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MULTIMODAL LITERACY TEACHING VISUAL TEXTS THROUGH A SYSTEMIC APPROACH (CRITICAL VIEWING)

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Presentation on theme: "MULTIMODAL LITERACY TEACHING VISUAL TEXTS THROUGH A SYSTEMIC APPROACH (CRITICAL VIEWING)"— Presentation transcript:

1 MULTIMODAL LITERACY TEACHING VISUAL TEXTS THROUGH A SYSTEMIC APPROACH (CRITICAL VIEWING)

2 FLOW OF PRESENTATION 1)Background 2)Introduction to Systemic Approach 3)Systemic Approach in Action 4)Q and A

3 BACKGROUND

4 Teachers will: ▪teach pupils how to actively construct meaning from non-print texts that they view, ▪help pupils to comprehend closely & critically a variety of different types of texts and, ▪teach pupils to think critically & reflect on what they view to become critical viewers. EL SYLLABUS 2010

5 ▪The multimodal discourse framework was developed by O’Toole (1994/2010), Kress & van Leeuwen (1996/2006) ▪The framework was extended by Lim & O’Halloran (2012) and Tan, Marissa and O’Halloran (2012). ▪An approach was developed to the teaching of visual texts pitched at secondary school students in Singapore. THEORY TO PRACTICE

6 TEXTUAL META-FUNCTION (COMPOSITIONAL) MEANING INTERPERSONAL META-FUNCTION (ENGAGEMENT) IDEATIONAL META-FUNCTION (INFORMATIONAL) MICHAEL O’TOOLE (1994) The Language of Displayed Art MULTIMODAL DISCOURSE FRAMEWORK

7 SYSTEMIC APPROACH

8 ▪Introduce parts and strategies in visual texts ▪Collaboratively annotate & analyse visual texts with ICT tool SYSTEMIC APPROACH

9 Pedagogical scaffolds based on Systemic Functional Linguistics and multimodality Language to talk about visual text Knowing the genre helps students know what and where to look ▪Introduce parts and strategies in visual texts ▪Collaboratively annotate & analyse visual texts with ICT tool

10 ▪Introduce parts and strategies in visual texts ▪Collaboratively annotate & analyse visual texts with ICT tool SYSTEMIC APPROACH Pedagogical scaffolds based on Systemic Functional Linguistics and multimodality Language to talk about visual text Knowing the genre helps students know what and where to look Students support interpretation with textual evidence

11 FORM AUDIENCE MESSAGE VISUAL LANGUAGE ADDRESS PROMINENCE POWER DISTANCE REPRESENTATION APPEAL MAIN VISUAL DISPLAY FOCUS OF ATTENTION LOGOICONS HEADLINEBRAND NAMEMAIN TEXT CALL TO ACTION SLOGAN PRODUCT NAME LISTCALL & VISIT SIZESHARPNESS FOREGROUN D LIGHTING COLOUR CONTRAST DIRECT GAZE INDIRECT GAZE NO GAZE HIGH ANGLELOW ANGLENO ANGLE CLOSE SHOT MEDIUM SHOT LONG SHOT CROWNHEADHEART LITERALINFERENTIAL

12 SYSTEMIC APPROACH ▪Form ▪Audience ▪Message ▪Integration ▪Link ▪Y

13 FORM VISUAL MAIN VISUAL DISPLAY LANGUAGE FOCUS OF ATTENTION LOGO ICONS FORM (VISUAL)

14 ▪Main Visual Display Largest & most prominent ▪Focus of Attention Stands out most ▪Logo Graphic representation of company ▪Icon Graphic representation of ideas FORM (VISUAL)

15 MARQUEED

16 FORM (VISUAL)

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19 CROCODOC

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21 FORM VISUAL LANGUAGE FORM (LANGUAGE) SLOGAN BRAND NAME PRODUCT NAME MAIN TEXT LIST CALL TO ACTION HEADLINE CALL & VISIT

22 FORM (LANGUAGE) ▪Headline : Largest text ▪Slogan : Memorable catch phrases ▪Brand Name : Name of brand, company ▪Product Name : Name of product ▪Main Text: Details & description ▪Sub-categories : Bulleted points ▪Call to Action : Command to do something ▪Call & Visit: Contact details

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25 SYSTEMIC APPROACH ▪Form ▪Audience ▪Message ▪Integration ▪Link ▪Y

26 AUDIENCE ADDRESS PROMINENCE POWER DISTANCE SHARPNESS COLOUR CONTRAST LIGHTING SIZE FOREGROUND AUDIENCE (PROMINENCE)

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29 AUDIENCE ADDRESS PROMINENCE POWER DISTANCE AUDIENCE (ADDRESS) DIRECT GAZE INDIRECT GAZE NO GAZE

