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Level One Visual Text
 

Level One Visual Text

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    Level One Visual Text Level One Visual Text Presentation Transcript

    • Level One Visual Text
      Creating a Visual Text
      Close Reading of a Visual Text
      By Claire Amos
      am@eggs.school.nz
    • 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
    • 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
    • 1.7 Create a Visual Text
      Unpacking the standards
      Comparing the old criteria with the new
      Unpacking the Conditions of Assessment
      Fresh assessment ideas
    • 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.
    • Criteria
    • Unpacking the standard
    • 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)
    • 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
    • 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
    • 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?
    • 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”
    • 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
    • 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.
    • Criteria
    • Unpacking the standard
    • 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?
    • Indicator for Merit
      Show convincing understanding includes explaining how aspects of visual/oral text(s) work together to create meaning.
    • 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.
    • 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”
    • Online Resources
      Go to:
      http://aucklandsecondaryenglish.pbworks.com
      Page:
      Level One Visual Text – creating and close reading