multimodal literacy teaching visual texts through a systemic approach (critical viewing)
TRANSCRIPT
MULTIMODAL LITERACYTEACHING VISUAL TEXTS THROUGH
A SYSTEMIC APPROACH(CRITICAL VIEWING)
FLOW OF PRESENTATION
1) Background2) Introduction to Systemic Approach3) Systemic Approach in Action4) Q and A
BACKGROUND
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
▪ 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
TEXTUAL META-FUNCTION(COMPOSITIONAL)
MEANINGINTERPERSONAL META-FUNCTION
(ENGAGEMENT)
IDEATIONAL META-FUNCTION(INFORMATIONAL)
MICHAEL O’TOOLE (1994) The Language of Displayed Art
MULTIMODAL DISCOURSE FRAMEWORK
SYSTEMIC APPROACH
▪ Introduce parts and strategies in visual texts
▪ Collaboratively annotate & analyse visual texts with ICT tool
SYSTEMIC APPROACH
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
▪ 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
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
SYSTEMIC APPROACH
▪ Form▪ Audience▪ Message▪ Integration▪ Link▪ Y
FORMVISUAL
MAIN VISUAL DISPLAY
LANGUAGEFOCUS OF
ATTENTION
LOGO
ICONS
FORM (VISUAL)
▪ Main Visual Display Largest & most prominent
▪ Focus of AttentionStands out most
▪ LogoGraphic representation of company
▪ IconGraphic representation of ideas
FORM (VISUAL)
MARQUEED
FORM (VISUAL)
FORM (VISUAL)
FORM (VISUAL)
CROCODOC
CROCODOC
FORMVISUAL
LANGUAGE
FORM (LANGUAGE)
SLOGAN
BRAND NAME
PRODUCT NAME
MAIN TEXT
LIST
CALL TO ACTION
HEADLINE
CALL & VISIT
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
SYSTEMIC APPROACH
▪ Form▪ Audience▪ Message▪ Integration▪ Link▪ Y
AUDIENCEADDRESS
PROMINENCE
POWER
DISTANCE
SHARPNESS
COLOUR CONTRAST
LIGHTING
SIZE
FOREGROUND
AUDIENCE (PROMINENCE)
AUDIENCEADDRESS
PROMINENCE
POWER
DISTANCE
AUDIENCE (ADDRESS)
DIRECT GAZE
INDIRECT GAZE
NO GAZE
AUDIENCEADDRESS
PROMINENCE
DISTANCE
POWER
AUDIENCE (DISTANCE)
CLOSE SHOT
MEDIUM SHOT
LONG SHOT
AUDIENCEADDRESS
PROMINENCE
DISTANCE
POWER
AUDIENCE (POWER)
HIGH ANGLE
LOW ANGLE
NO ANGLE
SYSTEMIC APPROACH
▪ Form▪ Audience▪ Message▪ Integration▪ Link▪ Y
MESSAGE
MESSAGE
APPEAL
REPRESENTATION LITERAL
INFERENTIAL
MESSAGE (REPRESENTATION)
Literal meaning
FedEx Express delivers vases.
LITERAL FEDEX DELIVERS VASE
Literal meaning
FedEx Express delivers vases.
INFERENTIAL DELIVERS FRAGILE ITEMS SAFELY
MESSAGE
APPEAL
REPRESENTATION
MESSAGE (APPEAL)
CROWN
HEAD
HEART
CROWN: ETHOS Credibility | Trust
HEAD: LOGOSLogic | Reason | Proof
HEART: PATHOSEmotions | Values
http://id-cube.com/wp-content/uploads/2013/12/visual-communications-ethos-pathos-logos-1310731-1024x791.jpg
SYSTEMIC APPROACH
▪ Form▪ Audience▪ Message▪ Integration▪ Link▪ Y
INTEGRATION OFLANGUAGE AND IMAGES
▪ Co-contextualising Relations(Semantic Convergence)
▪ Re-contextualising Relations(Semantic Divergence)
SIMILARMESSAGE
Reinforcement
INTEGRATION OFLANGUAGE AND IMAGES
DIFFERENTMESSAGE
Play Breakdown
SarcasmIrony
AmbivalenceConfusion
INTEGRATION OFLANGUAGE AND IMAGES
IRONY
VISUAL PUN
SYSTEMIC APPROACH
▪ Form▪ Audience▪ Message▪ Integration▪ Link▪ Y
▪ Beyond the viewing and representation exam component
▪ EL: Thematic approach▪ Skill set: Inference and interpretation skills ▪ Other subjects: literature, humanities, chemistry
LINK
SYSTEMIC APPROACH
▪ Form▪ Audience▪ Message▪ Integration▪ Link▪ Y
▪ Meaning is a result of choices made in text.
▪ Choices are made from System Networks. (Meaning Potential)
Y
• 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
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
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
ANNOTATIONMAKING SENSE OF SELECTED TEXT
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
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
▪ 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
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).
bit.ly/criticalviewing
RESOURCES
bit.ly/criticalviewing0
RESOURCES
https://tinyurl.com/opal-mmlc
RESOURCES
Q AND A
THANK YOU