Distinctively Visual Module A

Exploring Distinctively Visual Language Use

This elective involves far more recognising how experiences and relationships can be literally or metaphorically 'seen' within text. It encompasses a far deeper evaluating what, how and why, composers utilise language in distinctive ways to achieve a particular impact. The syllabus rubric must be properly 'understood' and conceptually unravelled if students are to grasp what to look for in both prescribed and related texts. 
The language choices made by composers can alter perspectives and trigger insight and this is what students need to be looking for. Textual study for many students remains on the identification level of comprehension and teachers need to explore and design T&L strategies that allows students to become far more sophisticated in their responses. Techniques are found but then treated as a checklist rather than reflecting on how such methods have been skilfully manipulated to achieve a specific interpretation. The 'distinctive' focus for both electives in this module is often underplayed during study but it should be the benchmark of textual examination. It is not just what techniques have been used but which ones are unique or unexpected and decidedly 'visual' in the way they direct an audience's focus or response. Examination of past HSC questions for this module, reaffirms that teaching themes or characterisation or plot will not equip students to properly address their texts.

Ways into the module need to be found that focus students squarely on appreciating how visual representational strategies can be used in written as well as media text types. This will help shape their subsequent learning for the HSC.

Brilliant photo essays or websites such as the following can be great starting points:
http://www.theatlantic.com/infocus/2013/09/the-women-of-the-afghanistan-war/100585/

By incorporating a representation module into the Preliminary Course, many of the basic interpretive and compositional skills can already be in place before HSC prescribed study begins. Students need to become aware of the evocative impact of visual representation techniques within different textual mediums. Cartoons, iconic images or well-chosen advertisements  can get  students conceptually thinking through a distinctively visual lens, but most of our HSC class time needs to remain focused on developing the necessary writing skills they will need.  

Lawson's short stories work brilliantly but so too does the film 'Run Lola Run' and Douglas Stewart's poetry and Misto's play 'The Shoe-Horn Sonata'. The trick is to remain focused on how the composer makes use of distinctively visual imagery, symbolism and other visual cues  for specific effect and how effective as a result is the text's ability to elicit a powerful response.

Barbara

Henry Lawson as a Distinctively Visual writer

Am re-evaluating Lawson's stories for the 'Distinctively Visual' elective. I am amazed by how much I have learned about how to approach this module in the past four years. It has certainly involved a huge conceptual shift in the way we explore all HSC. This is evident is our T&L strategies as well as the quality of some student scripts which show a growing appreciation for the way Lawson captures people within their contextual situation with visual clarity, offering readers snapshots of human experience. By encouraging us to visualise what is being described, we are drawn into their world, despite its unfamiliarity. His blunt and largely non-emotive use of language, powerfully impacts on the senses and the imagination. Perceptions are vividly conveyed in markedly different ways and this helps explain why the prescribed stories are such an excellent elective choice. His insightful snapshots of the bush and its stoic inhabitants remains as fresh today as when first published in the Bulletin.