The Visual Elements
What is a static image?
In the front of your books:
3. With a partner, create a definition for a “static image”.
Static images are visual images that do not move. Many of these static images communicate by combining visual elements with words
Static Images aim to CAPTURE ATTENTION
This is achieved by using a variety of VISUAL and VERBAL features and combining them to
DELIVER A MESSAGE or KEY IDEA
With a partner, brainstorm what and where could be some static images we see in our school/area.
Look at this image …
Closely… �
1. Write down the first 3 things you can remember about the image��What colours? What images? What words? What ideas?
What captured your attention?
2. Write down a reason why you think those 3 things stood out to you...
3. Write down the key idea or message you think this image is telling you...
Dominant Image
The main image that grabs the viewer's attention
COLOUR
Exaggerated, bright colours lead you to think this movie could be a fantasy/magical film
The colour pink reinforces that this film is targeting females (stereotype). Pink is a colour that represents fun.
COLOUR
Usually used to symbolise emotion, represent themes, or used to highlight ideas.
Write down 5-10 ideas that the colours BLUE OR YELLOW could symbolise or represent….
Colour can also be a symbol…
Why has the designer selected green for this poster?
What does it symbolise?
Symbols represent important ideas
Images can be symbols too
What might the lightbulb symbolise?
What does the skull symbolise?
What about the crutches?
Lines
Lines can frame an image to draw the viewer's attention to the main message.
Layout
The Rule of Thirds..
The focus image should not be central, but in one of the ‘third’ spaces. In this image, it draws our attention upwards.
VERBAL FEATURES OF A STATIC IMAGE
Verbal features can be used to ATTRACT ATTENTION, DELIVER A MESSAGE or to CONVEY AN IDEA
So what are all the visual elements that we need to think about in a static image?
rolocu nelis egima
yaltuo bsmlsoy
Why would it be used?
Can you think of any examples?
What techniques are these? Why would they be used?
What technique is this?
Second-Person Pronouns
Pun
Q - What is it?
A - A play on words where a word or phrase has two meanings.
_________Question...
E_________ Language
Quotes
Using a quote from a book or film can be used to convey a key idea or message
“Just because I like ballet doesn't mean I'm a poof, you know”
“I don't want a childhood. I want to be a ballet dancer”
“All right for your Nana, for girls. No, not for lads, Billy. Lads do football... or boxing... or wrestling. Not friggin' ballet”
What language techniques can you identify in this visual text?
How do these link with the images and colours used?
You need to create a strong static image using visual and verbal techniques:
VISUAL:
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VERBAL:
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Next step: List 8 different things that you feel strongly about - positively and/or negatively.
You need to create a strong static image using visual and verbal techniques:
VISUAL:
l_ _ _ _ _
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c_ _ _ _ _
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l_ _ _ _
VERBAL:
a_ _ _ _ _ _ _ _ _ _ _
r_ _ _ _ _ _ _ _ _ q_ _ _ _ _ _ _
p_ _
m_ _ _ _ _ _ _
q_ _ _ _ _ _ _ _ _
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e_ _ _ _ _ _ l_ _ _ _ _ _ _
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Looking at the mark scheme and the exemplars, decide what grade you would give each one and why.
“They treated us like cattle”
For Excellence, the student needs to:
This involves delivering a confident and sustained text which has compelling and well-organised ideas and structure.
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.
“Stop It”
For Merit, the student needs to:
This involves the generally credible and connected development of ideas and structure, and the selection of language features and presentation techniques that are linked to the intended purpose and audience.
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.
“RSB Kidsaver”
For Achieved, the student needs to:
This involves building on ideas and working towards a planned whole by adding details or examples.
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.
“I want to be Andy”
For Achieved, the student needs to
This involves building on ideas by adding details or examples by working toward a planned whole.
The student presents an image that portrays elements of the setting and story of On the Sidewalk Bleeding. There is the use of language features, such as colour, layout, quotation and images, to present a character and event in the short story. These elements include: the purple banner with the word 'Royal' covering the figure, representing the royal purple jacket worn by Andy (1); blood on the figure's head, illustrating that the figure is bleeding (2); the quotation (3) identifying the character in the story and suggesting the idea of a struggle of identity.
To reach Achieved, the student must develop the idea presented in the quotation so that the various elements work together to build on ideas about Andy’s struggle for identity.