How to analyse an image
Text forms: Image
English concept: Analysing
Basic
Required level of competency:
Outcomes addressed:
Stage 4
Outcome 1: A student responds to and composes texts for understanding, interpretation,
critical analysis and pleasure.
Outcome 2: A student uses a range of processes for responding to and composing texts.
Outcome 6: A student draws on experience, information and ideas to imaginatively and
interpretively respond to and compose texts.
Stage 5
Outcome1 : A student responds to and composes increasingly sophisticated and sustained
texts for understanding, interpretation, critical analysis and pleasure.
Outcome 2: A student uses and critically assesses a range of processes for responding and
composing.
Outcome 6: A student experiments with different ways of imaginatively and interpretively
transforming experience, information and ideas into texts.
Stage 6
Preliminary Standard Outcome 4: A student identifies and describes the language forms and
features and structures of particular texts and the ways in which they shape meaning and
influence responses
Preliminary Standard and Advanced Outcome 4: A student describes and explains the ways
in which language forms and features, and structures of particular texts shape meaning and
influence responses.
HSC Standard Outcome 4: A student describes and analyses the ways in which language
forms and features, and structures of texts shape meaning and influence responses.
HSC Standard and Advanced Outcome 4: A student explains and analyses the ways in
which language forms and features, and structures of texts shape meaning and influence
responses.
Preliminary ESL Outcome 5: A student demonstrates understanding of how audience and
purpose affect the language and structure of texts.
HSC ESL Outcome 5: A student demonstrates understanding of how audience and purpose
affect the language and structure of texts.
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Introduction to the lesson:
Students choose an image that appeals to them, either online or from the clip art gallery..
They then analyse why the image appealed to them personally.
What the teacher will need:

Information for students about how to read images, including a glossary of terms
students should use in their analysis.
What the students will need:

access to either the internet or a clip art gallery.

laptop with Word or OneNote.
Sequence of activities:
1. Students choose an image using either the internet or a clip art gallery. Note: set a
time limit on this part of the activity as it is an easy time-waster for students.
2. If using Word, students select and paste the image into a Word document. If using
OneNote, students start a new Section in their English folder and paste the image
onto a page in this section.
3. Students use Callout shapes to label specific features of the image. Callout shapes
can be found by selecting Insert on the task ribbon, then Shapes and Callouts.
Insert
Shapes
Callouts
4. Students write a paragraph explaining why they chose that particular image,
including what they found appealing about the image.
5. Students then analyse the image, using the terminology of visual literacy.
© Commonwealth of Australia 2009
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Resources / links you may need:


an introduction to the grammar of visual design:
http://portals.studentnet.edu.au/literacy/uploads/grammar.pdf
site with clear explanation of how to read photographs and pictures:
http://wwwfp.education.tas.gov.au/english/vislit.htm
Extension activities:



Students use OneNote to create a portfolio of images that have been chosen around
a theme and analysed.
Students use Audacity to put a soundtrack to their chosen picture with audio
commentary.
Students use PowerPoint to put together a presentation for the class showing their
pictures and their analyses. Students use Adobe Premiere to combine their pictures
and writing with a soundtrack in a movie format.
© Commonwealth of Australia 2009
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