Striving to Improve - English: Viewing by Teacher Superstore

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Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Front cover: i-stock Photos.

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Series: Striving to Improve Title: Viewing © 2013 Ready-Ed Publications Printed in Australia Edited by Lindsay Marsh Contributing authors: Fiona Rayns, Amelia Ruscoe, Naomi Budden, Kellie Lloyd and Lisa Craig.

The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: 1.

The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

Copies are not sold or lent;

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

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Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 857 6 2

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

Reproduction and Communication by others

Contents Section One: Visuals Within Written Texts Life Cycle Diagrams 1 Life Cycle Diagrams 2 Labelled Diagrams 1 Labelled Diagrams 2 Drawings 1 Drawings 2 Tables 1 Tables 2 Graphs 1 Graphs 2 Maps Timelines

4 4 5 6 7 8 9 10 11 12 13 14 15 16 17

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Section Two: Wordless Texts Signs Pictures Tell Stories 1 Pictures Tell Stories 2 Pictures Tell Stories 3 Pictures Tell Stories 4 Pictures Tell Stories 5 Pictures Tell Stories 6 Comic Strips

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Teachers’ Notes Australian Curriculum Links

18 19 20 21 22 23 24 25 26

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Section Four: Camera Angles And Camera Shots Camera Angles 1 Camera Angles 2 Camera Angles 3 Camera Angles 4 Camera Angles 5 Camera Shots 1 Camera Shots 2

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Section Three: Gaze And Body Language In Visual Texts Gaze 1 Gaze 2 Gaze 3 Body Language 1 Body Language 2

33 34 35 36 37 38 39 40

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Section Five: Positioning Positioning 1 Positioning 2

41 42 43

Section Six: Putting It All Together Putting It All Together

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Answers

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Teachers’ Notes Viewing is part of the Striving To Improve series which is targeted at children aged between 11 and 15 years who are struggling to meet the expected requirements specified by the Australian Curriculum for their age group.

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The children who you teach may be struggling with their school work because they have been diagnosed with learning difficulties such as ADHD or dyslexia. They may be struggling because of social factors which have resulted in them missing a lot of school. Whatever the reason, this book will help students begin to interpret and create a range of visual texts skillfully and confidently.

Activities in this book are linked to the Australian Curriculum for Years 5, 6 and 7, so children feel that what is being asked of them is actually achievable. To make the tasks more manageable, they have been broken down into small parts which gives each student the opportunity to process one idea at a time. Time limits have been either abandoned or made flexible for students. The Striving To Improve series is designed to prevent those students who have been left behind from regressing any further, and help them to feel that they too can be successful at school.

Year 5 - ACELA1511 • Interpret narrative texts told as wordless picture books. • Identify and compare sequences of images.

• Observing how concepts, information and relationships can be represented usually through tables, maps, graphs, diagrams and icons.

Year 6 – ACELA1524 • Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts.

Year 7 - ACELA1764 • Analysing how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance.

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r o e t s Bo r e Section One: p ok u S Within Written Texts Visuals

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ÆÆLife Cycle Diagrams 1 Diagrams can be used to make written information clearer.

Task Read the report below entitled Insects and Dead Bodies, then complete the * questions.

Insects and Dead Bodies

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Larva-1st instar

Eggs

Within two days of the death of a human being, female blowflies lay their eggs on a dead body. The eggs hatch and go through the seven stages shown in the diagram left.



Different species of insects attack a corpse at different stages of its decay. One of the first species to arrive on a dead corpse are blowflies.

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There are more than a million different species of insects in the world and they play many roles. Luckily, in terms of forensic science, some are carrion feeders (i.e. they eat dead bodies).



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Insects can be used to show when someone has died, whether a body has been moved after death or in the case of smuggled goods, reveal where they originated from. Dead insects found next to or underneath a decomposed body or skeleton may even suggest that the person was poisoned.

 © ReadyEdPubl i cat i ons Life Cycle of a Fly

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By knowing the time between each stage of the insects’ life cycle a forensic scientist can calculate the time since the first eggs were laid and therefore how long ago a person died.

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1. What does the life cycle diagram in the report explain to the reader?

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Larva-3rd instar

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Adult fly



Larva-2nd instar

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2. Why has the writer of this report chosen to include this life cycle diagram?

___________________________________________________________________________

3. If a female blowfly is found on a dead body and there is no sign of eggs, for how long would you say the body has been dead? 6

___________________________________________________________________________

ÆÆLife Cycle Diagrams 2 Diagrams can be used to make written information clearer. the information report below. Complete the life cycle diagram with * Task Read words and/or pictures to explain some of the information in the report.

The Platypus

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Shy platypuses, along with echidnas, are monotremes. During the breeding season in spring, platypuses build nesting burrows up to 20 metres long. The females close off part of the burrows and lay up to three leathery eggs each. They keep their eggs warm by curling their tails around them until they hatch. Then they feed their little puggles with milk. After about four months the females take their babies out of the dark burrows to rivers.

