VISUAL TEXT ANALYSIS

Pat Donnelly

Monitoring and Assessment

Four Resources Guideposts Codes of Visual Text Self and Peer Assessment

Classroom Organisation
Learning Role Cards

Engagement: Empowering Teachers with Successful Strategies

Visual Text Analysis is a comprehension strategy that supports students when reading visual text by providing access to and interpretation of familiar but possibly latent codes within the text. Visual texts while often appearing natural are constructed by individuals who are both products of their environment and authors of their reality. Some level of meaning may be achieved by analysing the authors intent through a closer examination of selected techniques, codes and conventions. Examining the authors context through contemporary and/or complementary texts may reveal other levels of meaning also present within the text.

Engagement: Engaging Students in Purposeful Social Practices

Strategy Visual Text Analysis

Text A Current Selection of Political Cartoons

takes students beyond the text to explore the authors use of techniques and conventions encourages students to bring their background knowledge to the reading of the text contextualises reading historically and politically by comparing it to a variety of contemporary and/or complementary texts engages students in discussion around the text and contemporary issues uses peer support to scaffold student reading of challenging texts integrates the Four Roles/Resources of the Reader

focuses on a real world text from a daily newspaper explores a topical issue uses a range of textual devices, eg metaphoric imagery and humour to present a particular point of view links to work in SOSE, Visual Arts and other curriculum areas links to themes such as leadership, the environment, sport, international conflicts etc

Four Roles/Resources of the Reader

Based on the Four Roles/Resources of the Reader developed by Freebody and Luke (1990), Visual Text Analysis involves students in the following repertoire of purposeful social practices:
Code breaker Text user

Decoding the codes and conventions of written, spoken and visual texts, eg:

Understanding the purposes of different written, spoken and visual texts for different cultural and social functions, eg:

understands the Codes of Visual Texts such as production techniques and conventions of camera angle, lens choice, framing, proximity or closeness, and lighting interprets symbolic representations of shapes, objects, setting, colour, and body language

develops an awareness of how both the cultural context and the authors purpose shape the nature of texts, eg political cartoons, editorials, letters to the editor and news reports (TV, radio and print) may all deal with the same subject matter but have vastly different purposes develops a creative response based on knowledge of how texts are used to convey meaning

Text participant

Text analyst

Comprehending written, spoken and visual texts, eg:

Understanding how texts position readers, viewers and listeners, eg:

links the text to real life issues draws on background knowledge to interpret the text understands the literal and inferential meaning of the visual images used in the text

examines the writers point of view develops own position on the text explores how the writer is positioning the reader develops a critical response to the text

Four Resources Guideposts

Visual Text Analysis Guideposts provide a useful assessment tool.

Implementing the Strategy

Visual Text Analysis using political cartoons Choosing a Text The following pointers provide a guide to text selection. Select a text which:

reflects the main ideas and concepts covered in the unit of work links to a variety of contemporary and/or complementary text types, eg editorials, letters to the editor and news reports (TV, radio and print) deals with issues which challenge students beyond the literal level

is rich in symbolic and metaphoric language that can be interpreted at different levels

Preparation

Maintain a current supply of newspapers. Select an appropriate cartoon and transfer to an OHT. Collect associated articles, headlines, editorials or letters to the editor. Familiarise students with the Codes of Visual Text.

Roles of the Reader Learning Role Cards (Optional) To scaffold an effective analysis it is helpful to take a group approach especially when the subject matter is unfamiliar, obscure, metaphoric, divergent or cryptic in some way. The answer can often be found by bouncing ideas off group members. Use Learning Role Cards for effective role demarcation. Orientating Activities Tell the students that you have found a political cartoon to share with them and then ask them to suggest possible topics. Good guesses will reflect some current event. Use an OHT to show students a number of associated headlines and then ask them to guess again. Other articles appearing in the same newspaper included an editorial entitled Last Chance for Aussies, a front page headline of Is this Marks final stand? and a back page headline of ITS TIME! >> click here for headline page >> click here for a larger image of the cartoon, or here for an Acrobat PDF version (257KB)

Show the students the cartoon. For example: At the beginning of 2002 the Australian Cricket teams poor one-day form coupled with demonstrations of hooliganism during a number of Melbourne games inspired cartoonist Neil to come up with the following response on Sunday, 20 January 2002 in the Queensland Sunday Mail. Enhancing Activity: Visual Text Analysis Ask students to study the cartoon for a few minutes and then begin work on the K-W-L Chart (What I Know, What I Want to Know, What I Learned).

