Stage 3 Developing a visual grammar Focus of lessons: Visual Literacy – grammar Aim: These lessons aim to support student understanding of the elements of visual literacy used with images in persuasive texts and how they are created for specific purposes. Students will develop understanding of visual grammar to support the creation of advertising texts as part of the KDC Go Grains Challenge Student will participate in a range of reading, writing and talking and listening activities. Resources: Into the Forest by Anthony Browne; scanned pages from book; scanned magazine images Collection of magazines Digital still cameras IIntellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication Quality learning environment Explicit quality criteria Engagement High expectations Social support Students’ self-regulation Student direction Significance Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative √ √ √ √ Reading outcomes Reading and RS3.5 Reads independently an extensive range of texts with increasing Viewing Texts content demands and responds to themes and issues. Skills and RS3.6 Uses a comprehensive range of skills and strategies appropriate Strategies to the type of text being read. Context and Text RS3.7 Critically analyses techniques used by writers and visual text creators to create certain effects, to use language creatively, to position the reader/viewer in various ways and to construct different interpretations of experience. Language RS3.8 Identifies the text structure of a wider range of more complex text structures and types and discusses how the characteristic grammatical features work to features influence readers’ and viewers’ understanding of texts. Talking and Listening outcomes Talking and TS3.1 Communicates effectively for a range of purposes and with a Listening variety of audiences to express well-developed, well-organised ideas dealing with more challenging topics. Skills and TS3.2 Interacts productively and with autonomy in pairs and groups of strategies various sizes and composition, uses effective oral presentation skills and strategies and listens attentively. Writing outcomes Producing texts WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features. Stage 3 Developing a visual grammar Context and text Language Structures and features WS3.13 Critically analyses own texts in terms of how well they have been written, how effectively they present the subject matter and how they influence the reader. WS3.14 Critically evaluates how own texts have been structured to achieve their purpose and discusses ways of using related grammatical features and conventions of written language to shape readers’ and viewers’ understanding of texts. Text Codebreaker C Four Roles of the Reader Text Participant P Text User U Text Analyst A During these lessons students will be undertaking all four of the reader roles as they develop understandings about the ways in which images are produced to position them as viewers and how they can use various techniques in creating their own persuasive texts. Teaching and learning activities Lesson 1 Introduction to visual grammar 1. Read class Anthony Browne’s Into the Forest. Ask children what they think the book is about. How do you know this? Allow children to discuss book, explaining interpretations. P Assessment 2. Provide groups of children with colour photocopies of various pages from text and divide class into small groups. Children annotate pictures with their interpretations of text and pictures using examples from pictures to explain their understandings. Children come together as a class and discuss the various illustrations. Develop list of ideas from students as to techniques used by Browne to get his messages across. Begin visual grammar chart and add students’ ideas to this. U 3. Using magazine pictures, introduce terminology of offer, demand, close up and distance, high, low and medium angles. Children classify pictures according to which they think is used. Discussion of written and visual aspects of texts – what techniques are used? Why do you think the creator of the image has used these strategies? Children work in groups with particular pictures to annotate according to concepts. Whole class discussion of group findings. Add to visual grammar chart. A 4. Explore magazines to find examples of each aspect discussed. Complete for Homework – bring in from magazines that show visual literacy of offer/demand/long/short /high, low, medium angles etc. Volunteer to take digital camera home to learn how to use it for Group work Able to work cooperatively Contributes to small and large group discussions. Uses visual literacy grammar when discussing images. Able to critically analyse images in terms of message presented. Stage 3 Developing a visual grammar explanation to class tomorrow. Lesson 2 1. Review of images brought into class. Which techniques are used and why? 2. Introduction to digital still cameras – how to use them by class volunteer. 3. Students work with partners to take photos showing a various types of visual grammar. Download into personal files, printed and shared with class. Are students able to apply visual grammar to their photographs? Are students working cooperatively in groups? Levels of substantive communication Use of ICTs – Able to use digital camera Able to download photo Able to add caption. Web links http://www.dairyaustralia.com.au/Health-and-Lifestyle/Whats-New-inNutrition/Nutrition-Education-Campaigns.aspx#Current%20Print%20Advertising