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Answer:
Visual metalanguage for comprehending and composing visual meaning
A shared metalanguage of visual design enables students and teachers to understand and talk about how meaning can be made in still and moving image texts.
On this page
Analysing and creating visual advertisement
Expressing and developing ideas in images
Interacting and relating with others through the image
Composition and structure of the image
References
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).
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. 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:
Expressing and developing ideas in visual texts: for example, how meaning about who, what, where, when, why, can be designed through choices of lines, symbols, vectors, size, and colour.
Interacting and relating with others through visual texts: for example, how meaning about how we interact and relate with subjects and characters, and how we feel, can be designed through choices of focaliser or ‘who sees’, social distance, subject gaze, and colour.
Composition and structure of the image: for example, how a visual text can be organised to create a cohesive, coherent whole, through choices of salience (what the viewer’s attention is drawn to first), colour, and viewing path.
References
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