Platypuses will usually dive underwater and swim away if threatened. If they are unable to escape, male platypuses use their short, sharp poisonous spurs on the inside of both of their back legs to wound the attacker. The poison is strong enough to kill a dog. Platypuses have natural enemies like goannas, water rats and foxes. Their main threat comes from humans who pollute the rivers and clear their habitat.

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ÆÆLabelled Diagrams 1 Labelled diagrams can help readers visualise and therefore better understand information presented.

Task a *

Labelled diagrams are used in cooking books to help readers follow the

written steps. Can you think of other examples when labelled diagrams are used?

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Use the information below to label the skeleton’s: skull, rib cage, hinge

joints, pivot joints and fixed joints.

Scientists divide the

skeleton into two parts based on two main functions.

The axial skeleton: consists of bones that protect the body’s delicate organs, e.g. the skull (protects the brain), and the sternum and rib cage (protect the heart and lungs).

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Task b

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Bones are connected to other bones at joints. You have over 230 joints in your body and they come in different types.

Ball and socket joints

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move in several directions. Examples are: humerus and scapula, femur and hipbone.

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examples are: the knee, fingers and toes.

Pivot joints

are a combination of ball and socket joints and hinge joints. Examples are: the wrists and the ankles.

Fixed joints

are strong and immovable, e.g. the skull.

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The appendicular skeleton: consists of bones which act as anchors for the muscles and are involved with movement, e.g. bones of the arms and legs.

ÆÆLabelled Diagrams 2 Labelled diagrams can help readers visualise and therefore better understand information presented. the report below entitled Porky Pies, then label: the blood pressure * Task Read cuff, pneumographs and the galvanometers on the diagram. Write briefly underneath each label what it measures.

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Have you told a lie today?

 YES

Porky Pies

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In terms of solving crimes, lying is a serious matter, so wouldn’t it be useful if liars could be easily detected and brought to justice?

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If you ticked yes, you are not alone, most people tell lies. These can range from the little untruths said to save someone’s feelings, right down to great big porky pies that you’d be too ashamed to even tell your best friend.

The galvanometers measure the sweat on a person’s fingertips. The fingertips are one of the best areas on the body to measure sweat as the skin contains lots of pores. The logic behind measuring a person’s perspiration is that humans are likely to sweat more if they are placed under stress. The fingerplates (galvanometers) are attached to two of the person’s fingers and these measure the ability of the skin to conduct electricity. The skin is able to conduct more electricity when it is wet (sweaty) than when it is dry. The pneumographs measure the subject’s respiratory rate. The tubes are placed around a person’s chest and when a person inhales and exhales, the amount of air displaced in the tubes is measured. The air pressure changes are recorded as ‘bellows’ and work in a similar way to the way a piano accordion works. These changes are recorded via a mechanical arm which then makes marks on scrolling paper each time the subject takes a breath.

Polygraphs or ‘lie detectors’, pick up these changes in your body.

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The blood pressure cuff measures the blood pressure and heart rate. The cuff is placed around the person’s arm with tubing from the cuff linked to the polygraph.

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For most people, lying causes stress and when you are stressed physical changes start to occur in your body. Your heart and breathing rates alter, your muscles become tense and you start to sweat more.

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ÆÆDrawings 1 Drawings can be used to support written information and explain relationships between things.

* Task

Read the text below, then complete the questions.

Shoes Help To Solve Crimes Impressions can suggest how heavy a person is. Deeper tracks indicate a heavier person, while shallow tracks indicate a lighter person. Patterns can also reveal who the shoe was manufactured by and possibly where and when.

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Footprints can indicate how many people were present at the scene and possibly the events that occurred. Footprints can show whether a person was moving forwards or backwards, if they were struggling, jumping or carrying a heavy load (such as a body). The distance between the footprints can also show whether a person was walking or running.

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• Criminals sometimes wear gloves on their hands to prevent leaving fingerprints, and masks over their faces to avoid recognition, but they very rarely attempt to conceal what they’ve got on their feet! • This may prove to be a big mistake because shoes can provide evidence that may help investigators locate a suspect and link them to the scene of a crime. • Little pieces of broken glass or soil can become stuck in the criminals’ treads while shoe prints or impressions get left behind in dirt, grease or blood.

Draw lines to match the shoes with the prints that you would expect them to make.

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• Different types of shoes will make different types of patterns on the ground and will also indicate the size of the person wearing them.

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1. What do the drawings above help you to understand?

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2. How do the drawings engage the reader of the report?

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3. What other drawings might support the information in the report?

___________________________________________________________________________

ÆÆDrawings 2 Drawings can be used to support written information and explain relationships between things.

a Match the article headings with the drawings. * • TaskWorkers Are Called In To Measure • The Worst Oil Spill In The Southern Hemisphere • An Ordinary Hero

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Radiation Levels • There Will Be A Tax On Carbon

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Create three headings which could accompany this drawing. t * Task b . e o

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ÆÆTables 1 Tables record information in a concise way so that it is easy to see and understand.