K-W-L Chart
(see notes below) Title: Text Type:

What I Know After brainstorming choose the most appropriate Top Level Structure such as Concept Web, T Chart, Y Chart, Venn Diagram etc to organise your knowledge. Add your own knowledge Draw the structure selected on a separate page

What I Want to Know Thin Questions Add your own thin questions Vocabulary (What do the following words mean?) Add your own list of words Fat Questions Add your own fat questions

What I Learned Write it in your own words or in your own way translate, innovate or transform Choose one response only >> click here to download the K-W-L Chart as a Word document Notes on the K-W-L Chart K-What I know In Learning Role (optional) brainstorm all the things the cartoon suggests to you. Once you have listed your ideas you can organise them using a Top Level Structure Graphic Organiser such as a Concept Web. You will need a separate page as the graphic organisers wont fit on the K-W-L chart. W-What I Want to Know Record as many questions as you can, drawn from your examination of the cartoon. Thin questions require short answers while fat questions require long or extended answers.

Examples of thin questions include: who, what, when and where type questions. Examples of fat questions include: how, why and will type questions. Defining vocabulary is another form of answering questions. Use the Learning Role Cards (optional) to scaffold the discussion.

If possible continue to add ideas to your brainstorm and Top Level Structure Graphic Organiser as you find answers to each level of questioning.

L-What I Learned Translate: Translating involves either duplicating or explaining. When duplicating you could draw your own cartoon depicting the events. This gives you some idea about how difficult political cartooning is. Alternatively you could describe the cartoon in detail as in the example below. If you are comfortable with the Codes of Visual Text, you could revise your interpretation using words and phrases from the Codes. Innovate: When innovating the genre remains constant while the content changes. For example, block out the speech bubbles and add your own text. Transform: Transforming requires that the content remains unchanged while the genre changes. You could write a poem or a newspaper report or a headline that may have appeared on the back or front page the day the cartoon was published. Synthesising Activity

Write the text in your own words or in your own way, eg write it as a news report (Transform). Write what you would do if you were one of the officials (Transform). Draw a cartoon entitled What happened next (Innovate).

Example of a K-W-L Chart

Title: One Day Cricket Comment Text Type: Political Cartoon

What I Know Brainstorm cricket Aussies losing hooliganism ACB: Australian Cricket Board angry fans Add your own knowledge After brainstorming choose the most appropriate Top Level Structure such as Concept Web, T Chart, Y Chart, Venn Diagram etc to organise your knowledge. Draw the structure selected on a new page

What I Want to Know Thin Questions Who are the men in Where is it Why is there rubbish on the ground? Add your own thin questions Vocabulary (What do the following words mean?) Hooligan Embarrassment Anger ACB Add your own list of words black? set? Fat Questions Who is the sarcasm in the text aimed at? How will the problems be resolved? Can officials really make a difference? Add your own fat questions

What I Learned Write it in your own words or in your own way translate, innovate or transform. Translate Two officials of the ACB stand in the middle of the MCG discussing two problems. One official is concerned about hooligans while the other is concerned about the form of the Australian team. The cartoonist may be suggesting that if Australias form improved than there would be less trouble with hooligans. Alternatively he may be suggesting that he doesnt care about hooliganism as much as he does about poor form. Or using the Codes of Visual Text The cartoon set at a cricket ground shows three characters who by their style of clothing represent two members of the ACB and a groundsman. The high camera angle places the central characters in a pressure situation, under the spotlight as it were. Innovate ACB Official 1: Well the hooligan ACB Official 2: Right, now well have to sack Steve Waugh! Transform Hooliganism Heats Up While Aussies Fail to Fire idea didnt work!

Examples of Top Level Structure Graphic Organisers

Concept Web (description)

T Chart (cause and effect) Cause Effect

Hooligans are throwing rubbish onto the pitch The Australian cricket team is doing poorly

Upset Australian cricket officials

T Chart (problem/solution) Problem Hooligans Poor performance of the Australian cricket team Should be strung up Should be strung up Solution

Venn Diagram (comparison)

Feedback
Students need to be constantly engaged in developing ways of making group work more effective. Ask students to complete the Feedback: Two Pluses and a Wish proforma in which each student collaboratively gives each group member two positive comments about their involvement and one area where they may be able to improve, ie two pluses and a wish. Students can then reflect on their own effectiveness as a group member.

