Level One Visual Text

Level One Visual TextCreating a Visual Text

Close Reading of a Visual TextBy Claire Amos

[email protected]

Workshop One the new visual text standards

• 1.11 Show understanding of significant aspects of visual and/or oral text(s) through close viewing and/or listening, with supporting evidence

• 1.7 Create a Visual Text

We will:• Unpack the new standards• Compare the old criteria with the new• Unpack the Conditions of Assessment• Come up with some fresh assessment ideas

Workshop TwoICTs and Visual texts

Close Reading online• Using Digistore Learning Paths to develop close reading

skills

Creating a visual text using ICTs • Make a website using Google Sites • Create an online textbook using Wikieducator • Create a short film using Windows Movie Maker • Make a visual and written presentation using Prezi • Create a graphic story using Comic Life

1.7 Create a Visual Text

• Unpacking the standards• Comparing the old criteria with the new• Unpacking the Conditions of Assessment• Fresh assessment ideas

1.7 Create a Visual Text

• 3 credits = 30 hours teaching, learning, pre-teaching and assessment time (in and out of school)

• This achievement standard requires developing and structuring ideas in a visual text using language features appropriate to audience and purpose.

CriteriaAchievement Achievement with

MeritAchievement with Excellence

Develop and structure ideas in a visual text.

Develop and structure ideas convincingly in a visual text.

Develop and structure ideas effectively in a visual text.

Use language features appropriate to purpose and audience.

Use language features appropriate to purpose and audience with control.

Use language features appropriate to purpose and audience with control to command attention.

Unpacking the standardDevelop and structure ideas

Using language features Appropriate to purpose and audience

Ideas include information, opinions, recounted experiences or events, observations, arguments, interpretations, narrative, thoughts or feelings.  Develop and structure ideas means to build on ideas by adding details or examples, making connections between ideas, and working towards a planned whole.

Language features include the use of:

visual (e.g. images, sequence, costumes, movement), andverbal (e.g. dialogue, quotations)language techniques appropriate to the visual text.

Appropriate to purpose

Appropriate to audience

Push Questions

• What ideas are you trying to convey?• How will you develop and structure these

ideas? E.g. make connections between ideas within a single visual text?

• Which specific language features will you use?• What is the purpose of the text? (and how have

you recognised this in your choice of ideas/language features)

• Who is the audience? (and how have you recognised this in your choice of ideas/language features)

Indicators for Merit

• Use language features with control means that language features and presentation techniques are selected and linked to the intended purpose and audience.

• Convincingly means that the development of the ideas and structure is generally connected.

• If they successfully address the push questions they should be capable of a Merit

Indicators for Excellence

• Effectively means that the development of the ideas and structure is compelling and well organised.

• Command attention will be demonstrated through a confident and sustained text

• Brainstorm what ‘commands attention’

• Ascertaining what this X factor is and guiding students towards it will increase the chance of Excellence

Discussing the X factor

• Put up masterpieces or show famous film clips through a data show – get the student to play X factor judges and critique each one asking them –

• Why is this considered a classic/masterpiece?• How does it make you feel?• What techniques has the artist/director used

to achieve this?

Positioning of the viewer

• Getting students to understand that it is often the way an artist or director successfully “positions the viewer” that results in the piece being “compelling” and “commanding attention” is often the key to achieving Excellence

• This needs to be coupled with the message around the importance of a strong central image or focus and effective use of a range of “language features”

1.11 Show understanding of significant aspects of visual and/or oral text(s)

through close viewing and/or listening, with supporting evidence

• Unpacking the standard• Comparing the old criteria with the new• Unpacking the Conditions of Assessment• Fresh assessment ideas

1.11 Close Viewing and/or listening

• 1.11 Show understanding of significant aspects of visual and/or oral text(s) through close viewing and/or listening, with supporting evidence

• 3 credits = 30 hours teaching, learning, pre-teaching and assessment time (in and out of school)

• This achievement standard requires showing understanding of purposes and audiences, ideas, language features, and/or structures, based on the close viewing of or listening to aspects of unfamiliar short visual and oral texts and extracts from longer texts.

Criteria

Achievement Achievement with Merit

Achievement with Excellence

Show understanding of visual and/or oral text(s), through close viewing and/or listening, using supporting evidence.

Show convincing understanding of visual and/or oral text(s), through close viewing and/or listening, using supporting evidence.

Show perceptive understanding of visual and/or oral text(s), through close viewing and/or listening, using supporting evidence.

Unpacking the standardShow understanding of visual/oral text(s) through close viewing/listening includes explaining aspects of text(s) in terms of meanings and effects created.purposes and audiences

ideas (e.g. notable or major themes, attitudes, beliefs, experiences, feelings, insights, meanings, opinions, thoughts, and understandings within the text)

language features and structures (e.g. part text, whole text, narrative)

text conventions

Push Questions

• What is the purpose of the text? How do you know that?• Who is the target audience for this text? How do you

know that?• What ideas conveyed in the text?• How are specific language features used to reinforce the

purpose, appeal to the target audience and reinforce the ideas?

• How are specific text conventions used to reinforce the purpose, appeal to the target audience and reinforce the ideas?

Indicator for Merit

• Show convincing understanding includes explaining how aspects of visual/oral text(s) work together to create meaning.

Indicator for Excellence

• Show perceptive understanding includes explaining how aspects of visual/oral text(s) communicate ideas about contexts, such as human experience, society and the wider world.

Why consider both?

• In order to create an effective visual text you must be able to recognise and analyse a visual text

• Even if you don’t assess close reading of a visual (or oral) text, you could use the sample task to prepare your students for deigning their visual text

• Helps to reinforce that this is new and different standard – not just “a static image without the quote”

Online Resources

Go to:http://aucklandsecondaryenglish.pbworks.com

Page:Level One Visual Text – creating and close reading