VISUAL IMAGE

1. VISUAL IMAGE NCEAINTERNAL 1.7

2. Student Instructions: • http://www.youtube.com/watch?v=EmLHOGT0v4c • Congratulations! • You’ve got a job! • Your job is to design a poster to promote an of major importance. issue

3. What are the issues? • The importance of true friendship • Fulfilling family responsibilities • Respecting people with intellectual disabilities

4. Issue: A need for world peace • Ideas for an issue of major importance can come from many places: songs, books, clips, films, your own lives. Head up a double page in your classwork book with the word “ISSUES” and write down each issue that we look at as a class

5. What’s the issue? • http://www.youtube.com/watch?v=wD-UpHlB9no • Acceptance of racism, hypocrisy • http://www.youtube.com/watch?v=xlkprv-Upco • Global Warming • http://www.youtube.com/watch?v=_4jgUcxMezM • avoid sunburn, avoid sunbeds, get medical advice • http://www.youtube.com/watch?v=FfNo6WVt-uc&feature=list_related&playnext=1&list=SPEC86E3D1A9DDC1E0 • War leads to wasted lives

6. Bred in South Auckland What’s the issue in this poem? Glenn Colquhoun

7. Stanza 1 I drive a car that is falling apart. There is a bog in the body. There is rust in the doors. Occasionally it does not have a warrant. Sometimes I sleep in large rooms full of people. I eat too much fried bread. I am late to meetings. I go to housie. My nose is flat. I say Raw-tore-loo-uh. Some people think I am a bloody maori, The first 3 lines are about the poor state of the car ,implies poverty. Refers to sleeping on a marae Reference to poor diets. Physical description.

8. Stanza 2 Lines 1 + 4 are about education. Implies that Pakeha are educated. I have been to university. I have a student loan. I photocopy my tax returns. Most mornings I read the newspaper. I make lists of things I have to do and like to cross them off. I cut apples into quarters before I eat them, Then I cut the pips out. I put my name on things. I listen to talkback radio. I use EFTPOS. Some people think I am a typical pakeha. Lines 3 + 5 imply Pakeha are organised people. Line 10 implies they are up with technology.

9. Stanza 3 Last week I drove into a red light, I did not slow down at a compulsory stop, I changed lanes on the motorway and did not use my indicator. When I was a boy I went to see Enter the Dragon, I took one lesson in kung fu. My parents made me do my homework. My brother gave me chinese burns. I like beef and pork flavoured two minute noodles. I light incense when the house smells. Once I dug a garden. Some people think I am a blasted asian. First 3 lines imply Asians are bad drivers. Asian Influenced movie. Reference to Asians being hard working and brainy. Reference to market gardens.

10. Stanza 4 South Auckland is predominantly Samoan and Maori. ‘ Mangere, Otara.’ When I was a boy I learned to swear in Samoan. I went to school in Mangere. I played rugby in bare feet, Sometimes I shop at the Otara markets. My family come from overseas. I used to work in a factory. Once I helped cook an umu. When it is summer I wear a lavalava. I drink pineapple juice. I like to eat corned beef. Some people think I must be a flaming coconut. Line 3 implies both poverty and tradition. Factory work is a low- skill level job. lavalava= traditional dress. Lines 9+ 10 are products of Samoa.

11. Stanza 5 (one line) I think I am the luckiest mongrel I know. • Each stanza = stereotypes. • The poet is a mongrel or mixed breed. Not one specific race. Being a mongrel means he gets the best bits of each culture.

12. Don’t judge people based on stereotypesValue the multicultural nature of NZ society. So what’s the issue in this poem?

13. As a class, let’s work out the issue being raised in this poster and the visual and verbal techniques that are used.

14. How to make notes about each poster • Briefly describe the image on the poster e.g sheep • Write down the headline: Be heard, not part of the herd. • Write down visual and verbal techniques used. DI: Sheep Headline: Be heard not part of the herd Issue: the need to vote Visual = contrast – pink against white, reverse print, repetition Verbal = pun, imperative, font (caps = important)

15. As a class, let’s work out the issue being raised in this poster and the visual and verbal techniques that are used.

16. Let’s play Bingo!

17. Bingo Make a 3x3 bingo card in your book. Choose NINE words from the lists below and enter them on your Bingo card. You must have at least ONE from each list.

