English: Visual Language

Presenting: Static Images

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THE LEARNING CONTEXT
were then assessed using two different items from the Assessment
The teacher had identified that the class needed help with Resource Banks (http://arb.nzcer.org.nz/nzcer3/Nzcer.HTM).
reading comprehension, and so it became a focus for the year's
activities. She used the resource What is Comprehension and They were to select a book they enjoyed and produce a response
How to Teach It to help plan the programme, including ideas in the form of a static image conveying a strong sense of the
on introducing and exploring narrative texts. book. They were now ready to determine particular criteria for
their static image – the charts around the room were used as a
When their reading comprehension skills improved, the teacher reference.
turned to visual texts. She began by sharing My Dad by Anthony
Browne. Over a number of sessions the class explored the The class developed the following criteria:
different features of the text and how the illustrations reflected • The message must be clear: there needs to be a point to
the text. Students were questioned in response to verbal text the image.
– what sort of dad is this? What qualities does he have? Can • It must reflect a theme explored in the text.
we tell what the book is about from the verbal text only? • It must have impact. We need to think about colour, font,
dominant image, layout, framing, white space.
The book was read and discussed. Students responded to the • It must include a verbal feature. This could include a question,
visual text as a class and in small sharing groups, and then a quote, a joke.
reported back. Questions focused on the visual links and the
quality these were expressing, for example: Students drafted their images in small groups so that that teacher
could question and conference on the spot. There was such a
Question: On page 8, Dad is represented as a horse. Why do range of abilities she varied expectations accordingly.
you think this is? Answer: Dad is portrayed as a horse's head
and the back of the chair legs are a horse's legs and hooves.
The quality is that he is healthy. He eats a lot. He has a big Teacher-student conversations
appetite.
Florence had attempted three different drafts. Having found the
first two a little complicated and fussy, she discussed the third
They then compiled of list of qualities represented in the visual
with the group, and then with the teacher.
text.
Teacher: Florence, that layout looks good. Are you pleased
The teacher introduced the features of a book cover, which
with that?
were labelled on a photocopy. She asked:
Florence: Yes, I wanted the joker to be in the middle as it is the
• Why do you think the illustrator has selected this colour
dominant figure. It adds a bit of mystery and is the
for the background?
central character. Well, it’s a weird book but I think
• Where do we find the dominant image?
the father [joker] is the main character, anyway.
• Look at the font – what do you notice?
Teacher: Really interesting framing – where did you get that
• Does the picture match the title?
idea from?
• Where do we find extra information, for instance, the
Florence: Well I just wanted to keep it black and white to look
author's name?
like a pack of cards, and I needed to include verbal
features so I just came up with that idea.
In small groups the students analysed a variety of sophisticated
Teacher: I’m just wondering if the font can be enlarged. Can
picture book covers. The task was to discuss particular features
our audience read it easily?
and the rationale behind them. The main elements were then
Florence: Can you hold it up and I’ll move back and see. I’ll
shared, and summarised on a chart.
make it a bit bigger but it will still need to fit on the
page.
A graphic designer was invited to talk with the class. He focused
Teacher: I love the idea of all the small questions for the
mainly on discussing "What's the point? What message are
background. It gives it some depth.
we trying to get across to our audience? If we are attempting
Florence: I’m going to put a trick in there actually. Remember
humour, we need to select our audience carefully."
Chris [graphic designer] said he does that sometimes?
Teacher: Great. Now just check the criteria. As there are so
He shared examples of his work and students asked why he
many words, remember to leave some white space.
had selected particular features, especially in relation to layout.
Can you think where that will be?
His main points were summarised on a wall chart.
Florence: Well, definitely the joker and the cards themselves.
The teacher had laminated a number of lettering cards, and
Florence then went on to colour and complete her work. She
downloaded activities from English Online
then confirmed that all the criteria had been met.
(http://english.unitecnology.ac.nz/). Students completed a Page

contract independently over a period of days. These activities 1

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English: Visual Language
Presenting: Static Images
ACCESS THE ENGLISH EXEMPLARS ONLINE AT www.tki.org.nz/r/assessment/exemplars/eng/

LEVEL 1 2 3 4 5

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INTEGRATING VIEWING AND PRESENTING
CURRICULUM LINKS
Students benefit from many opportunities to explore, view,
and discuss a variety of static images. They can be encouraged English in the New Zealand Curriculum
and guided to use these visual techniques. Throughout the
programme there will be a large supply of images, illustrations, Achievement objectives
wordless texts, advertisements, posters, logos, signs, and
symbols that can serve as useful models for students to Level 4: Viewing and Presenting Functions
develop skills.
Viewing: Reading visual and dramatic texts, including static
Older students can analyse features and provide explanations and moving images, students should respond to and discuss
in small and class groups. Emphasis can be placed on balance, meanings, ideas, and effects, identifying the purposes for
composition, perspective, atmosphere, exaggeration, and how which the verbal and visual features are used and combined.
words can anchor illustrations.
Presenting: Using static and moving images, students should
By questioning students in terms of analysis, synthesis, and use verbal and visual features to combine verbal and visual
evaluation, the teacher can encourage them to think more features to communicate information, ideas, or narrative through
deeply about the elements chosen and how they combine to drama, video, computer, or other technologies and media.
create impact. In turn, students can develop their own criteria
for success. Levels 3 and 4: Viewing and Presenting Processes

The teacher used a number of sophisticated picture books. In achieving the objectives of understanding and using visual
Combined with text the illustrations were invaluable in language:
exemplifying the impact of combining the verbal and visual.
The guest graphic designer shared a number of his own Exploring Language: Students should identify important
advertisement designs for viewing in terms of visual features. features of verbal and visual language and use them to create
particular meanings and effects.
WHERE TO NEXT? Thinking Critically: Students should identify and discuss
ways in which verbal and visual features can be combined for
To move Florence towards the next learning step the teacher
a particular purpose and audience.
could help her to focus on:
Processing Information: Students should view and use visual
Concept
texts to retrieve, interpret, organise and present information
• Provide a more detailed explanation which targets an
coherently; use appropriate technology, including fluent
identified audience.
handwriting, for effective presentation.
• Provide greater justification for choices, relating more
closely to the central themes of the text.
English in the New Zealand Curriculum, pages 40–41
http://www.tki.org.nz/r/language/curriculum/p40_42_e.php
Impact
• Explore ways of achieving greater integration of verbal
and visual features for a particular audience with focus
on the idea, purpose, and audience. REFERENCES
• Explore ways to use and present text with greater clarity.
Browne, Anthony (2000). My Dad. London: Doubleday.

Dymock, Susan, and Nicholson, Tom (1999). What is

Comprehension and How to Teach It. Wellington: New Zealand
Council for Educational Research.

Ministry of Education (1994). English in the New Zealand

Curriculum. Wellington: Learning Media.

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English: Visual Language
Presenting: Static Images
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WHAT THE WORK SHOWS: Florence has communicated with some clarity the idea of mystery and chance through an appropriate
dominant image and relevant text used as both the frame and the background.

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English: Visual Language
Presenting: Static Images
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LEVEL 1 2 3 4 5

Solitaire

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English: Visual Language
Presenting: Static Images
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LEVEL 1 2 3 4 5

Solitaire Student's original work

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