Space The Final Frontier Unit

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Space The Final Frontier Unit

• Visual Literacy Resource using
  Four Resource Model
• Teacher Notes
• Image library

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Four Resource Model

• Code breaker resources which enable the reader
  to crack the code of the written or visual text,
  determine how it works its patterns and
  conventions, Essentially How do I crack this
  code?
• Meaning maker Resources which enable the reader
  to access the literal or implied meaning of the
  text, and utilize his/her socio-cultural
  background to make meaning. Essentially what
  does this mean to me?
• Text user Resources which enable the reader or
  viewer to determine and fulfill their role in
  using texts. Essentially what do I do with this
  text?
• Text Analyst Resources which enables the reader
  or viewer to critically analyze the construction
  of the text in terms of the authors intentions,
  ideologies, inclusions and omissions.
  Essentially what does this text do to me?

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Four Resource Model Focus Questions

• Code Breaker
• How do I crack this text?
• How does it work?
• Is there more than one semiotic system operating
  here? If so how do they relate?
• What are its codes and conventions?
• How do the parts relate singly or in combination?
• Meaning Maker
• How are the ideas in this text sequenced do
  they connect with one another?
• Is the text linear or non-linear interactive or
  non-interactive?
• Does this change the way in which I make meaning?
• What prior knowledge might help (hinder) me make
  meaning?
• How will my purpose for reading/viewing and the
  context in which I am reading/viewing influence
  my meaning-making?
• Are there other possible meanings of this text?
• Text User
• What is the purpose of this text and what is my
  purpose in using it?
• How have the uses of this text shaped it s
  composition?
• What should I do with this text in this context?
• What will others do with this text in this
  context?
• What are my options or alternatives after
  reading/viewing?

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Codes and Conventions of Still Images

• Codes of Still Images
• Line
• Quality, thick, thin, heavy, light.
• Type vertical, horizontal, doorway, right
  angle, diagonal, jagged, curved.
• Actual or Implied
• Shape
• Denotes the object,
• Recognition of outline
• Form or Juxtaposition
• How things are placed in relation to one another.
• Colour
• Opacity, transparency, placement
• Conventions of Still Images
• Implantation
• Dominance or balance among codes, colour, line,
  shape and form
• Vectorality
• How the eye is led through the image.
• Layout
• Dominance or balance among objects in the image
  through value (where the object is placed),
  salience (how the viewers attention is attracted)
  and framing (focusing of attention).

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Teacher notes

• It is critical to allow students time to reflect
  on the questions and to formulate answers.
• Small group discussion will often produce a range
  of responses that can be considered.
• In presenting these slides I always show the
  complete set of pictures before beginning the
  focused analysis. This allows some thinking time
  before the questions are posed.
• Displaying the pictures around the classroom also
  stimulates discussion prior to the learning
  experience.
• Each slide has a set of focus questions attached
  to it. Teachers may choose from any of the
  slides or analyze all of them.

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3, 2, 1 blast off
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And we have liftoff
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A long time ago in a galaxy far away..
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Complied by Jo Bates

• Kippa-Ring State School