Look beyond!
Tuesday, January 31, 2012
Analyse this cartoon
What is the Info Bill and what are its implications?
What is the irony in Zuma's words?
Describe Zuma's attitude and support your observations by referring to visual clues.
What is implied by Moegoe's shower head?
What was the controversy surrounding Moegoe's appointment as Chief Justice?
Monday, January 30, 2012
Lesson re-cap - Tuesday 31.01.2012
What are the 2 symbols we identified in today's lesson?
What intended message is attached to each of the symbols?
Describe your impression of the love between Othello and Desdemona. Support your answer through quotations.
What intended message is attached to each of the symbols?
Describe your impression of the love between Othello and Desdemona. Support your answer through quotations.
Analyse this cartoon
Why would this cartoon be described as a parody?
Identify the pun used? Explain the pun.
How do you know that the character is Julius Malema? Consider caricature.
Analyse this ad
What is the message being conveyed?
How is this presented visually?
What shot is used and why?
1=2
0 x 1 = 0
0 x 2 = 0
The following must be true:
0 x 1 = 0 x 2
Dividing by zero gives:
(0/0) x 1 = (0/0) x 2
Simplified, yields:
1 = 2
0 x 2 = 0
The following must be true:
0 x 1 = 0 x 2
Dividing by zero gives:
(0/0) x 1 = (0/0) x 2
Simplified, yields:
1 = 2
A lesson on socialism
An economics professor made a statement that he had never failed a single student before, but had recently failed an entire class. That class had insisted that Obama's socialism worked and that no one would be poor and no one would be rich, a great equalizer.
The professor then said, "OK, we will have an experiment in this class on Obama's plan".. All grades will be averaged and everyone will receive the same grade so no one will fail and no one will receive an A.... (substituting grades for Rands - something closer to home and more readily understood by all).
After the first test, the grades were averaged and everyone got a B. The students who studied hard were upset and the students who studied little were happy. As the second test rolled around, the students who studied little had studied even less and the ones who studied hard decided they wanted a free ride too so they studied little.
The second test average was a D! No one was happy.
When the 3rd test rolled around, the average was an F.
As the tests proceeded, the scores never increased as bickering, blame and name-calling all resulted in hard feelings and no one would study for the benefit of anyone else.
To their great surprise, ALL FAILED and the professor told them that socialism would also ultimately fail because when the reward is great, the effort to succeed is great, but when government takes all the reward away, no one will try or want to succeed.
Could not be any simpler than that.
Remember, there IS a test coming up. The 2012 elections.
These are possibly the 5 best sentences you'll ever read and all applicable to this experiment:
1. You cannot legislate the poor into prosperity by legislating the wealthy out of prosperity.
2. What one person receives without working for, another person must work for without receiving.
3. The government cannot give to anybody anything that the government does not first take from somebody else.
4. You cannot multiply wealth by dividing it!
5. When half of the people get the idea that they do not have to work because the other half is going to take care of them, and when the other half gets the idea that it does no good to work because somebody else is going to get what they work for, that is the beginning of the end of any nation.
The professor then said, "OK, we will have an experiment in this class on Obama's plan".. All grades will be averaged and everyone will receive the same grade so no one will fail and no one will receive an A.... (substituting grades for Rands - something closer to home and more readily understood by all).
After the first test, the grades were averaged and everyone got a B. The students who studied hard were upset and the students who studied little were happy. As the second test rolled around, the students who studied little had studied even less and the ones who studied hard decided they wanted a free ride too so they studied little.
The second test average was a D! No one was happy.
When the 3rd test rolled around, the average was an F.
As the tests proceeded, the scores never increased as bickering, blame and name-calling all resulted in hard feelings and no one would study for the benefit of anyone else.
To their great surprise, ALL FAILED and the professor told them that socialism would also ultimately fail because when the reward is great, the effort to succeed is great, but when government takes all the reward away, no one will try or want to succeed.
Could not be any simpler than that.
Remember, there IS a test coming up. The 2012 elections.