* Task

Read the text entitled Fingerprints below, conduct the experiment and record your results in table form.

Fingerprints

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whorl

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About three months before you were born, tiny ridges started to form on your fingers and toes. No matter how old you get, these lines will not go away and their patterns will never change. Your skin produces sweat and oil. When you touch something, small amounts of these substances get left behind in the pattern of the ridges, making a fingerprint. Because fingerprints are unique, they can be very useful in solving crimes. There are three basic types of fingerprints: the loop, the whorl and the arch. A fourth kind of print is made up of two or more of these types. This is known as a composite print and is not as common.

arch

PP Today you will be taking your own prints and comparing them to the loop, whorl and arch. You will need: 10 small pieces of sticky tape (5 centimetres), a lead pencil and scrap paper.

Instructions:

Line up the pieces of tape along the edge of your desk ready for use. Rub the pencil on the scrap paper to form a large grey smudge. Press the end of your right thumb into the smudge and roll it until it turns grey. Place a piece of tape on your thumb and then gently peel it off. You should see a fingerprint. Stick the tape plus the print into the correct box below. Take prints from the rest of your fingers. You may need to colour in the smudge between prints. Wash your hands using soap. Identify and label each print as either a loop, arch or whorl.

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My Right Hand

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first finger

Type:

second finger

Type:

third finger

Type:

fourth finger

Type:

1. What information does the table present?

___________________________________________________________________________

2. Could this information have been expressed just as clearly without the table? Give a reason for your answer. 12

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ÆÆTables 2 Tables record information in a concise way so that it is easy to see and understand.

Disasters Many different disasters occur around the world. They happen at any time and are usually difficult to predict or control. Disasters can be classified according to their origin as: natural, human-made or personal.

* Task

Read the list of disasters below, then sort this list of disasters under the appropriate headings in the table.

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A bush fire caused by the sun A bush fire caused by a match A landslide caused by bad weather A landslide caused by construction work A flood caused by a burst pipe A drought The collapse of poorly built houses A broken toe due to a fall Power cut due to lightning Power cut due to faulty wiring Bridge collapse due to wear and tear Railway crash due to bent rails A hurricane

• • • • • • • • • • • • •

A heat wave A cracked skull from a bike fall Someone loses their job Cyclone Tracy Someone gets mugged Earthquake Sinking of the Titanic Athlete is injured during a race World War II A pet dies Volcano Person fails driving test Student fails an exam

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• • • • • • • • • • • • •

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1. Could the information above be expressed just as clearly without the table? Give a reason for your answer.

___________________________________________________________________________

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ÆÆGraphs 1 Graphs can be used as a more concise way of showing information. the informative text below entitled Ecological Footprints and look at * Task Read the graphs that accompany this written text. Then answer the questions below.

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For example, it takes about 10.9 hectares of land to sustain each person in Australia, as opposed to only one hectare to sustain a person in India. But if you look at the compounding effect of population on the use of natural resources, the impact of India as a country is much greater than Australia because their population is so much higher. (See graphs right.)

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To understand the compounding effect of environmental damage to the planet, often environmentalists refer to a person’s ecological footprint. A person living in Australia or the United States of America has a high environmental impact per person because of the amount of natural resources individually being consumed compared to, say, a person living in India.

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1. Look at the first graph what does it tell you about Australians compared to Indians?

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2. What does the first graph tell you about Americans compared to Australians?

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3. Look at the second graph, who is the most environmentally friendly?

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4. Who is the least environmentally friendly? 14

___________________________________________________________________________

ÆÆGraphs 2 Graphs can be used as a more concise way of showing information.

* Task a

Read the information below, then create a bar graph to show the number

of deaths that occurred at each well-known sporting event.

Sports Tragedies Tragedies at sporting events are fairly rare. However when they do occur, they usually involve thousands of spectators. Read about some well-known disasters below.

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Bradford Stand Fire: In 1985 a fire broke out in the main grandstand at the Bradford Stadium (UK) resulting in 56 deaths while 200 others were injured. Soccer World Cup Qualifying Match (1996): In Guatemala, at least 84 people were killed and 147 were injured by stampeding soccer fans before a 1998 World Cup qualifying match between Guatemala and Peru. The tragedy occurred at the Mateo Flores National Stadium. The Sydney to Hobart Yacht Race (1998): The race that had become known as one of the world’s major sporting events turned into a huge sporting disaster when six sailors were tragically killed and several others injured. In the ocean off southeastern Australia the race was in chaos. At one stage eight yachts and more than 70 people were missing when dangerous storm conditions developed over Bass Strait.

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Le Mans, France: In 1955 a racing car in the Grand Prix hurtled into the grandstand, killing 82 spectators. Peru Soccer Disaster: The worst soccer disaster on record occurred in Lima, Peru in 1964, when more than 300 soccer fans were killed and 500 were injured. The tragedy occurred during riots caused over a decision made by a referee in the Peru versus Argentina game. Hillsborough Disaster: In 1989 a tragic disaster occurred at a football final in Northern England. After several inquiries, it was ruled that the accident occurred because two policemen allowed a flood of late arrivals into the ground, crushing those already inside against the stadium’s fencedin enclosure. 96 people were killed. Lenin Stadium, Moscow: As many as 340 people were killed when exiting soccer fans collided with returning fans after the final goal was scored. The fans had been crowded into one section by the police.

