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MULTIMODAL LITERACYTEACHING VISUAL TEXTS THROUGH
A SYSTEMIC APPROACH(CRITICAL VIEWING)
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FLOW OF PRESENTATION
1) Background2) Introduction to Systemic Approach3) Systemic Approach in Action4) Q and A
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BACKGROUND
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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
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▪ 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
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TEXTUAL META-FUNCTION(COMPOSITIONAL)
MEANINGINTERPERSONAL META-FUNCTION
(ENGAGEMENT)
IDEATIONAL META-FUNCTION(INFORMATIONAL)
MICHAEL O’TOOLE (1994) The Language of Displayed Art
MULTIMODAL DISCOURSE FRAMEWORK
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SYSTEMIC APPROACH
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▪ Introduce parts and strategies in visual texts
▪ Collaboratively annotate & analyse visual texts with ICT tool
SYSTEMIC APPROACH
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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
▪ Introduce parts and strategies in visual texts
▪ Collaboratively annotate & analyse visual texts with ICT tool
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▪ 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
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FORM
AUDIENCE
MESSAGE
VISUAL
LANGUAGE
ADDRESS
PROMINENCE
POWER
DISTANCE
REPRESENTATION
APPEAL
MAIN VISUAL DISPLAY
FOCUS OF ATTENTION
LOGO ICONS
HEADLINE BRAND NAME MAIN TEXTCALL TO ACTION
SLOGANPRODUCT
NAMELIST CALL & VISIT
SIZE SHARPNESSFOREGROUN
DLIGHTING
COLOUR CONTRAST
DIRECT GAZEINDIRECT
GAZENO GAZE
HIGH ANGLE LOW ANGLE NO ANGLE
CLOSE SHOTMEDIUM
SHOTLONG SHOT
CROWN HEAD HEART
LITERAL INFERENTIAL
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SYSTEMIC APPROACH
▪ Form▪ Audience▪ Message▪ Integration▪ Link▪ Y
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FORMVISUAL
MAIN VISUAL DISPLAY
LANGUAGEFOCUS OF
ATTENTION
LOGO
ICONS
FORM (VISUAL)
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▪ Main Visual Display Largest & most prominent
▪ Focus of AttentionStands out most
▪ LogoGraphic representation of company
▪ IconGraphic representation of ideas
FORM (VISUAL)
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MARQUEED
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FORM (VISUAL)
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FORM (VISUAL)
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FORM (VISUAL)
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CROCODOC
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CROCODOC
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FORMVISUAL
LANGUAGE
FORM (LANGUAGE)
SLOGAN
BRAND NAME
PRODUCT NAME
MAIN TEXT
LIST
CALL TO ACTION
HEADLINE
CALL & VISIT
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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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SYSTEMIC APPROACH
▪ Form▪ Audience▪ Message▪ Integration▪ Link▪ Y
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AUDIENCEADDRESS
PROMINENCE
POWER
DISTANCE
SHARPNESS
COLOUR CONTRAST
LIGHTING
SIZE
FOREGROUND
AUDIENCE (PROMINENCE)
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AUDIENCEADDRESS
PROMINENCE
POWER
DISTANCE
AUDIENCE (ADDRESS)
DIRECT GAZE
INDIRECT GAZE
NO GAZE
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AUDIENCEADDRESS
PROMINENCE
DISTANCE
POWER
AUDIENCE (DISTANCE)
CLOSE SHOT
MEDIUM SHOT
LONG SHOT
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AUDIENCEADDRESS
PROMINENCE
DISTANCE
POWER
AUDIENCE (POWER)
HIGH ANGLE
LOW ANGLE
NO ANGLE
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SYSTEMIC APPROACH
▪ Form▪ Audience▪ Message▪ Integration▪ Link▪ Y
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MESSAGE
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MESSAGE
APPEAL
REPRESENTATION LITERAL
INFERENTIAL
MESSAGE (REPRESENTATION)
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Literal meaning
FedEx Express delivers vases.
LITERAL FEDEX DELIVERS VASE
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Literal meaning
FedEx Express delivers vases.
INFERENTIAL DELIVERS FRAGILE ITEMS SAFELY
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MESSAGE
APPEAL
REPRESENTATION
MESSAGE (APPEAL)
CROWN
HEAD
HEART
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CROWN: ETHOS Credibility | Trust
HEAD: LOGOSLogic | Reason | Proof
HEART: PATHOSEmotions | Values
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http://id-cube.com/wp-content/uploads/2013/12/visual-communications-ethos-pathos-logos-1310731-1024x791.jpg
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SYSTEMIC APPROACH
▪ Form▪ Audience▪ Message▪ Integration▪ Link▪ Y
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INTEGRATION OFLANGUAGE AND IMAGES
▪ Co-contextualising Relations(Semantic Convergence)
▪ Re-contextualising Relations(Semantic Divergence)
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SIMILARMESSAGE
Reinforcement
INTEGRATION OFLANGUAGE AND IMAGES
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DIFFERENTMESSAGE
Play Breakdown
SarcasmIrony
AmbivalenceConfusion
INTEGRATION OFLANGUAGE AND IMAGES
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IRONY
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VISUAL PUN
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SYSTEMIC APPROACH
▪ Form▪ Audience▪ Message▪ Integration▪ Link▪ Y
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▪ Beyond the viewing and representation exam component
▪ EL: Thematic approach▪ Skill set: Inference and interpretation skills ▪ Other subjects: literature, humanities, chemistry
LINK
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SYSTEMIC APPROACH
▪ Form▪ Audience▪ Message▪ Integration▪ Link▪ Y
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▪ Meaning is a result of choices made in text.
▪ Choices are made from System Networks. (Meaning Potential)
Y
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• 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
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1) What does the advertisement aim to communicate?
2) What interesting things do you notice about the advertisement?
PRE-ANNOTATIONPERSONAL RESPONSE TO SELECTED TEXT
Why foreground personal response? Empower students’ responses Teachers ≠ oracle Encourage attitudes and habits of mind Gauging student prior knowledge
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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-ANNOTATIONPERSONAL RESPONSE TO SELECTED TEXT
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ANNOTATIONMAKING SENSE OF SELECTED TEXT
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Identify system choice elements
Effect on audienceProvide evidence and anchor for the
interpretations
Links Draw immediate connections to
previously cited points
ANNOTATIONMAKING SENSE OF SELECTED TEXT
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Performative task for upper secondary
Write a paragraphE.g.: With reference to textual evidence, what does the advertisement seek to communicate?
Reorganisation, persuasion, synthesis of ideas
POST DISCUSSION
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▪ 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
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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).
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bit.ly/criticalviewing
RESOURCES
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RESOURCES
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https://tinyurl.com/opal-mmlc
RESOURCES
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Q AND A
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THANK YOU