These are possibly the 5 best sentences you'll ever read and all applicable to this experiment:
1. You cannot legislate the poor into prosperity by legislating the wealthy out of prosperity.
2. What one person receives without working for, another person must work for without receiving.
3. The government cannot give to anybody anything that the government does not first take from somebody else.
4. You cannot multiply wealth by dividing it!
5. When half of the people get the idea that they do not have to work because the other half is going to take care of them, and when the other half gets the idea that it does no good to work because somebody else is going to get what they work for, that is the beginning of the end of any nation.
Sunday, January 29, 2012
Something to ponder
The easiest way to find something lost around the house is to buy a replacement.
Never take life seriously. Nobody gets out alive anyway.
There are two kinds of pedestrians: the quick and the dead.
Life is sexually transmitted.
Health is merely the slowest possible rate at which one can die.
The only difference between a groove and a grave is the depth.
Health nuts are going to feel stupid someday, lying in hospitals dying of nothing.
Have you noticed since everyone has a camcorder these days no one talks about seeing UFOs like they used to?
Whenever I feel blue, I start breathing again.
All of us could take a lesson from the weather. It pays no attention to criticism.
How is it one careless match can start a bushfire, but it takes a whole box to start a campfire?
Who was the first person to look at a cow and say, 'I think I'll squeeze these dangly things here, and drink whatever comes out? '
Who was the first person to say, ' See that chicken there? I'm going to eat the next thing that comes out of its backside. '
Why is there a light in the fridge and not in the freezer?
If quizzes are quizzical, what are tests?
Do illiterate people get the full effect of Alphabet Soup?
Did you ever notice that when you blow in a dog ' s face, he gets mad at you, but when you take him on a car ride; he sticks his head out the window?
Why doesn ' t glue stick to the inside of the bottle?
Never take life seriously. Nobody gets out alive anyway.
There are two kinds of pedestrians: the quick and the dead.
Life is sexually transmitted.
Health is merely the slowest possible rate at which one can die.
The only difference between a groove and a grave is the depth.
Health nuts are going to feel stupid someday, lying in hospitals dying of nothing.
Have you noticed since everyone has a camcorder these days no one talks about seeing UFOs like they used to?
Whenever I feel blue, I start breathing again.
All of us could take a lesson from the weather. It pays no attention to criticism.
How is it one careless match can start a bushfire, but it takes a whole box to start a campfire?
Who was the first person to look at a cow and say, 'I think I'll squeeze these dangly things here, and drink whatever comes out? '
Who was the first person to say, ' See that chicken there? I'm going to eat the next thing that comes out of its backside. '
Why is there a light in the fridge and not in the freezer?
If quizzes are quizzical, what are tests?
Do illiterate people get the full effect of Alphabet Soup?
Did you ever notice that when you blow in a dog ' s face, he gets mad at you, but when you take him on a car ride; he sticks his head out the window?
Why doesn ' t glue stick to the inside of the bottle?
Analyse this cartoon
Who is the topic of the cartoon?
What is the symbolism of the tree?
How is the tree linked to the character?
Friday, January 27, 2012
Gareth Cliff's letter to Government
Dear Government
22th September, 2011
Dear Government
OK, I get it, the President isn't the only one in charge. The ANC believes in "collective responsibility" (So that nobody has to get blamed when things get screwed up), so I address this to everyone in government - the whole lot of you - good, bad and ugly (That's you, Blade).
We were all so pleased with your renewed promises to deliver services (we'll forgive the fact that in some places people are worse off than in 1994); to root out corruption (so far your record is worse than under Mbeki, Mandela or the Apartheid regime - what with family members becoming overnight millionaires); and build infrastructure (State tenders going disgustingly awry and pretty stadia standing empty notwithstanding) - and with the good job you did when FIFA were telling you what to do for a few months this year. Give yourselves half a pat on the back. Since President Sepp went off with his billions I'm afraid we have less to be proud of - Public Servants Strikes, more Presidential bastard children, increasing unemployment and a lack of leadership that allowed the Unions to make the elected government it's bitch. You should be more than a little worried - but you're not. Hence my letter. Here are some things that might have passed you by:
1. You have to stop corruption. Don't stop it because rich people moan about it and because it makes poor people feel that you are self-enriching parasites of state resources, but because it is a disease that will kill us all. It's simple - there is only so much money left to be plundered. When that money runs out, the plunderers will raise taxes, chase and drain all the remaining cash out of the country and be left with nothing but the rotting remains of what could have been the greatest success story of post-colonial Africa. It's called corruption because it decomposes the fabric of society. When someone is found guilty of corruption, don't go near them - it's catchy. Making yourself rich at the country's expense is what colonialists do.