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Bar Graph

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On the back of this sheet say how your graph enhances the written report. 15

ÆÆMaps Maps can help a reader visualise and therefore process written information more easily.

* Task a

Read the information below and look at the accompanying map. Arctic Ocean

The Bering Strait

RUSSIA SIBERIA

Bering Strait

Bering Sea

North Pacific Ocean

Aleutian Islands

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North

1. Why is the inclusion of the map important and useful?

Gulf of Alaska

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A strait is a narrow body of water that links two larger areas of sea. The Bering Strait is located between Russia and Alaska and connects the Pacific Ocean to the Arctic Ocean.

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united states Alaska

North Pacific Ocean

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The Cheyenne Indians lived in the Great Plains area, east of the Rocky Mountains and west of the Mississippi River. To the south of Cheyenne was Mexico and to the north was Canada.

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Compare your map to others completed by your classmates.

ÆÆTimelines Timelines can help readers to see at a glance the order in which important events happened.

* Task a

Look at the timeline below. It tells us in what order famous space disasters

occurred.

Timeline Of Famous Space disasters

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1967 April 23rd-24th

Soyuz I crashed.

1970 April 13th

Apollo 13 ran out of oxygen.

1986 January 28th

The Challenger exploded.

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Apollo I set on fire.

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1967 January 27th

Bradford Stadium fire (1985)

Soccer stampede on Guatemala (1996)

Sydney to Hobart race (1998)

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Peru soccer disaster (1964)

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Le Mans Grand Prix smash (1955)

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Section Two: r o e t s Bo r e p ok Wordless Texts u S

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ÆÆSigns Information can be conveyed to us via images. Look at the images below. Write what you think each one tells us.

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* Task a

_________________ _________________

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Draw some more signs which don’t use any words.

ÆÆPictures Tell Stories 1 Pictures can tell stories without using any words. sequence of images below tells us a story about the pobblebonk frog. * Task The Study the images then answer the questions to help you to interpret the story being told.

5.00 am

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5.15 am

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w Picture A

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Picture D 5.45 am 5.30 am © ReadyEdwP ubl i cat i ons •f orr evi ew pur posesonl y•

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1. What has the frog eaten by 5.15am?____________________________________________ 2. What has the frog eaten by 5.30am?____________________________________________ 3. What has the frog eaten by 5.45am?____________________________________________ 4. How does a frog catch and eat its breakfast?_ ____________________________________ ____________________________________________________________________________ 20

ÆÆPictures Tell Stories 2

* Task

Read the story below about Tiddalick, a greedy frog.

Tiddalick The Greedy Frog (adapted by Lisa Craig)

A long time ago before people lived on Earth, there was a big frog called Tiddalick. Tiddalick lived in the hot Australian desert and he thought he was the boss of all the animals.

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Tiddalick was nasty, Tiddalick was mean, Tiddalick was a green, mean drinking machine!

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One day Tiddalick was very thirsty. He went to the only pond of water in the desert garden and he started to drink all the water. He drank and drank and drank. He grew bigger and bigger and bigger. He didn’t leave one drop of water in the pond. The other animals in the desert came to the pond to drink. There was no water! They were so thirsty. Then they saw big, fat Tiddalick. "Tiddalick drank all the water!” said the kangaroo.

"What can we do?” asked the kookaburra.

“I know!” said the sleepy wombat. “Let’s make him laugh and laugh and laugh, then all the water will come out of his mouth.” The kangaroo hopped on one leg. Then she hopped on the other. She hopped up and down, up and down, up and down. But Tiddalick didn’t laugh.

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“My turn,” said the emu. The emu danced the can-can and wobbled his big bottom at the frog. Tiddalick didn’t laugh, Tiddalick didn’t even smile! The frill-necked lizard was very confident. “Watch me, you big bad frog,” she cried. The lizard turned around and around and around like a ballerina on the desert sand until she was very dizzy, but Tiddalick didn’t laugh.

. te o The eel that lived in the pond wriggled over to Tiddalick and started to tickle his c . leg with his tail…thenc he tickled him on the tummy…then under Tiddalick’s arms. e h r er o started to laugh. He Now the eel was around Tiddalick’s neck and suddenly Tiddalick t s s r u e p laughed and laughed and laughed. Tiddalick laughed so much that all the water came out of his mouth and there was water again for the animals of the desert.

The kangaroo, the kookaburra, the emu, the eel, the wombat and the lizard laughed too and they danced under the desert sun. All the animals were happy again. Tiddalick learned something very important. Did you?

ÆÆPictures Tell Stories 3 reading the story Tiddalick The Greedy Frog on page 21 arrange the * Task After pictures so that they reflect the order of events in the story. Cut out each

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Tiddalick laughed so much that all the water came out of his mouth.

