Presentation on theme: "Multimodal Planning and Teaching Sequence The following sequence and suggested activities have been adapted from the planning model presented by Bearne."— Presentation transcript:
Multimodal Planning and Teaching Sequence The following sequence and suggested activities have been adapted from the planning model presented by Bearne and Wolstencroft (2007) Bearne, E. and Wolstencroft, H. (2007) Visual Approaches to Teaching Writing. London: Sage/UKLA
Familiarisation with the text type develop understanding of multimodal texts Consider different multimodal texts as designs, discussing how they are set out Read and group texts together e.g. narrative, persuasive Identify different modes in texts and how they combine. What is each mode’s function in the text? What meaning or message do they present to the reader or viewer? Explore how design, layout and organisation of texts create effect Consider what is the most prominent part of the text. Where is your eye drawn to? Why has the text been designed in this way? Make a personal response to different texts Develop a meta-language to describe multimodal texts Draw on reading and texts explored to design own texts establishing success criteria for final compositions Read film focusing on aspects such as: colour, camera angle, characterisation, story structure, setting and sound
Capture ideas note and develop initial ideas Engage with texts through drama activities e.g. through small world play, role- play etc. Explore ideas for texts by responding to meaning through different modes such as through music, dance, drawing etc. Add meaning to texts by adding modes e.g. create sound for an image Encourage children to respond to modes within a text e.g. hearing just the sounds in a film Record thoughts and responses through drawings, mapping, writing, note making, audio recording etc. Manipulate and experiment with digital equipment such as digital photo manipulation software Compare and explore features of paper and on-screen texts considering layout /design features and how the modes add meaning
Plan develop, record and structure initial ideas Model choosing the mode which is most appropriate to convey the messages for the task Model designing layouts for the text using desktop publishing, drawing, sketching, sticky notes, etc Collect examples of text conventions for the chosen text. Group images, sounds, vocabulary and phrases etc from example texts to support drafting Experiment with layouts and consider the reader/viewers needs and demonstrate how to collect and arrange ideas onto graphic organisers e.g. storyboards Annotate plans, images, drawings, etc Plan on paper or on-screen Select the preferred format to plan
Draft develop ideas from the plan into a structured text Model composing texts building together the ideas and resources e.g. demonstrate the selection of typeface, font size, layout, colour Model using software, digital video and audio editing software to combine modes e.g. images, sound, text and transitions on Photo Story 3 Make ongoing changes to the text, adding modes as appropriate Use a range of drawing and typographic choices to engage the reader Use presentation software e.g. PowerPoint, Talking Photo Albums Add modes to signify meanings to the reader/ viewer
Revise alter and improve the draft Reconsider the desired intentions of using particular modes Refer back to models explored at the beginning of the unit in shared reading Look back at lists and agreed success criteria collected when examining example texts during shared reading Model making changes by adding or removing aspects to enhance meaning Add modes which have not been included (if this will enhance the text) Redraft and change work following paired or group discussions and reviews, talk through decisions Check for cohesion Consider and review timings between transitions or amend sequences
Proof read check design and layout, spelling and punctuation Model proofreading and use peer review Check the visual aspects for colour, cropping of images, effects Check moving image for fades and edits, cropping, timings and visual effects Check auditory text for timing, sequencing, editing, volume, fades and edits, and sound effects Check that hyper-links in non-linear (multi-layered) texts work Check written text for spelling, punctuation, cohesion, typing errors etc.
Present prepare and present final copy to a reader/audience How can the final composition be celebrated? School website Assembly Open gallery Viewing in a local cinema or community hall Daily onscreen school broadcast in the school dinner hall Displayed as books Interactive display, for example, graphic texts with audio recordings (press the button) Live performance to parents Dialogue between schools
Reflection How is this planning process similar to teaching sequences you currently plan? How might this planning process support you in enhancing your provision of multimodal teaching and learning?
Bibliography Bearne, E., and Wolstencroft, H. (2007) Visual Approaches to Teaching Writing Multimodal Literacy 5-11. London: Paul Chapman Publishing.