This document discusses teaching visual literacy standards for levels 1 and 7 of the New Zealand curriculum. It provides guidance on unpacking the standards, comparing old and new criteria, and developing assessment ideas. Workshop one will unpack the level 1 standard on close reading visual texts. Workshop two will cover using ICT to create visual texts, as required by level 7, and developing close reading skills online. Fresh assessment ideas are encouraged, and teachers are advised to consider what makes a work "command attention" to help students achieve excellence.

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