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picture and paste onto a separate sheet.

The kangaroo hopped on one leg.

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The emu danced the can-can and wobbled his big bottom.

The lizard turned around and around and around.

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The wombat had an idea.

The eel tickled Tiddalick with his tail.

ÆÆPictures Tell Stories 4 Pictures can tell stories without using any words. at the sequence of images below. It tells a story without words. Write * Task Look the story that you think it tells, for example: One day there was a little

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lonely seed, etc. Give your story a title.

© ReadyEdPubl i cat i ons _______________________________________________________________________ •f orr evi ew pur posesonl y• _______________________________________________________________________ _______________________________________________________________________

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_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

ÆÆPictures Tell Stories 5 Images tell stories without words.

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the pictures below so that they tell a story. Tell the story in your * Task Number own words below. Read your story out to the class to make comparisons.

_ ______________________________________________________________________

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_ ______________________________________________________________________ _ ______________________________________________________________________ _ ______________________________________________________________________ _ ______________________________________________________________________ _ ______________________________________________________________________ _ ______________________________________________________________________ _ ______________________________________________________________________ 24

ÆÆPictures Tell Stories 6 Images tell stories without words.

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pictures below tell a story without using words. Write down your * Task The interpretation of each picture below to create a narrative.

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____________________________________

ÆÆComic Strips Comic strips are a series of images which tell stories using pictures and words.

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* Task Add your own words to the comic strip images below to tell stories.

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Section Three: r o e t s Bo r e p ok Gaze And Body Language u S In Visual Texts

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ÆÆGaze 1 When we look at any image, be it an advertisement, photograph or animation, where the people or characters are looking is important. This is known as gaze.

* Task a

Look at the image below. Circle the correct answer for each question.

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What does the mouse’s gaze tell you about how the mouse is feeling? a. That the mouse is feeling confident. b. That the mouse is feeling afraid and vulnerable. c. That the mouse is feeling cold. Where is the cat looking? a. The cat’s gaze is directed away from the camera. b. The cat’s gaze is directed at the camera and therefore the viewer. c. The cat’s gaze is directed towards the mouse.

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Where is the mouse looking? a. The mouse’s gaze is directed away from the camera. b. The mouse’s gaze is directed at the camera and therefore the viewer. c. The mouse’s gaze is directed at the floor.

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b. The cat is feeling confident and is focused. c. The cat is feeling relaxed and happy.

Now you should be able to understand that where a person’s/character’s eyes are looking, helps us to understand how the person/character is feeling.

* Task b

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People who feel confident

and powerful are usually captured gazing directly at the viewer/camera. This can make them seem heroic or threatening. Use your research skills to find a movie poster that shows a hero or a villain gazing confidently at the camera/viewer. Paste it here.

ÆÆGaze 2 Gaze is an important part of any visual text. _ Look at the image below, then circle the correct answers.

Where are the mice looking? a. The mice are looking at the bigger mouse who is talking. b. The mice are looking at each other. c. The mice are looking at the ground.

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What do their gazes tell you about the mice? a. They are not listening to the bigger mouse. b. They are angry with the bigger mouse. c. They are interested and focused on what the bigger mouse has to say.

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* Task a

A person’s gaze can tell us a lot about how he/she feels. Gaze can make a person look tired, courageous, focused, weak or worried.

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Find five images which demonstrate how gaze can make someone look: * Task b © tired, focused, and them below. Rcourageous, eadyEdweak Pu bworried. l i caPaste t i o ns •f orr evi ew pur posesonl y•

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ÆÆGaze 3 Gaze is an important part of any visual text.

* Task a

w Picture A

Use your own words to describe what each person’s/animal’s gaze tells you

about how she/it feels.

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Gaze:______________________

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How the wombat feels:_ _________________

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How the mouse feels:____________________

© ReadyEdPubl i cat i ons w Picture C Gaze:______________________ w Picture D Gaze:______________________ •f orr evi ew pur posesonl y• How she feels:__________________________ How the mouse feels:____________________

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Gaze:______________________

How she feels:__________________________

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* Task B

In your own words explain what gaze is, and why it is important to

look at gaze when interpreting an image.

______________________________________________________________________

ÆÆBody Language 1 Body language refers to the way that people/characters stand, the way that they hold their head, arms and other body parts. Body language can tell us a lot about a person’s/ character’s feelings and determine from whose point of view we see things.

* Task Look at the images below and complete the questions. w Picture B

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w Picture A

Describe the boy’s body language.

Describe the mouse’s body language.

____________________________________

What does this tell us about him?

What does this tell us about the mouse?

____________________________________ © ReadyEdP ubl i cat i ons ____________________________________ ____________________________________ •f orr evi ew pur posesonl y• w w ____________________________________

Picture D

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Picture C

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Describe the boy’s body language.

____________________________________ ____________________________________

Describe the body language of the smaller dolphin. ____________________________________

What does this tell us about him?

Describe the body language of the large dolphin.

