Lesson+7+of+10+Visual+Literacy

//"Celebrations"// |||| __Curriculum Link:__ HSIE, English || __Year Level:__ 4 || Visual Literacy- Salience, Colour and Vectors || __Learning Areas:__ HSIE- Cultures English- Visual Literacy || This lesson aims to explore the components of ‘salience’, ‘colour’ and ‘vectors’ when looking at visual literacy by introducing students to the terms and showing worked examples of interpreting visual texts, culminating in students participating in group deconstruction of given visual texts. The emphasis of the lesson will be for students to gain an understanding of the terms ‘salience’, ‘colour’ and ‘vector’ and to understand how these components of visual literacy work to convey the meaning of the text. Students will have had previous experience with viewing differing text types, such as photos, advertisements and webpages and will have an understanding of the purpose of these text types. Based on the afore mentioned, this lesson will only briefly explore the purpose of each given text type to consolidate students previous knowledge. NB: students will use this knowledge when constructing their multimodal texts at the end of the unit. CUS2.4- Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. __ Indicators: __ - explores different celebrations within their community and the greater community. - examines forms of spirituality in the community. - gathers and analyses information about significant multicultural celebrations. TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes. RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types. __ Indicators: __ • justifies or challenges a point of view with supporting evidence. • participates in discussions and reflects upon a variety of responses and views, elaborating on other’s suggestions. • makes some inferences about ideas implicit in a text • interprets basic still graphics, including obtaining information from computer sites. • uses images to gain meaning from text • uses strategies to confirm predictions and to locate information • identifies writer’s intended audience and viewpoint. • talks about different interpretations of visual texts • makes general statements about how visual texts such as diagrams, tables and illustrations enhance or detract from meaning • makes comparisons and identifies differences between text produced in different media • recognises the structure of a range of more complex text types, specifically visual text. • uses appropriate terminology to discuss computer texts. || - IWB - Chinese New Year image (see resource titled ‘Chinese New Year Resource’) - 3x Posters of the definitions of Salience: where the eye is drawn, Vectors: lines that draw the eye to a certain place, and Colour: used to evoke meanings and create responses. - blu-tac - Labels: SALIENT IMAGE, VECTOR (x6), COLOUR (power, tranquility, bold, pale, vibrant, symbolic) - Handout with figures 2, 3 and 4 on it (enough for each group to have a copy of each) - Markers Images loaded onto IWB. IWB screen with ‘Chinese New Year’ written on it. Labels made with blu-tac on the back. Handout made and photocopied ready for student use. || __Introduction:__ Briefly brainstorm to remind students about the different types of celebrations and why people celebrate. Write these on the board around the heading of ‘celebrations’. Have on the next page of the IWB ‘Chinese New Year’. Ask students if they know anything about Chinese New Year and write their knowledge on the board. Add information to extend knowledge such as; falls on different date every year (usually in February), based on lunar calendar, red lai-see money bags to give prosperity, 15 days of celebration, lots of red to symbolize fire and ward off bad luck, lantern festival, dragon dancing (visit sites such as [] for more information about Chinese New Year). If there are any students who celebrate Chinese New Year, allow them to speak to the class about the significance of the celebration for them and their family (note: encourage students to think about the similarities and differences between Chinese New Year and New Year celebrated on the 31st December- 1st January). || Show students enlarged version of Chinese New Year image (see Chinese New Year resource). Ask students talk about what they think the image is about and why and allow them to share. Inform students that the image is a poster that can also be a computer screensaver or wallpaper. Have the three posters with brief definitions of; salience, vectors, and colour written on them and pin them to the wall where students can see them. Tell students that they are about to re-view the image but through the lens of a visual literacy detective, meaning that they are going to explore some of the features that help this text convey its meaning. Introduce students to the term salience by saying that the salient image is the image that the eye is drawn to. Allow students to ask questions to clarify the term if necessary. Ask students to look at the Chinese New Year poster and suggest where they think the salient part is. Take multiple suggestions, allowing each student to place the label ‘SALIENT IMAGE’ on the place where they think the salient image is and ask why each student thinks a certain aspect of the image is the salient image. After multiple students have had a chance to place the label and explain their choice, place the label on the most salient part (the Dragon’s head) and explain to students why that is the most salient part of the image (NOTE: students will probably have already explained this). Repeat the above process, exploring vectors and colour, being sure to allow students to explain their answers, thus allowing the teacher to gauge any misunderstandings of the elements and to further explain where necessary.
 * < __Unit Topic:__
 * __Lesson Number:__ 7/10 |||| __Lesson Topic:__
 * **__Lesson Overview:__**
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 * HSIE: **
 * English**:
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 * __Set-up:__**
 * **__Lesson Outline:__**
 * **__Teacher will…__**
 * Worked Example**

‘Web Pages’ On the IWB, show students a webpage relating to Chinese New Year celebrations in Australia (see websites below for examples, however only choose one for worked example). Ask students to view the page through the lens they have just explored of being visual literacy detectives. Before looking at the visual features of the page, ask students to think about the intended purpose of the page, the target audiences and the validity (note: these are aspects students will have been learning about in HSIE). Allow students to place the labels (salient image, vectors, colour) on the relevant parts of the webpage, using the IWB marker to expand on the reasons why they have chosen to place the label in that position e.g. Bright Colour label may be placed next to the green writing in figure 1 and student may explain this draws viewers attention and creates an exciting mood.
 * __Activity:__**

Figure 1: Screen shot taken from: []

Separate students into small groups (approx 4). Give each group a handout with figures 2, 3 and 4 on it. Inform students that they will work in their group to label the features discussed (salience, vectors and colour) being sure to write why they have selected to label certain areas of the webpage. Remind students to think about the purpose of the webpage, author and target audiences when discussing why and how the visual features work to convey meaning.

Be available to answer questions and prompt students during group work. Endeavor to visit each group and provide timely feedback specifically relating to their work.

Figure 2: Screen shot taken from: []

Figure 3: Screen shot taken from: []

Figure 4: Screen shot taken from: []

Bring students back to the floor and have one of the webpage screen shots on the IWB. Have one member from each group talk about each of the discussed features. Provide feedback to students to consolidate learning and clarify any questions. |||| **__Students will…__**
 * __Conclusion:__**

Sit on floor facing board. - - - - - - - - - Contribute to discussions about the image. - Actively listen and ask questions to gain understanding of the term ‘salience’. - Participate in class discussion and activity. - Ask questions to clarify understanding if needed. - - As above. - - - Seated on the floor facing IWB. Actively listen and participate in worked example. Ask and answer questions where necessary. - Participate in discussion and activity.
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- - - - - - - - - - - - - - - - Work collaboratively to locate the visual features of the webpages and suggest reasons for the use of these techniques. - - Asks questions when necessary to ensure understanding. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Participate in group discussion, offering opinions. Actively listen to class members. || Assessment of this task is formative assessment, through questioning and observing student participation and understanding of the elements of visual literacy explored. Leading questions, where students must explain their decisions, help to inform of the students understanding of each of the concepts, as well as to inform any further scaffolding that needs to take place. Ensuring that leading questions are asked at each stage of the lesson is paramount. Providing oral feedback to students throughout the group activity allows students to determine if there are areas relating to the components of visual literacy explored that they need to be clarified, whilst simultaneously allowing the teacher to gain an understanding of student understanding. ||
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