18. Ready? Got something like this? Need to see the list again? Next slide.

19. Bingo Make a 3x3 bingo card in your book. Choose NINE words from the lists below and enter them on your Bingo card. You must have at least ONE from each list.

20. Work in groups of 4. Together withapartner work out the issue being raised in this poster. Then two people must identify verbal techniques that are used and two people must identify visual techniques that are used.

21. Work in groups of 4. Together withapartner work out the issue being raised in this poster. Then two people must identify verbal techniques that are used and two people must identify visual techniques that are used.

22. Work in groups of 4. Together withapartner work out the issue being raised in this poster. Then two people must identify verbal techniques that are used and two people must identify visual techniques that are used.

23. Together withapartner work out the issue being raised in this poster and the visual and verbal techniques that are used.

24. Together withapartner work out the issue being raised in this poster and the visual and verbal techniques that are used.

25. Together with a partner work out the issue being raised in this poster and the visual and verbal techniques that are used.

26. Together with a partner work out the issue being raised in this poster and the visual and verbal techniques that are used.

27. On your own, work out the issue being raised in this poster and the visual and verbal techniques that are used.

28. As a class, look at this poster: Identify the issue. Identify visual & verbal techs How does this poster get our attention and keep our interest? What desire is it creating in the viewer? What action does the designer of the poster want us to take?

29. Together with a partner work out the issue being raised in this poster and the visual and verbal techniques that are used. Then do ADA.

30. Together with a partner work out the issue being raised in this poster and the visual and verbal techniques that are used.Then do ADA.

31. On your own, work out the issue being raised in this poster and the visual and verbal techniques that are used.

32. Designing Posters CORE COMPONENTS • Issue / Purpose • Target Audience • Layout • Colour • Visual Features • Verbal / Text Features

33. Poster Layout: • Use headingsand body copy. • Keep it balanced and simple. • Decide where to use graphics, photographs, etc. • Not too much detail. Less is more. • Information should flow – think of the poster dividing into thirds, halves

34. Poster Design - Colour • Choose colours that complement each other. Certain colours, like certain yellows, etc., are difficult to see and read. Text and background colours should complement each other. Colour can also be used symbolically to represent the issues or ideas presented in your image.

35. Text size and Font Style • Text size & font type are a very important aspects when designing a poster. They will determine whether your audience will be able to read your poster with ease. If not, all your hard work was for nothing. To attract your audience, they must be able to read your poster from a distance, therefore font size is extremely important. • Font style can also be reflective of the purpose or idea presented in your image.

36. Illustrations/Images • Photographs OR a good quality scan; • take the photograph with a digital camera and work with a digital image instead of scanned pictures. • Diagrams / Graphics Design • Paint • Collage • Hand drawn images • Sketches • Silhouettes • Magazine cuttings • Paint/photoshop – design programmes • DO NOT COPY AND PASTE! YOUR IMAGE MUST SHOW EVIDENCE OF CONSTRUCTION BY YOU!

37. Remember… "It takes intelligence, even brilliance, to condense and focus information into a clear, simple presentation that will be read and remembered. Ignorance and arrogance are shown in a crowded, complicated, hard-to-read poster.“ Mary Helen Briscoe University of Buffalo

38. Visual / Verbal Features • You should also be familiar with visual and verbal language features, such as the following: • Colour – symbolism, mood, impact, contrast, shading • Layout – balance, proportion, space, framing, rule of thirds • Shape – dominance, focus, how other elements or words fit around it • Symbolism – use of symbols to represent ideas, logo • Lettering – upper/lower case, font, italics, bold, size • Advertising Terminology – headline, body copy, illustration/graphics/photos, logo. • Advertising language techniques – repetition, imperative, pun, alliteration, pronouns, rhetorical questions, emotive language, jargon, parallel construction, slogan, minor sentences, contractions, colloquialisms, etc.