2. Stop complaining about the media. You're only complaining about them because they show you up for how little you really do or care. If you were trying really hard and you didn't drive the most expensive car in the land, or have a nephew who suddenly went from modesty to ostentatious opulence, we'd have only positive things to report. Think of Jay Naidoo, Geraldine Fraser-Moleketi and Zwelinzima Vavi - they come under a lot of fire, but it's never embarrassing - always about their ideas, their positions and is perfectly acceptable criticism for people in power to put up with. When the media go after Blade Nzimande, Siphiwe Nyanda and the President, they say we need a new piece of legislation to "make the media responsible". That's because they're being humiliated by the facts we uncover about them daily, not because there is an agenda in some newsroom. If there had been a free press during the reigns of Henry VIII, Idi Amin or Hitler, their regimes might just have been kept a little less destructive and certainly would have been less brazen and unchecked.
3. Education is a disaster. We're the least literate and numerate country in Africa. Zimbabwe produces better school results and turns out smarter kids than we do. Our youth aren't usemployed, they're unemployable. Outcomes-based-education, Teachers' Unions and an attitude of mediocrity that discourages excellence have reduced us to a laughing stock. Our learners can't spell, read, add or subtract. What are all these people going to do? Become President? There's only one job like that. We need clever people, not average or stupid ones. the failure of the Education Department happened under your watch. Someone who writes Matric now hadn't even started school under the Apartheid regime, so you cannot blame anyone but yourselves for this colossal cock-up. Fix it before three-quarters of our matrics end up begging on Oxford Road. Reward schools and teachers who deliver great pass rates and clever students into the system. Fire the teachers who march and neglect their classrooms.
4. Give up on BEE. It isn't working. Free shares for new black partnerships in old white companies has made everyone poorer except for Tokyo Sexwale. Giving people control of existing business won't make more jobs either. In fact, big companies aren't growing, they're reducing staff and costs. The key is entrepreneurship. People with initiative, creative ideas and small companies must be given tax breaks and assistance. Young black professionals must be encouraged to start their own businesses rather than join a big corporation's board as their token black shareholder or director. Government must also stop thinking that state employment is a way to decrease unemployment - it isn't - it's a tax burden. India and China are churning out new, brilliant, qualified people at a rate that makes us look like losers. South Africa has a proud history of innovation, pioneering and genius. This is the only way we can advance our society and economy beyond merely coping.
5. Stop squabbling over power. Offices are not there for you to occupy (or be deployed to) and aggrandize yourself. Offices in government are there to provide a service. If you think outrageous salaries, big German cars, first-class travel and state housing are the reasons to aspire to leadership, you're in the wrong business - you should be working for a dysfunctional, tumbledown parastatal (or Glenn Agliotti). We don't care who the Chairperson of the National Council of Provinces is if we don't have running water, electricity, schools and clean streets. You work for us. Do your job, don't imagine you ARE your job.
6. Stop renaming things. Build new things to name. If I live in a street down which the sewage runs, I don't care if it's called Hans Strijdom or Malibongwe. Calling it something nice and new won't make it smell nice and new. Re-branding is something Cell C do with Trevor Noah, not something you can whitewash your lack of delivery with.
7. Don't think you'll be in power forever. People aren't as stupid as you think we are. We know you sit around laughing about how much you get away with. We'll take you down, either at the polls - or if it comes down to the wire - by revolution (Yes, Julius, the real kind, not the one you imagine happened in 2008). Careless, wasteful and wanton government is a thing of the past. The days of thin propaganda and idealized struggle are over. The people put you in power - they will take you out of it. Africa is tired of tin-pot dictators, one-party states and banana republics. We know who we are now, we care about our future - and so should you.
