Essay about Distinctively Visual Learning and Teaching Program

8864 Words May 23rd, 2012 36 Pages
ngTitle: Distinctively Visual | Concept: How are images we see and visualise in texts created? | Language Modes: speaking, reading, writing, listening, viewing, ICT | Outcomes: | | | 1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning. 2. A student demonstrates understanding of the relationships among texts. 5. A student analyses the effect of technology and medium on meaning. 6. A student engages with the details of text in order to respond critically and personally. | Key Question: How do different composers use imagery and images to provoke responses? | Texts: * Core Text: Maestro * Additional: Wide Open Road * Beneath Clouds | | Key …show more content…
1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning. 2. A student demonstrates understanding of the relationships among texts. 6. A student engages with the details of text in order to respond critically and personally. 1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning. 2. A student demonstrates understanding of the relationships among texts. 6. A student engages with the details of text in order to respond critically and personally. 1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning. 2. A student demonstrates understanding of the relationships among texts. 6. A student engages with the details of text in order to respond critically and personally. 1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning. 2. A student demonstrates understanding of the relationships among texts. 6. A student engages with the details of text in order to respond critically and personally. 1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning. 2. A student demonstrates understanding of the relationships among texts. 6. A student engages with the details of text in order to respond critically and personally.

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