39. Marking Criteria:

40. Before you begin your design you will look at a range of posters by students who have previously completed this assessment (some more successful than others!). You will examine the components of the posters and the techniques designers have used to make them appealing and effective. Your own poster should use the design principles you have identified as effective and suitable for your issue.

41. Low Excellence • Ideas are developed and structured effectively. There are compelling and well-organised connections using symbols and found images to present ideas on: • • stopping domestic violence • • fear and isolation of domestic violence • • finding a way out of domestic violence • The idea of finding a way out of domestic violence is not quite as developed as the reasons why it must stop. • Language features appropriate to purpose and audience are used with control to command attention. The found images contrast the fear of domestic abuse with hope for change shown as the figure moves towards the light at the end of the tunnel. The word ‘STOP’ integrates the fist symbolically and is further reinforced with the words ‘Domestic Violence’ underneath. The reverse text uses questions well and offers a solution to the audience with an 0800 number.

42. High Merit • Ideas are developed and structured convincingly in a visual text. The student makes connections using a range of symbols to successfully presents convincingly developed ideas on: • • the balancing act of texting and driving, shown in the awkward way the phone is held between the fingers suggests how dangerous it is • • the clear message given to “Stop It” • Language features appropriate to purpose and audience are generally used with control to command attention. The use of colour and other symbols is effective. The placement of the imperative running from the top to the bottom of the image helps to unify the image. Although language features and presentation techniques are linked to the intended purpose, it is unclear why ‘IT!’ is white, outlined in red. This holds the poster back from commanding attention - required for Excellence.

43. Low Merit • Ideas are developed and structured convincingly. The student makes convincing connections using symbols and found images to present ideas on: • fear and isolation of domestic violence • managing anger • finding help • Language features appropriate to purpose and audience are used with control. The shadowy image of the figure yelling at the child links well to the words, “Please, CALM DOWN” and the statement at the top of the poster “Our children are our future”. • Some control is lost in the message: • “Suffering from abuse?” speaks to the victim whereas “Cannot control your temper?” speaks to the abuser, it becomes confusing to understand who the hotline is helping victim or abuser?

44. Low Achieved • Ideas are developed and structured in a visual text. The student makes connections using a range of symbols to present developed ideas on: • • the growth of money in a child specific savings account • • the guaranteed monetary growth as compared to a child’s growth • The connections made to the growth of money compared to the growth of children is not convincing as required for Merit, because children grow at different rates, whereas a 5% rate is emphasised in the statement at the bottom of the poster, “Kidsaver has a 5% interest rate so money grows just as fast as your child”. • Language features appropriate to purpose and audience are used with control as required for Merit. The childlike writing and found image of the child measuring herself links to the intended purpose and audience: • • attracting young savers • • reinforcing the idea of monetary growth for the child as they grow

45. Not Achieved • The student has insufficiently developed and structured ideas. The poster as presented eludes to the taste of ‘V’ and to the energy giving qualities of ‘V’. • Language features appropriate to purpose and audience are not used. Although the image is sophisticated, it isn’t clear how ‘V’ connects with: • • the figures thoughts, “I can’t do my homework”, “My mum won’t let me go to my friends party”, and “Exams are coming up”. • • the language feature “V the best drink for you”. • The connection between ‘V’ and taste and ‘V’ and energy is not clear enough, for this reason the poster does not meet the standard for Achievement..

46. Discuss with a partner: If this was your “issues” poster, which version would be the better one and why? 1 2

47. As a class, let’s work out what grade this poster would get by looking at how the visual and verbal features create ADA about an issue.

48. In pairs, look at the poster: Identify the issue. Identify visual & verbal techs and ADA, then decide on the grade.

49. What grade would this get?

50. What grade would this get?