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What does the body language in this image tell you about their relationship? ____________________________________ 31

ÆÆBody Language 2 Body language refers to the way that people/characters stand, the way that they hold their head, arms and other body parts. Body language can tell us a lot about a person’s/ character’s feelings and determine from whose point of view we see things.

* Task Look at the images below and complete the questions. w Picture B

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w Picture A

Describe the boy’s body language.

Describe the mouse’s body language.

____________________________________

What does this tell us about him?

What does this tell us about the mouse?

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© ReadyEd____________________________________ Publ i cat i ons ____________________________________ ____________________________________ •f orr evi ew pu r posesonl y• w Picture C w Picture D ____________________________________

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Describe the mouse’s body language.

Describe the body language of the two girls.

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What does this tell us about the mouse?

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From whose point of view are we likely to see things and why?

____________________________________

____________________________________ ____________________________________

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r o e t Section Four: s Bo r e p o u k Camera Angles S And Camera Shots

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ÆÆCamera Angles 1 The angles that people or characters in an image are captured from, tell us a lot about who they are, their role in society and how they are feeling. There are four basic camera angles. They are: a low angle shot, a high angle shot, an eye level shot and a bird’s-eye shot.

Task a Complete the questions below. * Look at the giant in this image. He is captured

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How do you think capturing the giant from a low camera angle shot presents him? Circle the correct answer. a. Weak and vulnerable. b. Large, powerful and strong. c. Anxious and worried.

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from a low angle shot. This means that the camera is placed below the giant and we are looking up at him.

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How does the low camera angle shot make the children look?

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a. Confident and self-assured.

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b. Helpless, stressed and concerned. c. Threatening and evil.

* Task B

PP Colour and label the foreground one colour. PP Colour and label the background another colour.

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PP Now look at the children in the image. They too are captured from a low camera angle shot. But they do not look like the giant. The effect of the camera angle here is different, because they are far away and in the background of the image, rather than the foreground.

ÆÆCamera Angles 2

* Task a

1. Mark with an X where you think the camera is placed when this shot was taken. 2. Whose point of view are we seeing things from? How do you know this?

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____________________________________________________ ____________________________________________________

3. Redraw the image from the children’s point of view. Think about what they would see.

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The image that you have drawn above should be from a high angle shot. This means that the camera is placed high above the image and is looking down on someone or thing. This can make the person or thing that the camera is looking down on appear small, weak or vulnerable. But in this instance it has another effect.

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4. Look at the image that you have drawn. How does it make the giant look? Circle the correct answer. a. Unstoppable because he is out of reach. b. Surprised. c. Powerless.

* Task B

Find an image taken from a high camera angle shot which has the effect

of making a person or thing look small and weak. Paste it on the back of this sheet. 35

ÆÆCamera Angles 3

* Task a

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w Picture A

1. Mark with an X where you think the camera was placed when this shot was taken. 2. Whose point of view are we seeing things from? How do you know this?

_____________________________________________________________________________ _____________________________________________________________________________

3. Redraw the image from the koalas’ point of view in the box above. Think about what they would see. It is different from what the children see.

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1. Mark with an X where you think the camera is placed when this shot was taken. 2. Whose point of view are we seeing things from? How do you know this?

_____________________________________________________________________________ _____________________________________________________________________________ 3. Redraw the image from the birds’ point of view in the box above. Think about what they would see. It is different from what the children and their mother see.

ÆÆCamera Angles 4 An eye level shot means that the camera is not angled high or low but looks straight ahead. This shot can make us identify with the person or thing in the image and make us feel as if we have stepped into the shot with them. It can make us feel what they are feeling. Alternatively an eye level shot allows us to see a person in more detail.

* Task a

Complete the questions below.

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PP This eye level shot provides us with lots of detail. What detail can we see and what does this tell us about the old man in the picture? ____________________________________

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w Picture A

____________________________________ ____________________________________ ____________________________________ ____________________________________

level shot. Whose point of view are we positioned to see things from?

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____________________________________ ____________________________________ ____________________________________

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PP All of the images below have been taken from eye level shots which positions us to share the emotions of the people/characters. Write down what emotions the people/ characters are feeling.

ÆÆCamera Angles 5 A common camera angle is a bird’s-eye view. This means that the camera is placed high in the sky as if we are looking at a person/scene from the point of view of a bird. This angle captures a large area at a distance. Maps are taken from a bird’s-eye view. Complete the tasks below.

* Task a

Find and explain a picture taken from a bird’s-eye view. Paste it below.

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your own words explain the four camera angles listed below. Beside © ReadyEdPubl i cat i ons * Task b Ineach one, draw a camera angled correctly. Low camera angle shot: p •f o r r ev i ew ur posesonl y•

_____________________________________________________________

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High camera angle shot:

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_____________________________________________________________ Eye level shot:

_____________________________________________________________ _____________________________________________________________ Bird’s-eye view: _____________________________________________________________ _____________________________________________________________ 38

ÆÆCamera Shots 1 There are three basic camera shots. They are: a close up shot, a mid shot and a long shot.