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33 AUDIENCE ADDRESS PROMINENCE DISTANCE POWER AUDIENCE (DISTANCE) CLOSE SHOT MEDIUM SHOT LONG SHOT

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35 AUDIENCE ADDRESS PROMINENCE DISTANCE POWER AUDIENCE (POWER) HIGH ANGLE LOW ANGLE NO ANGLE

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37 SYSTEMIC APPROACH ▪Form ▪Audience ▪Message ▪Integration ▪Link ▪Y

38 MESSAGE

39 APPEAL REPRESENTATION LITERAL INFERENTIAL MESSAGE (REPRESENTATION)

40 Literal meaning FedEx Express delivers vases. LITERALFEDEX DELIVERS VASE

41 Literal meaning FedEx Express delivers vases. INFERENTIALDELIVERS FRAGILE ITEMS SAFELY

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43 MESSAGE APPEAL REPRESENTATION MESSAGE (APPEAL) CROWN HEAD HEART

44 CROWN: ETHOS Credibility | Trust HEAD: LOGOS Logic | Reason | Proof HEART: PATHOS Emotions | Values

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50 SYSTEMIC APPROACH ▪Form ▪Audience ▪Message ▪Integration ▪Link ▪Y

51 INTEGRATION OF LANGUAGE AND IMAGES ▪Co-contextualising Relations (Semantic Convergence) ▪Re-contextualising Relations (Semantic Divergence)

52 SIMILAR MESSAGE Reinforcement INTEGRATION OF LANGUAGE AND IMAGES

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55 DIFFERENT MESSAGE PlayBreakdown Sarcasm Irony Ambivalence Confusion INTEGRATION OF LANGUAGE AND IMAGES

56 IRONY

57 VISUAL PUN

58 SYSTEMIC APPROACH ▪Form ▪Audience ▪Message ▪Integration ▪Link ▪Y

59 ▪Beyond the viewing and representation exam component ▪EL: Thematic approach ▪Skill set: Inference and interpretation skills ▪Other subjects: literature, humanities, chemistry LINK

60 SYSTEMIC APPROACH ▪Form ▪Audience ▪Message ▪Integration ▪Link ▪Y

61 ▪Meaning is a result of choices made in text. ▪Choices are made from System Networks. (Meaning Potential) Y

62 Teacher introduces: how to identify system choices possible interpretations of each design elements Introduction of Selected System Choices Teacher elicits responses (personal) w.r.t. text from class Pre-Annotation: Personal Response to Selected Text Students annotate text using a structured worksheet / ICT tool to guide their analysis Students discuss their interpretation as a pair/group Annotation: Making sense of Selected Text Students present their interpretations to the class Teacher facilitates a discussion on meanings made, links between ideas and embedded social values in the advertisement Post-discussion SUGGESTED LESSON SEQUENCE

63 1)What does the advertisement aim to communicate? 2)What interesting things do you notice about the advertisement? PRE-ANNOTATION PERSONAL RESPONSE TO SELECTED TEXT Why foreground personal response?  Empower students’ responses  Teachers ≠ oracle  Encourage attitudes and habits of mind  Gauging student prior knowledge

64 Collective response can be made visible by  by noting all responses on whiteboard or ICT tool (Google documents or padlet)  through exploratory talk: without value judgement, interesting points could be pursued and clarified  providing reference point for annotation exercise  collating divergent views PRE-ANNOTATION PERSONAL RESPONSE TO SELECTED TEXT

65 ANNOTATION MAKING SENSE OF SELECTED TEXT

66  Identify system choice elements  Effect on audience Provide evidence and anchor for the interpretations  Links Draw immediate connections to previously cited points ANNOTATION MAKING SENSE OF SELECTED TEXT

67  Performative task for upper secondary  Write a paragraph E.g.: With reference to textual evidence, what does the advertisement seek to communicate?  Reorganisation, persuasion, synthesis of ideas POST DISCUSSION

68 ▪one or two points of interest identified earlier: debate ▪advertisement relates and communicates certain values held by society ▪needs questioning? DISCUSSION ABOUT EMBEDDED SOCIAL VALUES

69 REFERENCES  O’Toole, M. (1994/2010). The language of displayed art (2nd edition). London & New York: Routledge (1st edition 1994).  Kress, G., van Leeuwen, T. (1996/2006). Reading images: The grammar of visual design (2nd edition). London & New York: Routledge (1st edition 1996).

70 bit.ly/criticalviewing RESOURCES

71 bit.ly/criticalviewing0 RESOURCES

72 https://tinyurl.com/opal-mmlc RESOURCES

73 Q AND A

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75 THANK YOU


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