Levels 7 and 8

Achievement Objectives

Visual language: Viewing

	Reading visual and dramatic texts, including static and moving images, students should:
Level 7	analyse different texts, comparing how verbal and visual features are organised and combined for different meanings, effects, purposes, and audiences	Viewing
Level 8	analyse contrasting texts, evaluating the ways verbal and visual features are organised and combined for different meanings, effects, purposes, and audiences in different social contexts
	In achieving the objectives of understanding and using visual language, students should:
Levels 7 and 8	using appropriate terminology, identify, use, and evaluate the effectiveness of particular conventions of verbal and visual language in a range of genres	Exploring Language
Levels 7 and 8	identify, analyse, and evaluate the effects of combining verbal and visual features, relating the choice and use of verbal and visual features to particular purposes and audiences	Thinking Critically
Levels 7 and 8	select, interpret, and synthesise information from visual texts and present it effectively, using a range of visual and layout features and appropriate technologies for a variety of purposes	Processing Information

Teaching, Learning, and Assessment Examples

Example 1

Achievement Objectives
Viewing: thinking critically

Teaching and Learning
Context: a study of the relationship between body language and spoken language

The teacher and students devise a number of different situations which represent a brief real-life action or event, such as buying or selling something, or talking to someone directly or by telephone.
In groups, students prepare a role-play for one of the situations and present it to the class. All students discuss and make notes of the different kinds of body language associated with the spoken language.
The players are then asked to play the same roles, using the same language, where possible, but adopting different or inappropriate body language.

Assessment

Students discuss and compare the differences and anomalies. They record significant features of the relationships between body language and spoken language, and the effects of the changes in body language.
Students are assessed for their ability to analyse and evaluate the effects of combining verbal and visual features.

Links With Other Strands
Speaking, Listening, Presenting

Example 2

Achievement Objectives
Viewing: exploring language; thinking critically

Teaching and Learning
Context: a news media study

Students assemble examples of different news media treatments of the same story, over one or two days, such as from television, newspapers, magazines, and radio.
The different versions are shared in groups. Students discuss the differences in the emphasis of each presentation, and identify visual, verbal, and non-verbal features which convey the interpretations.

Assessment

Each group reports on their findings, and evaluates the stories in terms of clarity and effectiveness of presentation for the audience. The teacher notes the understanding and supporting evidence provided by each group.

Extension Option

The students are given a press release and pictures for a news item.
They choose an audience and medium, develop the item, and present it to the class for evaluation.

Links With Other Strands
Speaking, Listening, Presenting
Related examples in other strands at this level: Listening, Example 1; Speaking, Example 2.

Example 3

Achievement Objectives
Viewing: exploring language; thinking critically

Teaching and Learning
Context: viewing a live theatre production

Before attending the performance, the teacher and students discuss the play, focusing on specific scenes, the main characters, and technical production aspects.
Students consider aspects to look for in a production, particularly the ways in which the interpretations of character and theme might be developed visually.
Students view a film or video version of this or another play before attending the performance, and practise looking for aspects of interpretation.
The teacher and students collect examples of theatre reviews and discuss their characteristics.

Assessment

Students write a review of the live performance, focusing on how well the production combined the verbal and visual elements to enhance the meaning and interpretation.
The teacher assesses the reviews in terms of students' ability to analyse and evaluate the ways in which verbal and visual elements are combined in the production.

Links With Other Strands
Speaking, Listening, Reading, Writing

Example 4

Achievement Objectives
Viewing: exploring language; thinking critically

Teaching and Learning
Context: a study of images of New Zealand in the media

The teacher and students assemble advertisements from television, magazines, and newspapers promoting New Zealand products or services, such as butter, clothes, cars, or tourism.
Each group of students chooses a product or service and analyses its advertisements in terms of their visual and verbal features and the ways in which these are organised and combined for particular effects.
Each group analyses the interpretation of New Zealand cultures and peoples which is portrayed in the advertising of that product or service.
Using appropriate terminology, the students evaluate the impact of the visual and verbal signs and discuss how effectively the advertisements reflect particular perceptions of New Zealand life, and their relevance to their own lives.
In groups, students compare their findings.

Assessment

Individually, students select their own advertisements and write an evaluation of them, using appropriate terminology.
The teacher assesses the students' ability to evaluate the combination of verbal and visual elements in advertisements, and their use of appropriate terminology.

Links With Other Strands
Writing, Speaking, Listening