Learning task 2: Identifying the processes
The aim of this exercise is to identify the processes involved in the presentation of a Static Image. To this end, students are presented with a final product (image) and, through analysis, lead back to the original concept that prompted the image.
Teacher introduces students to the Four Stage Process:
- Description
- What can you see?
- Name all the objects / elements that appear
- How have they been created?
- Analysis
- How have the objects / elements been arranged?
- What are the relationships between the various objects / elements?
- What is the mood of the work?
- What factors / techniques contribute to this?
- Interpretation
- What do you think the individual objects / elements mean?
- Are there any recognisable symbols?
- What emotive / connotative techniques are evident?
- How have these been communicated?
- What effects are created by placing the separate objects / elements in their various relationships?
- What is the overall theme / main idea / intended purpose?
- Judgement
- How successfully does the static image convey its main idea?
- What techniques have been employed successfully? Explain fully.
- What techniques are less successful? Explain fully.
Teacher discusses and clarifies the model. Teacher emphasises that this is a preliminary model for approaching the analysis of static images, the idea being to focus and shape student approaches to analysis of in preparation for the introduction of more complex models of analysis and associated terminology at a later date.
Students are presented with an example of a static image
stairwell (RTF 668KB)
and asked to analyse it, individually, using the presented model.
Teacher collects individual responses, assesses responses, identifies students who performed well, identifies students who performed less well.
Class divided into groups of four, each group containing a student who performed well in the analysis exercise.
Groups are provided with a copy of
stairwell_analysis (RTF 693KB)
.
Groups to discuss analysis and reconsider their Evaluations completed above.
Groups to compose a Focus Statement to complement the Static Image, that is, a paragraph reflecting in words the focus, tone, atmosphere and action depicted in the image. For example: "The strident alarms echoed through the empty hallway. Time was running out. They ran, no longer a cohesive team, each individual preoccupied with their own panic. Behind them... Ahead..."
Students are debriefed on the purpose of the exercise, viz:
- The creator of a Static Image must have a clearly defined Focus Statement in mind before s/he begins to design the image.
- This Focus Statement determines the choice of visual elements, the techniques used to present these elements, and their arrangement and relationship with each other (layout and composition).
- The appropriateness and effectiveness of these choices determines the success or otherwise of the image - that is, whether or not the message is clearly communicated.