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Long shots enable us to see a large area.

A mid shot allows us to see some of the background of an image.

Close up shots can help us to see detail that we wouldn’t normally be able to see from a mid or long shot.

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ÆÆCamera Shots 2 Camera shots determine who we focus on in an image and whose point of view we see things from.

* Task

Look at the images below. w Picture B

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What camera shot is used to capture this image? ______________________________________ What do we focus on when viewing this image? ______________________________________

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w Picture A

What is the camera angle used to capture this image?

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Who do we focus on when viewing this image?

From whose point of view do we see this image?

______________________________________

w Picture D

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What is the camera shot used to capture this image?

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Who do we focus on when viewing this image?

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From whose point of view do we see this image?

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r o e t s Bo r Section Five: e p ok u S Positioning

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ÆÆPositioning 1 Where people, characters or things are positioned in an image tells us a lot about their/ its importance, power, role and whose point of view we are seeing things from.

* Task

Study the images below and answer the questions. w Picture B

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Who is the strongest person in this image? ____________________________________ How does positioning tell you this? ____________________________________ ____________________________________

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w Picture A

Who is the most important person in this image?_ _____________________________ How does positioning tell you this?

____________________________________ ____________________________________

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Who is centered in this image?

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____________________________________ What does this tell you about this person?

What does this tell you about this person? ____________________________________ ____________________________________

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Which characters are not centered?

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____________________________________ What does this tell you about them? ____________________________________ ____________________________________

ÆÆPositioning 2 Where people, characters or things are positioned in an image tells us a lot about their/ its importance, power, role and whose point of view we are seeing things from.

* Task

Study the images below and answer the questions. w Picture B

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Who is in the foreground of this image? ____________________________________ From whose point of view do we see things? ____________________________________

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w Picture A

What does the positioning of the characters and the dog in this image tell you about relationships? ____________________________________

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What does the positioning of the hare tell you about how he feels towards the tortoise? ____________________________________

How are the characters positioned? ____________________________________ ____________________________________

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What does this tell you about them?

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r o e t s Bo r Section Six: e p ok u Putting it All Together S

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ÆÆPutting It All Together PP You have learned about gaze, body language, camera angles, camera shots and positioning. Look at the images on this page and write about how all of these visual techniques contribute to the way that you see the images. w Picture A

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Body language: _ _________________________________ _______________________________________________

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Camera angle:____________________________________

Camera shot:_____________________________________

_______________________________________________ Positioning:______________________________________

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Body language: _ _________________________________ _______________________________________________

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Camera angle:____________________________________ _______________________________________________ Camera shot:_____________________________________ _______________________________________________ Positioning:______________________________________ _______________________________________________

ÆÆAnswers P6 1. The life cycle diagram explains the seven stages that a blowfly goes through in life from laying its eggs to turning into an adult blowfly. 2. The writer of the report has chosen to include this information in the report because he/she wants the reader to understand that the life cycle of a blowfly can help forensic scientists determine for how long a person has been dead. 3. Definitely less than two days, possibly one day.

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P11

Workers Are Called In To Measure Radiation Levels

There Will Be A Tax On Carbon

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2. They involve the reader as the reader has to match the shoes with the prints. 3. (Answers will vary.) Other drawings which might support the information in the report are: heavier and lighter tracks, small and big tracks and different patterned tracks which indicate movement.

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The Worst Oil Spill In An Ordinary Hero The Southern Hemisphere

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Blood pressure cuff measures blood pressure and heart rate.

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Pneumographs measure respiratory rate.

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1. Forensic scientists use footprints created from shoes to help identify criminals. 46

Natural Human-made A bush fire caused A bush fire caused by the sun by a match A landslide caused A landslide caused by construction by bad weather work A flood caused by A drought a burst pipe The collapse Power cut due to of poorly built lightning houses Power cut due to A hurricane faulty wiring Bridge collapse A heat wave due to wear and tear Railway crash due Cyclone Tracy to bent rails Sinking of the Earthquake Titanic

Personal A broken toe due to a fall

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Galvanometers measure sweat on a person’s fingertips.

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indicates which pattern type each print matches. 2. The information is better expressed in table form because it is more concise and easier to process.

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A cracked skull from a bike fall Someone loses their job Someone gets mugged Athlete is injured during a race A pet dies Person fails driving test Student fails an exam

ÆÆAnswers P14 1. It shows us that Australians consume more hectares of land per person than Indians. Indians consume one hectare of land per person and Australians consume 10.9 hectares of land per person. 2. Americans and Australians consume the same amount of land per person. 3. Australia is the most environmentally friendly. 4. The USA is the least environmentally friendly.

P16 1. The map helps the reader to locate and visualise the countries and seas being discussed. P19 Male and female toilets, restaurant, picnic area, hospital, kangaroos may be crossing, parking available, road bumps ahead, road workers in the area.

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P15 The graph enhances the written report because at a glance you can compare the scale of the disasters.

