Level One Visual Text

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  • 1. Level One Visual Text
    Creating a Visual Text
    Close Reading of a Visual Text
    By Claire Amos
    am@eggs.school.nz
  • 2. Workshop One the new visual text standards
    1.11 Show understanding of significant aspects of visual and/or oral text(s) through close viewing and/or listening, with supporting evidence
    1.7 Create a Visual Text
    We will:
    Unpack the new standards
    Compare the old criteria with the new
    Unpack the Conditions of Assessment
    Come up with some fresh assessment ideas
  • 3. Workshop TwoICTs and Visual texts
    Close Reading online
    Using Digistore Learning Paths to develop close reading skills
    Creating a visual text using ICTs
    Make a website using Google Sites
    Create an online textbook using  Wikieducator
    Create a short film using Windows Movie Maker
    Make a visual and written presentation using Prezi
    Create a graphic story using Comic Life
  • 4. 1.7 Create a Visual Text
    Unpacking the standards
    Comparing the old criteria with the new
    Unpacking the Conditions of Assessment
    Fresh assessment ideas
  • 5. 1.7 Create a Visual Text
    3 credits = 30 hours teaching, learning, pre-teaching and assessment time (in and out of school)
    This achievement standard requires developing and structuring ideas in a visual text using language features appropriate to audience and purpose.
  • 6. Criteria
  • 7. Unpacking the standard
  • 8. Push Questions
    What ideas are you trying to convey?
    How will you develop and structure these ideas? E.g. make connections between ideas within a single visual text?
    Which specific language features will you use?
    What is the purpose of the text? (and how have you recognised this in your choice of ideas/language features)
    Who is the audience?(and how have you recognised this in your choice of ideas/language features)
  • 9. Indicators for Merit
    Use language features with controlmeans that language features and presentation techniques are selected and linked to the intended purpose and audience.
    Convincingly means that the development of the ideas and structure is generally connected.
    If they successfully address the push questions they should be capable of a Merit
  • 10. Indicators for Excellence
    Effectively means that the development of the ideas and structure is compelling and well organised.
    Command attention will be demonstrated through a confident and sustained text
    Brainstorm what ‘commands attention’
    Ascertaining what this X factor is and guiding students towards it will increase the chance of Excellence
  • 11. Discussing the X factor
    Put up masterpieces or show famous film clips through a data show – get the student to play X factor judges and critique each one asking them –
    Why is this considered a classic/masterpiece?
    How does it make you feel?
    What techniques has the artist/director used to achieve this?
  • 12. Positioning of the viewer
    Getting students to understand that it is often the way an artist or director successfully “positions the viewer” that results in the piece being “compelling” and “commanding attention” is often the key to achieving Excellence
    This needs to be coupled with the message around the importance of a strong central image or focus and effective use of a range of “language features”
  • 13. 1.11 Show understanding of significant aspects of visual and/or oral text(s) through close viewing and/or listening, with supporting evidence
    Unpacking the standard
    Comparing the old criteria with the new
    Unpacking the Conditions of Assessment
    Fresh assessment ideas
  • 14. 1.11 Close Viewing and/or listening
    1.11 Show understanding of significant aspects of visual and/or oral text(s) through close viewing and/or listening, with supporting evidence
    3 credits = 30 hours teaching, learning, pre-teaching and assessment time (in and out of school)
    This achievement standard requires showing understanding of purposes and audiences, ideas, language features, and/or structures, based on the close viewing of or listening to aspects of unfamiliar short visual and oral texts and extracts from longer texts.
  • 15. Criteria
  • 16. Unpacking the standard
  • 17. Push Questions
    What is the purpose of the text? How do you know that?
    Who is the target audience for this text? How do you know that?
    What ideas conveyed in the text?
    How are specific language features used to reinforce the purpose, appeal to the target audience and reinforce the ideas?
    How are specific text conventions used to reinforce the purpose, appeal to the target audience and reinforce the ideas?
  • 18. Indicator for Merit
    Show convincing understanding includes explaining how aspects of visual/oral text(s) work together to create meaning.
  • 19. Indicator for Excellence
    Show perceptive understanding includes explaining how aspects of visual/oral text(s) communicate ideas about contexts, such as human experience, society and the wider world.
  • 20. Why consider both?
    In order to create an effective visual text you must be able to recognise and analyse a visual text
    Even if you don’t assess close reading of a visual (or oral) text, you could use the sample task to prepare your students for deigning their visual text
    Helps to reinforce that this is new and different standard – not just “a static image without the quote”
  • 21. Online Resources
    Go to:
    http://aucklandsecondaryenglish.pbworks.com
    Page:
    Level One Visual Text – creating and close reading