Implication and Inference
Today's Tasks:
1. Read through the blurb below.
2. Flip through the book covers in the gallery. Pay attention to how they each target a different audience.
Complete the task on the 'Book Covers' doc which is in your shared with you folder. Make a copy and move it to your 'Static image' folder.
2. Flip through the book covers in the gallery. Pay attention to how they each target a different audience.
Complete the task on the 'Book Covers' doc which is in your shared with you folder. Make a copy and move it to your 'Static image' folder.
Yesterday, author Maureen Johnson had a great idea. She tweeted "I do wish I had a dime for every email I get that says, "Please put a non-girly cover on your book so I can read it. - signed, A Guy" - and so came the idea for a challenge for her 77,000 followers. A challenge that she called Coverflip. Below, she explains more.
You are informed about a book’s perceived quality through a number of ways. Probably the biggest is the cover.
(Other messages include: blurbs (who they are from), comparisons, review coverage, store placement, and categorization.)
And the simple fact of the matter is, if you are a female author, you are much more likely to get the package that suggests the book is of a lower perceived quality. Because it’s “girly,” which is somehow inherently different and easier on the palate. A man and a woman can write books about the same subject matter, at the same level of quality, and that woman is simple more likely to get the soft-sell cover with the warm glow and the feeling of smooth jazz blowing off of it.
This idea that there are “girl books” and “boy books” and “chick lit” and “whatever is the guy equivalent of chick lit”* gives credit to absolutely no one, especially not the boys who will happily read stories by women, about women. As a lover of books and someone who supports readers and writers of both sexes, I would love a world in which books are freed from some of these constraints. Click here to read more about the perceived differences between 'girl' and 'boy' books.
Which is why yesterday, I proposed a little experiment on Twitter. I asked people to take a well-known book, then to imagine the author of that book was of the opposite gender, or was genderqueer, and imagine what that cover might look like.
There were hundreds of replies within 24 hours.
You are informed about a book’s perceived quality through a number of ways. Probably the biggest is the cover.
(Other messages include: blurbs (who they are from), comparisons, review coverage, store placement, and categorization.)
And the simple fact of the matter is, if you are a female author, you are much more likely to get the package that suggests the book is of a lower perceived quality. Because it’s “girly,” which is somehow inherently different and easier on the palate. A man and a woman can write books about the same subject matter, at the same level of quality, and that woman is simple more likely to get the soft-sell cover with the warm glow and the feeling of smooth jazz blowing off of it.
This idea that there are “girl books” and “boy books” and “chick lit” and “whatever is the guy equivalent of chick lit”* gives credit to absolutely no one, especially not the boys who will happily read stories by women, about women. As a lover of books and someone who supports readers and writers of both sexes, I would love a world in which books are freed from some of these constraints. Click here to read more about the perceived differences between 'girl' and 'boy' books.
Which is why yesterday, I proposed a little experiment on Twitter. I asked people to take a well-known book, then to imagine the author of that book was of the opposite gender, or was genderqueer, and imagine what that cover might look like.
There were hundreds of replies within 24 hours.
Task Two:
You have this period to familiarise yourself with online editing tools.
Practice Tasks - 4 Boxes
Place the 2 versions of your noun into the first two (top and bottom) squares on the paper you made.
8. Repeat these steps with another noun, to try out using picture formatting techniques.
Practice Tasks - 4 Boxes
- Head up a sheet of A4 landscape paper with your name on the top RHS. Word is a good application to use.
- Insert a square shape with sides 10cm.
- Duplicate that shape, arranging both squares across your page with a little space between them.
- Select both squares, and duplicate them. Arrange them on your page in a row beneath the other two squares.
- Choose a word from this list of nouns:
- tree, mountain, waterfall, shoe, car, chair, sandwich
- tree, mountain, waterfall, shoe, car, chair, sandwich
- Using creative commons images, search for an image of your chosen word. Copy and save it to your pictures file so that you can easily select it and manipulate it.
- Using picture formatting and/or pixlr, alter and adjust your original image in 2 different ways to suggest 2 of the following ideas - select one from the positive set, and one from the negative set:
- anger, danger, pressure, loneliness, anarchy, conflict, hunger
- peace, escape, hope, energy, freedom, new beginnings, sharing
- anger, danger, pressure, loneliness, anarchy, conflict, hunger
Place the 2 versions of your noun into the first two (top and bottom) squares on the paper you made.
8. Repeat these steps with another noun, to try out using picture formatting techniques.
Pixlr - tool to manipulate and edit images
Access the free online editor.
Follow these steps:
1. Click HERE to set yourself up a free account.
2. Click the two pale blue arrows at the bottom of the screen.
3. Click LAUNCH in the bottom of the Pixlr Express box. Do not to click LAUNCH on the Pixlr Editor box as that is a paid version.