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listening to what it has to say. Picture B: The wombat’s eyes are shut which indicates that the wombat is exhausted and is finding the weight too heavy to lift. Picture C: She is looking at her writing book which shows that she is concentrating on her work. Picture D: The mouse is starring into an empty space which suggests that the mouse is fed up and unhappy. Picture E: She is looking at the goal post which suggests that she is concentrating on getting the ball through the hoop. Picture F: She is looking at the ball which shows that she is focussed on bouncing it. P31 Picture A: The boy’s mouth is open and his arms are moving quickly in the water. This tells us that he is panicking and is in danger. Picture B: The mouse’s mouth is wide open and his arms are stretched out wide. This suggests that he is surprised and happy to see the cheese. Picture C: The boy holds out his torch in front of him, his mouth is open and the fingers of his left hand are spread out. This suggests that he is scared, nervous and anxious. Picture D: The smaller dolphin has his arms crossed and his head turned away from the larger dolphin. The larger dolphin is leaning over the smaller dolphin speaking to him. They are possibly parent and child.

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spider, 2 worms and 1 bug. 2. By 5.30am the frog has eaten: 7 flies, 1 bug and 2 spiders. 3. By 5.45am the frog has eaten: 3 dragonflies, 2 bugs, a centipede and 2 flies. 4. It catches and eats its breakfast using its long sticky tongue.

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P32 Picture A: He is looking over his shoulder and is hunched over. This suggests that he doesn’t want anyone to see him, he is embarrassed and wants to flee the scene. Picture B: The mouse holds his head in the air and has his hands in his pockets. He looks confident. Picture C: The mouse is holding his tail with one hand, waving his arm in the air and has his mouth open. It looks like he is trying to get someone’s attention and he looks worried. Picture D: One girl is crouching down hoping not to be seen and the other is looking over her shoulder hoping nobody sees her. We are likely to see things from the girl on the left as we feel sorry for her.

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P22 Order of pictures: wombat, kangaroo, emu, lizard, eel, frog. P28 a, b, c, b

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P29 a, c P30 (Answers will vary.) Picture A: The mouse’s eyes are looking at the talking candle which suggests that the mouse is

ÆÆAnswers P34 b, b P35 1. The X should be placed in the bottom righthand corner. 2. We see things from the boy’s point of view in the bottom right-hand corner. 4. a

P37 Picture A: We can see that the old man wears false teeth and needs glasses to read and has to take some kind of tablet before bed. It also tells us that he enjoys reading and listening to the radio. Picture B: We are positioned to see things from the point of view of a passer-by. Task C: We are positioned to share the artist’s sense of panic and anxiety, the little girl’s delight, the little boy’s kindness and the lady’s anger.

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P36 1. The X should be placed level with the children’s legs – in the middle of the children. 2. We see things from the children’s point of view because we see what they would see – the koalas in the tree. 1. The X should be placed level with the little boy’s feet. 2. We see things from the point of view of the children and the mother, because we see what they would see.

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P42 Picture A: The wombat standing up is the strongest person in this image because he towers over the other wombat. Picture B: The older mouse is the most important person in the image because he is higher than the other mice. Picture C: The girl in the middle of the image with straight long hair is centred. This shows that she is important and popular. Picture D: The older boy is centred which shows that he is a bully and is stronger than the other two children who are not centred. The other two children are positioned to show that they are weak and are being treated as if they are insignificant. P43 Picture A: The lady who thinks that she has spotted a snake is in the foreground. We see things from her point of view. Picture B: The positioning tells us that there are two groups in the picture who might have just met and that the dog belongs to the two children on the left. Picture C: The hare is behind the tortoise which suggests that he is jealous and feels left out. Picture D: The characters are positioned close together which tells us that they are a group of friends and enjoy being together.

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P40 Picture A: A long shot is used to capture the image. We focus on the track that leads to the finish line. We see this image from a runner’s point of view looking at the finish line. Picture B: A bird’s-eye view is used to capture this shot. We focus on the runners about to start the race. We see things from a spectator’s point of view sitting in the stadium. Picture C: A close up shot is used to capture the image. We focus on the female runner. We see things from the runner’s point of view. Picture D: A long shot is used to capture the image. We focus on the winning runner and the crowd in this image. We see things from the runner’s point of view. 48

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P39 1 = midshot 2 = close up shot 3 = long shot

P45 Picture A: Body language: The boy is tiptoeing past his parents’ room which suggests that he is being sneaky. Camera angle: An eye level shot is used so that we can see the boy’s facial expression which indicates that he is being mischievous. Camera shot: A long shot means that we see his parents in bed and know that the boy is not wishing to wake them. Positioning: The parents are positioned behind the boy which shows us that the boy is being secretive. Picture B: Body language: The lady’s body language suggests that she is excited to be visiting the children. The children’s body language indicates that they are eager to see who is at the door. Camera angle: An eye level shot is used so that we can see the facial expressions of all three characters. Camera shot: A long shot is used to show all of the characters. Positioning: The door is positioned in the middle of the lady and the children to show that they are separated but are soon to be joined.