VISUAL IMAGE NCEA INTERNAL 1.7

Student Instructions: Congratulations! You’ve just been employed by a leading advertising company - The World of Media Manipulation. We specialise in print advertising for specific target audiences. Your mission is to design and develop an original poster to promote an issue of major importance. We would like you to design a poster to create awareness of an issue that has occurred in a text you have studied. Before you begin your design you will look at a range of our previous posters (some more successful than others!). You will examine the components of the posters and the techniques designers have used to make them appealing and effective. Your own poster should use the design principles you have identified as effective and suitable for your issue.

Creating Awareness of an Issue in a Text 3 periods in class to draft. Take home over the weekend to make the final image 1 hour in class to write up a commentary explaining the choices made in constructing the image. Students will be provided with A3 paper to produce their final poster All other materials must be provided by the student This assessment may also be completed using various ICT software applications such as Publisher, Photoshop, Paint, etc. STUDENTS WILL NEED TO HAVE THOUGHT ABOUT THE COMPONENTS THEY WISH TO USE BEFOREHAND AND BRING THEM INTO THE DRAFTING PERIODS. THEY CANNOT PRODUCE THE ENTIRE POSTER ELECTRONICALLY, BUT THEY ARE ALLOWED TO DOWNLOAD SOME IMAGES FOR THEIR POSTER AND USE A WORD PROCESSOR TO PRODUCE SLOGANS AND OTHER VERBAL MATERIAL PROVIDED THE CONTENT IS ORIGINAL

Assessment: You will be assessed on: how well you communicate ideas to your target audience. the appropriateness and effectiveness of your verbal and visual techniques. the overall impact of your poster Make sure that the poster you submit for assessment: develops and structures your ideas effectively. is appropriate to your chosen target audience. uses visual and verbal language features that are appropriate to advertising, such as: colour, typefaces, layout, symbolism, repetition, imperatives, rhetorical questions, puns, alliteration, jargon, endorsement, etc. uses visual and verbal language features with control to command attention.

Marking Criteria: Achievement Merit Excellence Develop and structure ideas in a visual text. Develop and structure ideas convincingly in a visual text. Develop and structure ideas effectively in a visual text. Use language features appropriate to purpose and audience. Use language features appropriate to purpose and audience with control. Use language features appropriate to purpose and audience with control to command attention.  

Designing Posters CORE COMPONENTS Issue / Purpose Audience Layout Colour Visuals Verbal / Text Features

Poster Layout: Headings and subheadings. Organising information into sections. There should be balance and simplicity. Deciding where you want to add graphics, photographs, graphs, etc. Do not try to present too much detail. Less is more. Leaving enough white space - don't clutter the poster, it should have a clean and simple layout. Information should flow (viewing sequence) by column or by row.

Poster Design - Colour Choose colours that complement each other. Certain colours, like certain yellows, etc., are difficult to see and read. Text and background colours should complement each other. Colour can also be used symbolically to represent the issues or ideas presented in your image.

Text size and Font Style Text size & font type are a very important aspects when designing a poster. They will determine whether your audience will be able to read your poster with ease. If not, all your hard work was for nothing. To attract your audience, they must be able to read your poster from a distance, therefore font size is extremely important. Font style can also be reflective of the purpose or idea presented in your image.

Visuals Photographs OR a good quality scan; Diagrams / Graphics Design take the photograph with a digital camera and work with a digital image instead of scanned pictures. Diagrams / Graphics Design Paint Collage Hand drawn images Sketches Silhouettes Magazine cuttings Paint/photoshop – design programmes DO NOT COPY AND PASTE! YOUR IMAGE MUST SHOW EVIDENCE OF CONSTRUCTION BY YOU!

