VISUAL REFLECTION - CFIS



VISUAL REFLECTION

English 30-2

The visual reflection assignment is similar to any other written work in that you state your idea and then you defend your idea with details from the visual text.

The assignment will be worded as follows:

| |

|What ideas and impressions does the visual text suggest to you? Consider the context and develop your response by |

|referring to the visual text. |

In your writing, you may response personally, critically, and/or creatively.

You must

• Select a prose form that is appropriate to the ideas you wish to express and that will enable you to communicate effectively to the reader

• Consider how you can create a strong unifying effect

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On the diploma exam, you will be given a visual text – it could be a photograph, a print advertisement, a poster, etc. Your task is to communicate to the reader the ideas and impressions you get when you look at and analyse the visual.

*** So, when you sit down and see the visual, just look at it and THINK…take in all the details and THINK of a “BIG PICTURE IDEA” that the visual represents. Then, base your writing and use of detail on this “BIG IDEA” or THEME***

The nice thing about this assignment is that there are multiple ways to interpret a visual. There is no “one right answer”. So, as long as you develop an appropriate, clear idea and are able to support it with and relate it to details from the visual, you will get credit for your ideas.

FORMAT CHOICE

Note that you are given the choice as how to respond. You can respond in a personal, critical, or creative format.

Personal: connect the “big idea” and details in the visual to your own life – this could be your friends, your family, your job, your school, your hobbies, your country, sports, places you’ve travelled to, etc.

Critical: this format is like a mini-essay. Analyse the details of the visual (colours, symbols, words (if any), facial expressions, body language, objects) and discuss how they prove the “big idea”.

Creative: this format is fairly wide-open. Here, you can choose a creative style to communicate the “big idea”. Some options are a script, a letter, a diary/journal entry, a short story, a news article. This format will require you to create some details – you could write as if you are one of the people/objects in the visual, or create your own character(s). Although you do have a lot of freedom with this format, it is essential that your writing still connect to the details of the visual and the “big idea” it communicates.

The only rule is: NO POEMS!

PERSPECTIVE AND VOICE

Things like spelling, punctuation, and sentence structure are not “marked” in this assignment. What DOES COUNT is the VOICE you create in your writing. Voice comes from vocabulary and word choice.

You want your “voice” to match your prose form. So, if you write a critical format, your voice would be more formal and analytical. If you were to write a creative letter, the voice would suit and fit the character of the person who is writing the letter.

PLANNING YOUR IDEAS

Before you begin to write, take some time to THINK of the following:

1. What is the “big idea”/theme of this visual?

2. What details in the visual support and create this big idea?

3. What prose form/format will I use in writing my response?

4. What voice do I need to create to suit this format?

Once you know the answers to these questions, get writing! This assignment should take 30-40 minutes to complete. It is worth 10% of the total diploma exam mark.

Sample responses to show:

June 2006 Masai E personal

Jan 2007 S Critical – everyone’s drinking coke, coke will make you happy

PF Critical – health issues of pop/coke

E Critical – builds off of first two, discusses media manipulation and health

Balloon/building visual ideas: In-class on Friday, April 25

- the effects of war – connect to Afghanistan (?) – people in visual look to be arabic

- children finding hope (balloons) in times of adversity – children’s ability to focus on positive in life despite being surrounded by negatives - resiliency

- contrast between the destroyed building and brightness of the balloons/kids – human ability to find happiness and hope in hard times

- connect/compare visual to places they have travelled where they have seen local people/kids rise above poverty/harsh lifestyles

- contrast life in Canada with the life these people lead

English 30-2 Visual Response

April 25, 2008

In the background of this photo there is a crumbling, run-down building. It is cement grey, with black areas where the cement is crumbling. There is no glass on the window openings. It is vacant inside. The ground around the building is bare dirt, covered in places by cement debris. To the left of the building, there sits a demolished car. The sky behind the building is blue.

In the foreground there are four children, gathered around an adult. The adult is holding a large bunch of coloured balloons – blue, pink, orange, yellow, and green. The adult wears a small round cap on his head and a scarf around his neck. The children are wearing brightly coloured jackets. One child is holding a large white bag, over his shoulder. The three children and the adult are looking at the balloons. The smallest of the three children is reaching out to touch the balloons.

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