Critical Viewing
Victor Lim Fei, Tan Ching and Grace Dong
What
A systemic approach to teach visual texts was
developed based on studies in media literacy,
multimodal discourse analysis, and systemic
functional linguistics. It was tested in various
secondary schools with positive results.
This systemic approach, summarised by the
acronym FAMILY, provides a set of pedagogical
scaffolds that also provide structure and
vocabulary for students.
F orm – parts of visual text
A udience – strategies to attract
M essage – meanings and appeal
I ntegration – between language and image
L ink – with EL learning and digital literacy
Y (Why) – Questioning
Teachers can guide students through the three
levels of engaging visual text to promote higher
order thinking.
LEVEL 1: ENJOYING THE TEXT
Upon presenting a piece of visual text, teachers
can elicit free responses from students by inviting
them to describe what they observe. The intent is
to address the affective component of students’
engagement with the visual text.
LEVEL 2: UNDERSTANDING THE TEXT
Students first learn the parts of a visual text and
relate the parts in the text to the typical functions
they serve (Form). Next, they learn the common
strategies used in visual texts to attract attention
(Audience). Building on this understanding,
students discuss the literal and inferential
meanings in the visual text and identity the nature
of the persuasion (Ethos, Logos or Pathos are the
three modes of persuasion) used to appeal to
the viewer (Message). Finally, students examine
the relationship between the language and the
image in terms of similar or different meanings
made between the 2 modalities (Integration).
LEVEL 3: QUESTIONING THE TEXT
The teacher makes appropriate connections from
the skills and concepts taught in visual texts to
those taught in English Language learning. The
teacher also relates the skills learnt to digital
literacy (Link). In addition, the teacher should
deliberately ask questions that prompt students
to express their tacit understandings, as well as
encourage students to cite textual evidences to
support their interpretation (Y).
Why
Most students require structure and language
skills to help them interpret visual texts. A
structured approach to teaching visual texts is
not yet common in our schools.
One of the student outcomes in the English
Language Syllabus 2010, is for students to apply
a critical lens to visual texts and support their
interpretation with textual evidences.
Specifially, teachers are expected to:
• Teach pupils how to actively construct
meaning from … non-print texts that they
view…
• Help pupils to comprehend closely &
critically a variety of different types of
texts…
• Teach pupils to think critically & reflect
on what they view to become critical
viewers…
(EL 2010 Syllabus, pg 29)
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We propose that the pedagogical scaffolds
(FAMILY) based on the systemic approach can
help teachers facilitate the development of these
learning outcomes, including critical thinking.
In addition, through the lessons, students become
more discerning viewers of multimodal texts,
thus acquiring digital literacy.
In a recent study conducted at Jurong West
Secondary School, a pre-post test conducted on
the two intervention classes showed learning
gains. The artefacts (advertisements) produced
by students from the intervention classes also
showed evidence of application of learning. Both
teachers and students gave positive feedback on
their learning over the lessons.
Self-Directed Learning
Management and monitoring of own learning
• Students formulate questions and generate
own inquiries
Extension of Own Learning
• Students apply learning in new contexts
and learn beyond the curriculum
Collaborative Learning
Effective group processes
• Students negotiate and set common goals
• Students reflect on group and individual
processes
• Students interactively contribute own ideas
clearly and consider other points of view
objectively and maturely
• Students ask questions to clarify and offer
constructive feedback
Individual and Group Accountability of
Learning
• Students work towards completing
individual’s assigned tasks as well as help
group members achieve group goals
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How
The design principles in the systemic approach
are organised into three layers: the activity layer,
the participation structure layer and the social
surround layer.
THE ACTIVITY LAYER
Teachers can design tasks to engage students in
active construction of meaning from visual texts
according to the following principles:
Priciples #1:
Students should learn the meta-language to
describe the components in a visual text.
Priciples #2:
Students should think critically when they view
visual texts by analysing textual evidences to
check for underlying assumptions and explore
other possible interpretations.
THE PARTICIPATION STRUCTURE LAYER
The following principles can be applied when
students work individually or collaboratively on
the tasks designed.
Principle #3:
Students should identify and annotate the various
parts and strategies in visual texts. This can be
done using structured worksheets or ICT tools.
Principle #4:
Opportunities should be provided for peer
interactions that involve formal and informal
feedback on textual evidence and reasoning
used to support claims.