4. In the box that loads, click the Open URL link.
5. Copy in the URL of an image you wish to change and click 'open.'
NOTE: To copy an image URL. google the image you want. Choose your image. Then you must click 'View Image' so that it opens up in a new window with just the image. Then copy the internet URL and paste it into the Pixlr app.
6. Have a play on Pixlr. You can add effects, overlays, text etc.
TO ADD AN IMAGE ON TOP OF ANOTHER IMAGE:
1. Find the image you want on google and save it (remember where you saved it).
2. In Pixlr, click on 'Adjustment.'
3. In the top, right hand corner click on 'Add Image.'
4. Click 'browse' and find the image you saved.
5. Change the opacity to your desired level.
6. Re-size and edit your image as you choose.
Follow these steps:
1. Click HERE to set yourself up a free account.
2. Click the two pale blue arrows at the bottom of the screen.
3. Click LAUNCH in the bottom of the Pixlr Express box. Do not to click LAUNCH on the Pixlr Editor box as that is a paid version.
4. In the box that loads, click the Open URL link.
5. Copy in the URL of an image you wish to change and click 'open.'
NOTE: To copy an image URL. google the image you want. Choose your image. Then you must click 'View Image' so that it opens up in a new window with just the image. Then copy the internet URL and paste it into the Pixlr app.
6. Have a play on Pixlr. You can add effects, overlays, text etc.
TO ADD AN IMAGE ON TOP OF ANOTHER IMAGE:
1. Find the image you want on google and save it (remember where you saved it).
2. In Pixlr, click on 'Adjustment.'
3. In the top, right hand corner click on 'Add Image.'
4. Click 'browse' and find the image you saved.
5. Change the opacity to your desired level.
6. Re-size and edit your image as you choose.
1.7 Standard
Here is the standard for 1.7
Exemplars
Excellence
For Excellence, the student needs to:
The student effectively develops and structures ideas in a poster about the treatment of people during WWII. Compelling and well-organised links are made using symbols, quotation and a combination of found images and illustration, to present, connect and build on ideas about the treatment of people during war.
The image of the train, with the cow catcher at the front (1), represents the trains that were used to remove people from their homes. It also symbolises the ruthless momentum and destructive power of Stalinist Russia. Contrast (2) is used to symbolise the dominance of ideas over people’s lives. The train, tracks and flag (symbolising the nationality of victims), are in colour, whereas the people themselves are grey and shadowy.
The selection of the quote (3) builds on the idea of the dehumanisation that happens with the dominance of ideology, and is reinforced by the wire suggesting the fencing in of the victims.
To reach Excellence more securely, the image of the train could be less cartoonish in style, so that the serious tone of the ideas of power and dehumanisation is sustained.
For Excellence, the student needs to:
- develop and structure ideas effectively in a visual text
- use language features appropriate to purpose and audience, with control, to command attention in a visual text.
The student effectively develops and structures ideas in a poster about the treatment of people during WWII. Compelling and well-organised links are made using symbols, quotation and a combination of found images and illustration, to present, connect and build on ideas about the treatment of people during war.
The image of the train, with the cow catcher at the front (1), represents the trains that were used to remove people from their homes. It also symbolises the ruthless momentum and destructive power of Stalinist Russia. Contrast (2) is used to symbolise the dominance of ideas over people’s lives. The train, tracks and flag (symbolising the nationality of victims), are in colour, whereas the people themselves are grey and shadowy.
The selection of the quote (3) builds on the idea of the dehumanisation that happens with the dominance of ideology, and is reinforced by the wire suggesting the fencing in of the victims.
To reach Excellence more securely, the image of the train could be less cartoonish in style, so that the serious tone of the ideas of power and dehumanisation is sustained.
High Merit
For Merit, the student needs to:
The student develops and structures ideas convincingly in a road safety poster. Connections are made using a range of symbols to present convincingly developed ideas on the balancing act of texting and driving. This is shown in the awkward way that the phone is held between the finger (1), suggesting how dangerous it is. A clear message given with the large text stating ‘Stop It’ (2).
The student uses language features appropriate to the purpose and audience with control. Some use of colour and symbols is effective. The placement of the imperative ‘Stop it!’ between the top to the bottom of the dominant image helps to unify the image.
To reach Excellence, the language features used need to command attention. This may be achieved through colour selection and proportion. It is unclear why 'it!' is white, outlined in red. A larger font for the second part of the slogan (3) could be used to reinforce the importance of the danger of texting while driving.
For Merit, the student needs to:
- develop and structure ideas convincingly in a visual text
- use language features appropriate to audience and purpose, with control, in a visual text.
