Learning task 6: Magazine covers, photo essays, TIME notebook
Magazine covers
Magazine covers undergo regular changes in composition, design, style and fashion. It is useful to explore visual language by comparing the covers of different magazines, or of the same magazines, over a period of time.
Links to a range of U.S. and Canadian magazines
for extension activities.
Photo essays
LIFE magazine is a good example of effectively marrying graphics with text. In preparation for the next activity in this unit, browse through an example of a Photo Essay
, noting the effective use of graphics to highlight and enhance the factual and emotive content of the associated text.
TIME Notebook
TIME magazine has a section called NOTEBOOK, containing, amongst other things, a prominent Static Image based on a current issue, characterised by a heavy reliance on graphic symbolism and adventurous visual production techniques clearly captioned by a concise textual Focus Statement or Caption.
This is the model of the Summative Assessment Activity for this Unit. It is the culmination of previous exploratory activities focusing on the essential visual and verbal elements which constitute appropriate and effective static images based on a clearly targeted and defined textual Focus Statement arrived at by thorough research and clear documentation of the processes involved.
In preparation for Individual Summative Assessment, students will work through a process, in groups, emulating the process required by individuals to achieve the expected outcomes.
The teacher chooses four appropriate and effective examples of Time Magazine Notebook pages. The class is divided into groups of three students per group. Each group is provided, in turn, a copy of one of the selected Notebook pages such that at least two groups will focus on one of the selected Notebook pages. Each group will collectively be held responsible for the following process but the process of division of tasks within groups is, in itself, a learning experience for students that may require teacher guidance.
Each group is to:
- Read and summarise the caption by producing a mind map (A3 size), identifying the key words or phrases, indicating the relationships between and annotating as appropriate.
- On the basis of the above, frame five research questions, the answers to which would clearly define the issue or topic and provide sufficient detail to fully background the situation.
- Conduct research based on the questions framed above.
- Document research findings in the form of a
news2 (JPG 97KB)
(250 words), the angle being clearly focused on the original caption.
- Copy the caption (A3 size).
- Sketch the image in the form of a conceptual plan (A3 size), identifying the key visual elements, the visual techniques to be used to present them, and annotate where significant and appropriate their purposes and intended effects.
- Photocopy the original image and caption.
- Package and present documentation of the above process in the following order: Mind Map, Newspaper Article, Caption, Conceptual Plan, Final Image and Caption
- Each group will submit their documentation to be evaluated by at least three other groups and receive feedback based on the following Assessment Schedule:
| Mind Map
|
Clarity, Structure, Detail, Presentation
|
| Newspaper Article
|
Structure, Paragraphing, Content, Technical Accuracy
|
| Conceptual Plan
|
Clarity, Structure, Detail, Presentation, Focus, Appropriate and effective communication of the tone and content of the caption
|
The teacher selects best submissions to revise and summarise the process leading to Individual Summative Assessment.