G
22th September, 2011
Dear Government
OK, I get it, the President isn't the only one in charge. The ANC believes in "collective responsibility" (So that nobody has to get blamed when things get screwed up), so I address this to everyone in government - the whole lot of you - good, bad and ugly (That's you, Blade).
We were all so pleased with your renewed promises to deliver services (we'll forgive the fact that in some places people are worse off than in 1994); to root out corruption (so far your record is worse than under Mbeki, Mandela or the Apartheid regime - what with family members becoming overnight millionaires); and build infrastructure (State tenders going disgustingly awry and pretty stadia standing empty notwithstanding) - and with the good job you did when FIFA were telling you what to do for a few months this year. Give yourselves half a pat on the back. Since President Sepp went off with his billions I'm afraid we have less to be proud of - Public Servants Strikes, more Presidential bastard children, increasing unemployment and a lack of leadership that allowed the Unions to make the elected government it's bitch. You should be more than a little worried - but you're not. Hence my letter. Here are some things that might have passed you by:
1. You have to stop corruption. Don't stop it because rich people moan about it and because it makes poor people feel that you are self-enriching parasites of state resources, but because it is a disease that will kill us all. It's simple - there is only so much money left to be plundered. When that money runs out, the plunderers will raise taxes, chase and drain all the remaining cash out of the country and be left with nothing but the rotting remains of what could have been the greatest success story of post-colonial Africa. It's called corruption because it decomposes the fabric of society. When someone is found guilty of corruption, don't go near them - it's catchy. Making yourself rich at the country's expense is what colonialists do.
2. Stop complaining about the media. You're only complaining about them because they show you up for how little you really do or care. If you were trying really hard and you didn't drive the most expensive car in the land, or have a nephew who suddenly went from modesty to ostentatious opulence, we'd have only positive things to report. Think of Jay Naidoo, Geraldine Fraser-Moleketi and Zwelinzima Vavi - they come under a lot of fire, but it's never embarrassing - always about their ideas, their positions and is perfectly acceptable criticism for people in power to put up with. When the media go after Blade Nzimande, Siphiwe Nyanda and the President, they say we need a new piece of legislation to "make the media responsible". That's because they're being humiliated by the facts we uncover about them daily, not because there is an agenda in some newsroom. If there had been a free press during the reigns of Henry VIII, Idi Amin or Hitler, their regimes might just have been kept a little less destructive and certainly would have been less brazen and unchecked.
3. Education is a disaster. We're the least literate and numerate country in Africa. Zimbabwe produces better school results and turns out smarter kids than we do. Our youth aren't usemployed, they're unemployable. Outcomes-based-education, Teachers' Unions and an attitude of mediocrity that discourages excellence have reduced us to a laughing stock. Our learners can't spell, read, add or subtract. What are all these people going to do? Become President? There's only one job like that. We need clever people, not average or stupid ones. the failure of the Education Department happened under your watch. Someone who writes Matric now hadn't even started school under the Apartheid regime, so you cannot blame anyone but yourselves for this colossal cock-up. Fix it before three-quarters of our matrics end up begging on Oxford Road. Reward schools and teachers who deliver great pass rates and clever students into the system. Fire the teachers who march and neglect their classrooms.
4. Give up on BEE. It isn't working. Free shares for new black partnerships in old white companies has made everyone poorer except for Tokyo Sexwale. Giving people control of existing business won't make more jobs either. In fact, big companies aren't growing, they're reducing staff and costs. The key is entrepreneurship. People with initiative, creative ideas and small companies must be given tax breaks and assistance. Young black professionals must be encouraged to start their own businesses rather than join a big corporation's board as their token black shareholder or director. Government must also stop thinking that state employment is a way to decrease unemployment - it isn't - it's a tax burden. India and China are churning out new, brilliant, qualified people at a rate that makes us look like losers. South Africa has a proud history of innovation, pioneering and genius. This is the only way we can advance our society and economy beyond merely coping.
5. Stop squabbling over power. Offices are not there for you to occupy (or be deployed to) and aggrandize yourself. Offices in government are there to provide a service. If you think outrageous salaries, big German cars, first-class travel and state housing are the reasons to aspire to leadership, you're in the wrong business - you should be working for a dysfunctional, tumbledown parastatal (or Glenn Agliotti). We don't care who the Chairperson of the National Council of Provinces is if we don't have running water, electricity, schools and clean streets. You work for us. Do your job, don't imagine you ARE your job.
