Beruflich Dokumente
Kultur Dokumente
WALA
Visual
Literacy
Teacher
plays
a
game
Teacher
Says
and
explores
how
instructions
are
a
way
of
directing
people.
- Busting!
Aaron
- Line
Explore
how
sometimes,
following
a
line
directs
you
to
look
a
certain
way.
Blabey
- Colour
- Post
it
notes
- Brush
strokes
Students
listen
to
the
story
Busting!
By
Aaron
Blabey.
Busting!
Is
about
Lou
who
desperately
needs
a
- Mini
whiteboards
loo.
Students
have
completed
spelling
tasks
from
this
story
the
previous
week
and
are
familiar
with
for
each
student
the
story.
Teacher
goes
back
to
the
page
where
Lou
finally
finds
the
loo.
Identify
the
line
and
ask
students
where
does
this
line
lead
to?
where
do
you
look
when
you
see
this
page?
Students
brainstorm
their
ideas
and
the
teacher
places
a
sticky
note
identifying
how
the
line
encourages
you
to
read
and
follow
the
line.
Students
think-pair-share
the
use
of
colour
and
brainstorm
on
white
boards
why
do
you
think
the
author
used
the
colours
orange
and
yellow
for
the
line?
Students
identify
the
colours
representing
speed,
urgency,
danger.
Discuss
why
was
it
so
urgent
and
dangerous?
How
fast
do
you
think
he
was
going?
Teacher
adds
this
page
to
the
Visual
Literacy
Wall.
Students
explore
books
through
the
book
shelf
and
are
asked
to
find
a
page
that
uses
line
to
direct
the
reader
and
a
page
that
uses
colour.
Students
share
back
to
the
class
and
the
teacher
adds
some
pages
to
the
wall.
Provide
students
with
a
piece
of
paper
and
ask
them
to
draw
a
picture
of
a
car
driving
super
fast!
Ask
students
to
share
how
they
showed
that
the
car
was
moving
quickly.
Guide
discussion
to
introduce
brush
strokes
as
a
technique
used
by
illustrators
to
show
movement.
re-read
through
Busting!
And
ask
students
to
identify
a
page
where
the
illustrator
has
used
brush
strokes
for
movement.
teacher
adds
these
to
the
visual
literacy
wall.
Students
explore
other
books
with
brush
strokes
or
independently
create
an
image
themselves.
Image
from
Busting!
Aaron
Blabey
WALA
Visual
Literacy
Students
have
been
reading
and
are
familiar
with
The
Last
Tree
in
the
City
and
have
identified
the
- The
last
tree
in
the
- How
colour
creates
focus
main
idea
of
the
story.
Edward
is
sad
after
he
finds
the
last
tree
in
the
city
is
no
longer
standing.
city:
Peter
Carnavas
- Peritext
After
some
reflection,
he
finds
a
way
to
make
things
better.
- How
to
Heal
a
After
reading
the
story,
the
teacher
explains
peritext.
Sometimes
in
the
end
papers
of
a
book
there
is
Broken
Wing:
Bob
a
hidden
message.
Students
brainstorm
what
the
peritext
may
be
of
the
story.
As
a
class,
identify
the
Graham
hidden
message
and
explore
other
books
from
the
book
shelf
together
identifying
the
peritext
and
- ANZAC
Ted:
Belinda
why
the
illustrator
may
have
done
this.
Landsberry
Students
are
given
a
copy
of
a
page
from
the
story,
and
in
their
term
books
respond
to
the
question
why
do
you
think
the
illustrator
has
made
the
main
character
the
only
image
in
colour?
how
does
the
colour
of
the
city
make
you
feel?
Students
share
their
thoughts
and
the
teacher
creates
a
sticky
note
for
the
image
identifying
colour
as
a
technique
to
draw
attention
and
that
the
colour
of
the
main
character
supports
the
feeling
of
hope
the
character
is
feeling
and
symbolising.
Students
are
in
groups
and
go
through
books
that
they
are
familiar
with
from
shared
reading
in
class:
How
to
Heal
a
Broken
Wing
Bob
Graham,
The
Last
Tree
in
the
City
Peter
Carnavas
and
ANZAC
Ted
Belinda
Landsberry
Students
use
iPads
to
take
photos
of
pages
that
demonstrate
the
use
of
colour
to
demonstrate
focus.