Mary Helen Briscoe University of Buffalo Remember… "It takes intelligence, even brilliance, to condense and focus information into a clear, simple presentation that will be read and remembered. Ignorance and arrogance are shown in a crowded, complicated, hard-to-read poster.“ Mary Helen Briscoe University of Buffalo

Visual / Verbal Features You should also be familiar with visual and verbal language features, such as the following: Colour – symbolism, mood, impact, contrast, shading Layout – balance, proportion, space, framing, rule of thirds Shape – dominance, focus, how other elements or words fit around it Symbolism – use of symbols to represent ideas, logo Lettering – upper/lower case, font, italics, bold, size Advertising Terminology – headline, body copy, illustration/graphics/photos, logo. Advertising language techniques – repetition, imperative, pun, alliteration, pronouns, rhetorical questions, emotive language, jargon, parallel construction, slogan, minor sentences, contractions, colloquialisms, etc.

Low Excellence To achieve this standard the student needs to; develop and structure ideas effectively in a visual text; use language features appropriate to purpose and audience with control to command attention. Ideas are developed and structured effectively. The student makes compelling and well-organised connections using a symbols and found images to present ideas on: • stopping domestic violence • fear and isolation of domestic violence • finding a way out of domestic violence The idea of finding a way out of domestic violence is not quite as developed as the reasons why it must stop. Language features appropriate to purpose and audience are used with control to command attention. The found images contrast the fear of domestic abuse with hope for change shown as the figure moves towards the light at the end of the tunnel. The word ‘STOP’ integrates the fist symbolically and is further reinforced with the words ‘Domestic Violence’ underneath. The reverse text uses questions well and offers a solution to the audience with an 0800 number.

High Merit To achieve this standard the student needs to; develop and structure ideas convincingly in a visual text; use language features appropriate to purpose and audience with control. Ideas are developed and structured convincingly in a visual text. The student makes connections using a range of symbols to successfully present convincingly developed ideas on: • the balancing act of texting and driving, shown in the awkward way the phone is held between the fingers suggests how dangerous it is • the clear message given to “Stop It” Language features appropriate to purpose and audience are generally used with control to command attention. The use of colour and other symbols is effective. The placement of the imperative running from the top to the bottom of the image helps to unify the image. Although language features and presentation techniques are linked to the intended purpose, it is unclear why ‘IT!’ is white, outlined in red. This tends to hold the poster back from commanding attention as required for Excellence.

Low Merit To achieve this standard the student needs to; develop and structure ideas convincingly in a visual text; use language features appropriate to purpose and audience with control. Ideas are developed and structured convincingly. The student makes convincing connections using symbols and found images to present ideas on: • fear and isolation of domestic violence • managing anger • finding help Language features appropriate to purpose and audience are used with control. The shadowy image of the figure yelling at the child links well to the words, “Please, CALM DOWN” and the statement at the top of the poster “Our children are our future”. Some control is lost in the message: “Suffering from abuse?” speaks to the victim whereas “Cannot control your temper?” speaks to the abuser, it becomes confusing to understand who the hotline is helping victim or abuser?

Low Achieved To achieve this standard the student needs to; develop and structure ideas in a visual text; use language features appropriate to purpose and audience. Ideas are developed and structured in a visual text. The student makes connections using a range of symbols to present developed ideas on: • the growth of money in a child specific savings account • the guaranteed monetary growth as compared to a child’s growth The connections made to the growth of money compared to the growth of children is not convincing as required for Merit, because children grow at different rates, whereas a 5% rate is emphasised in the statement at the bottom of the poster, “Kidsaver has a 5% interest rate so money grows just as fast as your child”. Language features appropriate to purpose and audience are used with control as required for Merit. The childlike writing and found image of the child measuring herself links to the intended purpose and audience: • attracting young savers • reinforcing the idea of monetary growth for the child as they grow

Not Achieved To achieve this standard the student needs to; develop and structure ideas in a visual text; use language features appropriate to purpose and audience. The student has insufficiently developed and structured ideas. The poster as presented eludes to the taste of ‘V’ and to the energy giving qualities of ‘V’. Language features appropriate to purpose and audience are not used. Although the image is sophisticated, it isn’t clear how ‘V’ connects with: • the figures thoughts, “I can’t do my homework”, “My mum won’t let me go to my friends party”, and “Exams are coming up”. • the language feature “V the best drink for you”. The connection between ‘V’ and taste and ‘V’ and energy is not clear enough, for this reason the poster does not meet the standard for Achievement..