6. Stop renaming things. Build new things to name. If I live in a street down which the sewage runs, I don't care if it's called Hans Strijdom or Malibongwe. Calling it something nice and new won't make it smell nice and new. Re-branding is something Cell C do with Trevor Noah, not something you can whitewash your lack of delivery with.
7. Don't think you'll be in power forever. People aren't as stupid as you think we are. We know you sit around laughing about how much you get away with. We'll take you down, either at the polls - or if it comes down to the wire - by revolution (Yes, Julius, the real kind, not the one you imagine happened in 2008). Careless, wasteful and wanton government is a thing of the past. The days of thin propaganda and idealized struggle are over. The people put you in power - they will take you out of it. Africa is tired of tin-pot dictators, one-party states and banana republics. We know who we are now, we care about our future - and so should you.
G
Cartoon analysis
Who is the naked figure?
How do you know this?
Who is the smoking figure?
How do you know this?
What is the attitude of the smoking figure? Justify your answer.
Thursday, January 26, 2012
Analyse this ad
Apply what you have read in the previous posts on visual literacy and then analyse the ads that follow.
What shot is used? Why?
What angle is used? Why?
Is colour important?
What mood is created? How?
General terms for visual literacy
General Terms
Shot: continuous, unedited piece of film of any length
Scene: a series of shots that together form a complete episode or unit of the narrative
Storyboard: Drawn up when designing a production. Plans AV text and shows how each shot relates to sound track. (Think comic strip with directions - like a rough draft or outline for a film.)
Montage: The editing together of a large number of shots with no intention of creating a continuous reality. A montage is often used to compress time, and montage shots are linked through a unified sound - either a voiceover or a piece of music.
Parallel action: narrative strategy that crosscuts between two or more separate actions to create the illusion that they are occurring simultaneously
Shots
Long Shot: Overall view from a distance of whole scene often used as an establishing shot - to set scene. Person - will show whole body.
Medium or Mid Shot: Middle distance shot - can give background information while still focusing on subject. Person - usually shows waist to head.
Close Up: Focuses on detail / expression / reaction. Person - shows either head or head and shoulders.
Tracking shot: single continuous shot made with a camera moving along the ground
Reverse shot: shot taken at a 180 degree angle from the preceding shot (reverse-shot editing is commonly used during dialogue, angle is often 120 to 160 degrees)
Subjective Shot (P.O.V. Shot): Framed from a particular character's point of view. Audience sees what character sees.
Camera Movement
Pan: Camera moves from side to side from a stationary position
Tilt: Movement up or down from a stationary position
Tracking: The camera moves to follow a moving object or person
Camera Angles
Low Angle Camera: shoots up at subject. Used to increase size, power, status of subject
High Angle Camera: shoots down at subject. Used to increase vulnerability, powerlessness, decrease size
Editing (the way shots are put together)
Cut: The ending of a shot. If the cut seems inconsistent with the next shot, it is called a jump cut.
Fade in or out: The image appears or disappears gradually. Often used as a division between scenes.
Dissolve: One image fades in while another fades out so that for a few seconds, the two are superimposed.
Sound
Soundtrack: Consists of dialogue, sound effects and music. Should reveal something about the scene that visual images don't.
Score: musical soundtrack
Sound effects: all sounds that are neither dialogue nor music
Voice-over: spoken words laid over the other tracks in sound mix to comment upon the narrative or to narrate
Shot: continuous, unedited piece of film of any length
Scene: a series of shots that together form a complete episode or unit of the narrative
Storyboard: Drawn up when designing a production. Plans AV text and shows how each shot relates to sound track. (Think comic strip with directions - like a rough draft or outline for a film.)
Montage: The editing together of a large number of shots with no intention of creating a continuous reality. A montage is often used to compress time, and montage shots are linked through a unified sound - either a voiceover or a piece of music.
Parallel action: narrative strategy that crosscuts between two or more separate actions to create the illusion that they are occurring simultaneously
Shots
Long Shot: Overall view from a distance of whole scene often used as an establishing shot - to set scene. Person - will show whole body.