THE SOCIAL SURROUND LAYER
The social surround principles frame the
discourse among all members of the class
involved in learning.
Visual
form
language
Principle #5:
Teachers should systematically raise questions
in response to students’ input to elicit tacit
understanding and develop deeper thinking.
prominence
address
audience
power
Principle #6:
All assertions should connect thoughts and
opportunities to prior experience in other topics,
subjects, or disciplines.
distance
representation
message
appeal
Figure 2: Framework for Systemic Approach
Learning Outcome:
Critical Viewing
Design Layer 1:
Activity
Design Layer 2:
Participation Structure
Design Layer 3:
Social Surround
PRINCIPLE #1
Students will learn the metalanguage to describe the
components in a visual text.
PRINCIPLE #3
Students will identify and
annotate the various parts and
strategies in visual text using
structured worksheets or ICT
tool.
PRINCIPLE #5
Teachers systematically
raise questions in response
to students’ input so as to
elicit tacit understanding and
develop deeper thinking.
PRINCIPLE #2
Students will think critically
on what visual texts viewed
by analysing textual evidences
to check for underlying
assumptions and explore other
possible interpretations.
PRINCIPLE #4
Opportunities are provided for
peer interactions that involve
formal and informal feedback
on the use of meta-language to
support claims.
PRINCIPLE #6
All assertions should connect
thoughts and opportunities
to prior experience in other
topics, subjects or disciplines.
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ETD Project Schools
Action Research
Jurong West Secondary School
Examples of Students’ Work
http://padlet.com/mssherylong/2Evideoprintad
142 Schools in Multimodal Literacy
Learning Community
Technologies
Online Annotative and Collaborative Spaces
Crocodoc
http://personal.crocodoc.com
Marqueed
http://www.marqueed.com
Padlet
http://padlet.com
Resources
O’Toole, M. (1994/2010). The language of
displayed art (2nd edition). London & New York:
Routledge (1st edition 1994).
Kress, G., van Leeuwen, T. (1996/2006). Reading
images: The grammar of visual design (2nd
edition). London & New York: Routledge (1st
edition 1996).
Critical Viewing Padlet Website
bit.ly/criticalviewing
Multimodal Literacy Learning Community
Website
http://multimodalstudies.wordpress.com
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Examples from Mrs Sheryl Lim, Gan Eng Seng
School
Participation
The project is part of the Multimodal Literacy
Learning Community. Teachers will have access
to lesson resources, community support, and
consultancy.
For more information, contact:
[email protected]
[email protected]
[email protected]
Lesson
Specific Instructional Objectives: At the end of this lesson, students will be able to:
•actively construct meaning from non-print texts that they view,
•comprehend closely and critically a variety of different types of texts and,
•think critically and reflect on what they view to become critical viewers.
participation
structure layer
Activity Layer
1. (FORM) Students will be
introduced to the parts
of a visual text and relate
the parts in the text to
the typical function they
serve.
2. (AUDIENCE) Students
will learn the common
strategies used in visual
texts to attract attention.
3. (MESSAGE) Students
will discuss the literal
and inferential meanings
in the visual texts and
identify the mode of
the persuasion. (Crown
– Ethos, Head – Logos,
Heart – Pathos)
4.(INTEGRATION)
Students will examine
the relationship between
the language and the
image in terms of similar
or different meanings
made between the two
modalities.
5. Students will annotate
selected visual texts
to demonstrate their
understanding of the
parts and strategies.
Online annotative tools
includes Crocodoc and
Marqueed.
6. Students will discuss
their interpretation in
groups, citing textual
evidence to support their
assertions or claims.
Formal or informal
feedback should be
provided to guide
students to check for
underlying assumptions,
make inferences based
on evidence cited, and
propose other possible
interpretations.
Social surround layer
9. At the beginning of
the lesson, teachers
set expectations for
the lesson such as
“suspending judgement”
and “asking questions to
clarify” in order to create
a safe environment for
all students to voice their
opinions and share their
thoughts.
10.Teachers will respond
to students’ input with a
further question to elicit
tacit understanding and
to stimulate thoughts.
11.Teachers will provide
students with the
opportunities to make
multiple connections
between the assertions
made and what they
have learnt in other
topics, subjects, or
disciplines.
LESSON DESIGN
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