and techniques previously identified and to extend the student levels of analysis. Teacher discusses and clarifies, relating to previous activities.
- Students are reacquainted with the Model of Approach (A Four Stage Process) that would enable them to focus on the demands of the task and provide a step-by-step process to reach the required level of competency.
Students submit individual responses to the task.
See
task_notes (RTF 10KB)
task notes
(10 kB) for guidance
- Teacher assesses responses, identifying areas that require revision, and revisits accordingly, else proceeds with unit.
Assessment
summative (RTF 14KB)
- Integration of Design and Presentation.
Students should use the Web Designer
assessment activity as they develop their designs.
AS90059 (English 1.8) Produce a Media or Dramatic Presentation
(summative).
English Exemplar Project: Static Images Levels 1-5
Resources
Electronic
Other