The student develops and structures ideas convincingly in a road safety poster. Connections are made using a range of symbols to present convincingly developed ideas on the balancing act of texting and driving. This is shown in the awkward way that the phone is held between the finger (1), suggesting how dangerous it is. A clear message given with the large text stating ‘Stop It’ (2).
The student uses language features appropriate to the purpose and audience with control. Some use of colour and symbols is effective. The placement of the imperative ‘Stop it!’ between the top to the bottom of the dominant image helps to unify the image.
To reach Excellence, the language features used need to command attention. This may be achieved through colour selection and proportion. It is unclear why 'it!' is white, outlined in red. A larger font for the second part of the slogan (3) could be used to reinforce the importance of the danger of texting while driving.
Low Merit
For Merit, the student needs to:
The student develops and structures ideas convincingly in a poster based on ideas from a film. Convincing connections are made, using a range of symbols to present developed ideas about the belief in hope in a bleak situation, and that hope prevails even in the darkest of places.
Language features that are appropriate to the audience and purpose are used, with some control. The colour of the outside world contrasts well with the darkness of the prison cell (1). The outline of a dove encapsulating the prisoner (2) symbolises his hope of freedom and emphasises that however bad the situation is, it cannot destroy that hope.
For a more secure Merit, the student could use language features with more control, for example: by reworking the image of the prisoner so that his head is tilted towards the window, to reinforce the idea of hope; by placing the quotation more appropriately, so that it is more connected to the figure, to suggest the prisoner’s belief in his hope for freedom.
For Merit, the student needs to:
- develop and structure ideas convincingly in a visual text
- use language features appropriate to audience and purpose, with control, in a visual text.
The student develops and structures ideas convincingly in a poster based on ideas from a film. Convincing connections are made, using a range of symbols to present developed ideas about the belief in hope in a bleak situation, and that hope prevails even in the darkest of places.
Language features that are appropriate to the audience and purpose are used, with some control. The colour of the outside world contrasts well with the darkness of the prison cell (1). The outline of a dove encapsulating the prisoner (2) symbolises his hope of freedom and emphasises that however bad the situation is, it cannot destroy that hope.
For a more secure Merit, the student could use language features with more control, for example: by reworking the image of the prisoner so that his head is tilted towards the window, to reinforce the idea of hope; by placing the quotation more appropriately, so that it is more connected to the figure, to suggest the prisoner’s belief in his hope for freedom.
High Achieved
For Achieved, the student needs to:
The student develops and structures ideas in a poster advertising a bank. The slogan ‘Kidsaver has a 5% interest rate so money grows just as fast as your child’ (1) adds details about the banking product. Connections are made using a range of symbols to present developed ideas on the growth of money in a child-specific savings account, and the guaranteed monetary growth as compared to a child's growth.
The student sometimes uses language features that are appropriate to the audience and purpose with control. The childlike writing (2) and the found image of the child measuring herself (3) link to the intended purpose and audience, attracting young savers and their parents.
To reach Merit, the student could develop the idea of monetary growth more convincingly. For example, more convincing links between regular monetary growth and children’s more varied growth rates could be made.
For Achieved, the student needs to:
- develop and structure ideas in a visual text
- use language features appropriate to audience and purpose in a visual text.
The student develops and structures ideas in a poster advertising a bank. The slogan ‘Kidsaver has a 5% interest rate so money grows just as fast as your child’ (1) adds details about the banking product. Connections are made using a range of symbols to present developed ideas on the growth of money in a child-specific savings account, and the guaranteed monetary growth as compared to a child's growth.
The student sometimes uses language features that are appropriate to the audience and purpose with control. The childlike writing (2) and the found image of the child measuring herself (3) link to the intended purpose and audience, attracting young savers and their parents.
To reach Merit, the student could develop the idea of monetary growth more convincingly. For example, more convincing links between regular monetary growth and children’s more varied growth rates could be made.
Colour Connotations
colour_symbolism.ppt | |
File Size: | 503 kb |
File Type: | ppt |
Static Image Techniques - Powerpoint
If you are not confident with static image techniques, download and view the powerpoints below.
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Task sheets and handouts
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key_things_to_keep_in_mind_when_designing_your_own_image.docx | |
File Size: | 14 kb |
File Type: | docx |
Assessment Information
student_instructions_for_assessment.docx | |
File Size: | 22 kb |
File Type: | docx |
Wednesday 17th June 2015
album_covers.docx | |
File Size: | 142 kb |
File Type: | docx |
Creative Commons - clickable link
Click here for creative commons.
Level 1 CD Exemplars
I have shared exemplars with you via google docs. The file is too big to load onto the weebly.