Medium or Mid Shot: Middle distance shot - can give background information while still focusing on subject. Person - usually shows waist to head.
Close Up: Focuses on detail / expression / reaction. Person - shows either head or head and shoulders.
Tracking shot: single continuous shot made with a camera moving along the ground
Reverse shot: shot taken at a 180 degree angle from the preceding shot (reverse-shot editing is commonly used during dialogue, angle is often 120 to 160 degrees)
Subjective Shot (P.O.V. Shot): Framed from a particular character's point of view. Audience sees what character sees.
Camera Movement
Pan: Camera moves from side to side from a stationary position
Tilt: Movement up or down from a stationary position
Tracking: The camera moves to follow a moving object or person
Camera Angles
Low Angle Camera: shoots up at subject. Used to increase size, power, status of subject
High Angle Camera: shoots down at subject. Used to increase vulnerability, powerlessness, decrease size
Editing (the way shots are put together)
Cut: The ending of a shot. If the cut seems inconsistent with the next shot, it is called a jump cut.
Fade in or out: The image appears or disappears gradually. Often used as a division between scenes.
Dissolve: One image fades in while another fades out so that for a few seconds, the two are superimposed.
Sound
Soundtrack: Consists of dialogue, sound effects and music. Should reveal something about the scene that visual images don't.
Score: musical soundtrack
Sound effects: all sounds that are neither dialogue nor music
Voice-over: spoken words laid over the other tracks in sound mix to comment upon the narrative or to narrate
Basics of visual literacy
Images contain information and ideas, and visual literacy allows the viewer to gather the information and ideas contained in an image, and place them in context.
FORM
Form refers to the organizational arrangement of the visual elements or the formal qualities of the image. This includes the graphic composition or images (eg shapes, lines, colors, etc) and such things as camera placement, editing and point of view.
The set of questions below considers key design elements individually before posing questions to help students understand how they relate to one another.
COLOR
What is color? Briefly, color is the perceptual phenomena of visible light.
What are its characteristics?
Any given color is described by three general characteristics:
Hue: The 'name' of a color - its particular spectrum of visible light
Saturation: The amount of gray tones present in the manifestation of the color
Value Contrast: The degree of tonality (light/dark) present in the manifestation of the color
LINE AND SHAPE
Lines join together the smallest of design elements, dots, to direct the construction and placement of objects within an image. Whether lines construct a recognizable visual element or an abstract visual element, they do so by outlining and forming shapes. Even the most abstract of shapes has a relationship to some geometrical quality. As our mind and our vision work together to decode the use of lines and shapes within an image, we seek to understand their relationship to the geometrical building blocks we perceive in our world around us - squares, rectangles, ovals, circles and so on. Line can also be used independently of shape to suggest or create motion and movement within an image.
PUTTING IT TOGETHER
The pictorial elements, such as color, line, shape, space and texture, used in designing an image are only one part of the text we read as we explore an image. Many other elements come into play. As you think about the image you are exploring, consider whether you think the formal design elements or the thematic relationship of the objects within the image become the focal point of the image for you. As you do so, think through the following questions:
CONTENT
Content refers to the sensory, subjective, psychological or emotional properties in response to an image. emotional. Content includes:
- the emotional or intellectual message, and
- the expression, essential meaning, siginificance or aesthetic value of an image.
In exploring an image, were your initial observations based on facts, figures, or other information found within the image itself. Does your observation of the image lead you to tell a story about the image. If so, you may wish to explore questions about image content.
CONTEXT
Context refers to the set of circumstances or facts that surround a particular event, situation, etc. This could include when a work of art was made, where, how and for what purpose. This could include historical information on the artist or issues or things the artist references.
Did you raise questions about who produced the image, how it has been utilized, where it has appeared? If so, then you may wish to further explore questions of the context of an image.
FORM
Form refers to the organizational arrangement of the visual elements or the formal qualities of the image. This includes the graphic composition or images (eg shapes, lines, colors, etc) and such things as camera placement, editing and point of view.
The set of questions below considers key design elements individually before posing questions to help students understand how they relate to one another.