Students
create
a
mini
iMovie
explaining
the
photo
and
answering
why
do
you
think
the
illustrator
used
colour
to
show
focus?
why
do
you
think
the
illustrator
chose
those
colours?
how
does
the
image
make
you
feel?
WALA
Visual
Literacy
Students
are
familiar
with
Parachute
by
- Perspective
Danny
Parker
and
have
completed
activities
- Space
such
as
identifying
the
main
idea,
exploring
- Angle
the
feelings
in
the
book
such
as
feeling
- Gaze
nervous
and
being
brave
and
have
also
illustrated
a
time
when
theyve
felt
nervous.
Students
act
out
in
freeze-frames
different
scenarios
to
show
a
time
when
they
felt
nervous.
Teacher
guides
them
to
consider
space
and
angle-
if
something
or
someone
is
bigger
than
you,
it
usually
makes
you
feel
small
and
can
show
power,
especially
if
their
gaze
is
down
towards
you.
Illustrators
sometimes
show
this
by
making
characters
or
things
in
the
images
larger
or
smaller
than
realistic
to
show
a
feeling.
Students
act
out
freeze-frames
of
given
scenarios
or
their
own.
After
reading
the
story,
the
teacher
pauses
on
the
following
pages
to
explore
techniques
shown
below.
Class
generates
conversation
around
the
feelings
in
the
images
and
how
the
illustrator
has
used
these
techniques
to
create
feelings
inside
the
reader.
Teacher
explores
space
and
how
it
can
show
importance
or
power
to
the
focus.
WALHT
Identify
Visual
Literacy
Students
are
familiar
with
Sunday
Chutney
Aaron
Blabey
and
are
in
groups.
Students
are
given
post
- Post
it
notes
Techniques
it
notes
with
a
list
of
the
visual
techniques
that
have
been
explored
this
unit.
Students
identify
using
- Sunday
Chutney
post
it
notes
techniques
they
can
see
on
the
page
theyve
been
given.
Students
also
identify
how
the
page
makes
them
feel
and
how
it
contributes
to
the
text.
Students
share
their
responses
to
the
class.
Students
have
been
read
The
Magic
Finger
Rohald
Dahl
and
have
previously
been
ask
to
design
a
new
-The
Magic
Finger
front
cover.
Students
are
given
a
copy
of
the
illustrator
techniques
that
have
been
covered
in
this
unit
Roald
Dahl
(see
below).
The
teacher
then
reads
out
the
excerpts
that
students
can
choose
from
and
explain
their
-
Paints
task
is
to
paint
an
illustration
that
incorporates
techniques
learnt
to
add
meaning
to
their
chosen
-
spare
paper
piece
of
writing.
-
list
of
quotes
for
Students
brainstorm
ideas
together
for
each
excerpt
and
discuss
the
feelings
and
meaning
that
students
happened
around
that
event
in
the
story.
Students
choose
their
piece
of
writing
and
sketch
using
-list
of
techniques
for
pencil
a
plan
for
their
painting.
Students
then
highlight
their
chosen
techniques.
students
Students
paint
their
image.
Students
then
record
their
thoughts
to
the
questions:
what
is
the
main
idea
you
are
trying
to
show?
And
what
techniques
did
you
use
and
why?
this
can
be
in
a
presentation
style
sharing
or
using
the
iPads
with
iMovie.
WALH
images
add
extra
Quotes:
meaning
The
magic
finger
is
something
I
have
been
able
to
do
my
whole
life.
I
cant
tell
you
how
I
do
it,
because
WALH
Illustrators
create
I
dont
even
know
myself.
But
it
always
happens
when
I
get
cross,
when
I
see
red
meaning
Then
I
get
very
hot
all
over.
Then
the
tip
of
my
forefinger
of
my
right
hand
begins
to
tingle
most
terribly
Thats
an
easy
one!
k-a-t
you
are
a
silly
little
girl!
Mrs
Winter
said.
I
cannot
begin
to
tell
you
what
happened
after
that,
but
if
you
are
wondering
if
Mrs
Winter
is
all
right
again
now,
the
answer
is
no.
She
will
never
be!
The
farm
next
to
ours
is
owned
by
Mr
and
Mrs
Gregg.
The
Greggs
have
two
children.
Both
of
them
boys.
Techniques Handout
Space The more space an image takes up, the more focus it gets
WALH images What is the main idea you are trying to show?
add extra
meaning
WALH What techniques did you use and why?
Illustrators create
meaning