To effectively comprehend, respond to, and compose visual texts, students need to understand how visual semiotic (meaning making) resources enact meaning through three sub-strands: The visual metalanguage is organised around three simultaneously operating meaning functions, in the same way language is organised in the language strand in the Victorian curriculum. The visual design metalanguage provided here supports teaching viewing and creating visual meaning, and is informed by the work of Kress and van Leeuwen (2006), Callow (2013), and Painter, Martin and Unsworth (2013).
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