COLOR
What is color? Briefly, color is the perceptual phenomena of visible light.
What are its characteristics?
Any given color is described by three general characteristics:
Hue: The 'name' of a color - its particular spectrum of visible light
Saturation: The amount of gray tones present in the manifestation of the color
Value Contrast: The degree of tonality (light/dark) present in the manifestation of the color
LINE AND SHAPE
Lines join together the smallest of design elements, dots, to direct the construction and placement of objects within an image. Whether lines construct a recognizable visual element or an abstract visual element, they do so by outlining and forming shapes. Even the most abstract of shapes has a relationship to some geometrical quality. As our mind and our vision work together to decode the use of lines and shapes within an image, we seek to understand their relationship to the geometrical building blocks we perceive in our world around us - squares, rectangles, ovals, circles and so on. Line can also be used independently of shape to suggest or create motion and movement within an image.
PUTTING IT TOGETHER
The pictorial elements, such as color, line, shape, space and texture, used in designing an image are only one part of the text we read as we explore an image. Many other elements come into play. As you think about the image you are exploring, consider whether you think the formal design elements or the thematic relationship of the objects within the image become the focal point of the image for you. As you do so, think through the following questions:
CONTENT
Content refers to the sensory, subjective, psychological or emotional properties in response to an image. emotional. Content includes:
- the emotional or intellectual message, and
- the expression, essential meaning, siginificance or aesthetic value of an image.
In exploring an image, were your initial observations based on facts, figures, or other information found within the image itself. Does your observation of the image lead you to tell a story about the image. If so, you may wish to explore questions about image content.
CONTEXT
Context refers to the set of circumstances or facts that surround a particular event, situation, etc. This could include when a work of art was made, where, how and for what purpose. This could include historical information on the artist or issues or things the artist references.
Did you raise questions about who produced the image, how it has been utilized, where it has appeared? If so, then you may wish to further explore questions of the context of an image.
Wednesday, January 25, 2012
Try this!
Stare at the red dot on the woman's nose for 30 seconds. Don't look anywhere else. Turn to a white wall or ceiling after the 30 seconds. Blink rapidly!!
25.01.2012 - lesson re-cap
We discussed some of the characteristics of Othello as he is presented in the opening scenes of the play, such as:
self-effacing and modest
realistic self-image
bold and courageous
balanced between passion and reason
is prepared to be accountable for his actions
accomplished and decorated soldier.
Now find quotes or events to support these characteristics.
Any more characteristics that you can think of?
self-effacing and modest
realistic self-image
bold and courageous
balanced between passion and reason
is prepared to be accountable for his actions
accomplished and decorated soldier.
Now find quotes or events to support these characteristics.
Any more characteristics that you can think of?
Tuesday, January 24, 2012
Monday, January 23, 2012
Makes you think!
Othello doesn't love Desdemona. . . . He says he does, but it can't be true. Because if he loves her, the murder makes no sense. For me, Desdemona is Othello's trophy wife, his most valuable and status-giving possession, the physical proof of his risen standing in a white man's world. You see? He loves that about her, but not her. . . . Desdemona's death is an "honor killing." She didn't have to be guilty; the accusation was enough. The attack on her virtue was incompatible with Othello's honor. She's not even a person to him. He has reified her. She's his Oscar-Barbie statuette. His doll.
Tuesday 24.01.2012 - Lesson re-cap
What have we learnt about Othello in the opening scenes of Act 1?
Write 5 words that best describe him.
Now, find quotations that support your description.
Also, briefly describe events which support your description.
Which 2 symbols have we encountered thus far in the play, and what do they represent?
Now to make you think...
Is Brabantio justified in his response?
Is Iago justified in wanting to take revenge?
Iago is a misogynist - do you agree or disagree?
Iago is a genius - do you agree or disagree?
Write 5 words that best describe him.
Now, find quotations that support your description.
Also, briefly describe events which support your description.
Which 2 symbols have we encountered thus far in the play, and what do they represent?
Now to make you think...
Is Brabantio justified in his response?
Is Iago justified in wanting to take revenge?
Iago is a misogynist - do you agree or disagree?
Iago is a genius - do you agree or disagree?
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