![]() The placement, framing and social distance of the participants in each of Klassens’ illustrations suggests that on the earlier pages each participant has equal importance to the storyline. ![]() ![]() It includes interpreting still and moving images, graphs, tables, maps and other graphic representations, and understanding and evaluating how images and language work together” (ACARA, 2013)ĪCARA (2013) defines “visual features” and “visual language choices” as the process for students to develop understanding of visual features of a text, and how they relate and add meaning to the text the following components should be assessed placement, salience, framing, representation of action or reaction, shot size, social distance and camera angle. ACARA (2013) states the importance of “…understanding how visual information contributes to the meanings created in learning area texts. ![]() Klassen’s use of illustrations and simple storyline effectively and engagingly act as a sound example of an appropriate literary text that will help students understand the relationship between language and visual information. This text has been chosen to discuss examples of how visual information can work together with text to deliver an engaging reading experience. ![]() The simplistic illustrations follow the storyline which consists of speech between the bear and other characters. The picture book “I want my hat back” (Klassen, 2011) tells the story of a bear as he searches for his beloved hat, asking various animals if they have seen it. ![]()
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