References
Department of Education Queensland. (1993). Using visual texts in primary and secondary English classrooms. Department of Education Queensland. (1994). Media Curriculum Guide for Years 1 to 10 Constructing Realities. McKee, A. (2001). A Beginners Guide to Textual Analysis. Metro, 127/128, p138-149. Neil. (January 20, 2002). Cartoon in Sunday Mail. Queensland: News Limited. Travers, D. (1996). Teaching Viewing in the Classroom. Adelaide: ALEA.

Good Evening. I am both honored and flattered to have been asked to speak for this wonderful occasion. I congratulate each of you and your parents. Your achievements in the realms of Scholarship, Leadership, Community Service, and Character are being honored here tonight by your induction into this prestigious society. An honor such as this is a wonderful way for the school and community to recognize and celebrate the choices, and sometimes the sacrifices, you have made. But I believe that what should make you and your parents the most proud is not the actual honor itself, but what you had to do to get it. As Ralph Waldo Emerson said, "The reward of a thing well done is to have done it." Any recognition is just the icing on the cake, not to be expected but definitely to be enjoyed. However, I challenge you not to rest on your laurels but to continue to strive towards even loftier goals. The four requirements for membership in which you have excelled: scholarship, leadership, community service, and character were not chosen at random. They are the core of a fulfilled and fulfilling life. The most important thing to remember is that each of these characteristics are the sum of many individual decisions. They embody a positive attitude backed by purpose. The only way to achieve your purpose is to take small actions everyday. In the end, they all add up. My hope for you is that you will cultivate this attitude backed by purpose in your own life. Scholarship is much more than just getting straight A's. It is a life-long love of learning. In the end it is a sum of small choices. Each time you decide you WANT to learn something, the experience will be so rewarding that the next time becomes easier. Soon learning becomes a habit. At that point, your desire to learn makes getting A's easier while taking the focus off of grades. The knowledge can still be hard to gain, but knowing you've mastered a difficult subject is an awesome reward. Suddenly the world around you becomes richer, full of learning opportunities. Leadership is not about being elected or appointed to an office. The office does not teach someone how to be a leader. Leadership is an attitude cultivated over time. Are you one to stand up for what you believe in and 'face the music' even when that music happens to be unpleasant? Do you have a purpose and follow that purpose to get the ends you desire? Do you have a vision? These are all questions that true leaders answer in the affirmative. But how do you become a leader? Each small decision you make takes you one step closer. Remember the goal is not to get power, but to get your vision and your purpose across. Leaders without visions can be likened to driving in a strange town without a road map: you are going to wind up somewhere, it just might not be in the best part of town.

Many see community service as a means to an end. Some might see it as a way to get service points while socializing, while others may view it as an unfortunate (and often inconvenient) necessity of high school life. But is that true community service? Once again true community service is an attitude. Are you doing it for the right reasons? I'm not saying there won't be Saturday mornings when you would rather sleep your heart out than paint your heart out. What I'm talking about is that in the end, when it is all done, and you are once again well-rested, you can look back and realize that you did something worthwhile. That you helped your fellow man in some way. Remember as John Donne said, "No man is an island entire of himself." Finally, character. If there is any one thing that is evidenced by your daily choices it is your character. I truly believe what Thomas Macaulay said, "The measure of a man's real character is what he would do if he knew he would never be found out." What do you do when no one's around? The teacher steps out of the room for a moment while you are taking a test after school. You know exactly where in your notes the answer to question 23 is. Do you look? Minimal chance of being caught! The answer to this question is the key to your true character. For while being honest and honorable when others are watching is important, being true to yourself is tantamount. And in the end, these private day-to-day decisions will eventually reveal your true character to the world. All in all, are making the tough choices worth it? Yes. While it would be easier to slide through life without a purpose, without a code, it would not be fulfilling. Only by setting difficult goals and achieving them can we find true self-worth. One final thing, each person's goals are different, and what comes easy to one may be difficult for another. Therefore, do not squash others' dreams. This is a surefire way to know that you aren't working towards fulfilling your own. In conclusion, I congratulate you for this honor. You are truly the best of the best. Enjoy yourself, and remember as Mother Teresa said, "Life is a promise; fulfill it."