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ADM-MIL-SHS-Module-4.1 Reviewed Nov 26 Sir Yujin
ADM-MIL-SHS-Module-4.1 Reviewed Nov 26 Sir Yujin
Literacy
Quarter 2 – Module 4:
Text and Visual Dimensions of
Information and Media
Media and Information Literacy
Alternative Delivery Mode
Quarter 2 – Module 4: Text and Visual Dimensions of Information and Media
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Welcome to the Media and Information Literacy – Grade 12 Alternative Delivery Mode
(ADM) Module on Text and Visual Dimensions of Information and Media!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
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For the learner:
Welcome to the Media and Information Literacy – Grade 12 Alternative Delivery Mode
(ADM) Module on Text and Visual Dimensions of Information and Media!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
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Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know
OBJECTIVES
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What I Know
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Lesson Text and Visual
1 Dimensions of
Information and Media
This lesson is the beginning of a series that would lead you to creating an appropriate
multi-media content. For this part, we will focus on visuals, which is a broad aspect
in media. Remember that conveying valid and effective content entails the use of the
most suitable visual forms. These two must work side by side to provide the correct
informative experience to your audience.
It would really help if you would squeeze out your creative juices in this lesson, as
this may look like a refreshing course in arts. A phone camera may also come in
handy, as well as good word processing skills. Nevertheless, if you do not have the
technology for such at present, I would also love to see your handmade work. Enjoy!
What’s In
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Here are four
samples of
business cards.
Identify what is
wrong with the
design of each
card and suggest
ways to improve
them.
What’s New
How did the activity go? Were you able to identify some of the issues in each business
card? If we would evaluate the cards based on the message that they convey, it is
easy to say that each card gives precise information necessary for the business:
medical services for children for Card A, eye care for Card B, content creation for
Card C, and interior decorating services for Card D. However, communication does
not rely only on establishing the correct message through content. What matters also
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is using the right media to support the content. Consider the visual media presented
in each of the business card above. Would a child be comforted by a doctor whose
name appears as if coming from a horror movie? Would you visit an eye clinic if you
can barely read the info about it? Would you trust a writer and content creator who
cannot even spell words correctly? And would you hire an interior designer who
presents more clutter than order?
Hence integration of the correct content with the correct form is a must to convey
the right information. Without such, you will not be able to capture your audience
and convey the proper message.
What is It
Text can be as short such as a single sentence or phrase, or they can be as lengthy
as news articles or investigative reporting. No matter how brief or lengthy, however,
a text is always carefully written with the intent of sending a very specific message
to the target audience.
As consumers of text media and information, we need to ask questions regarding the
text content to ensure its reliability:
Who or what institution is sending this message?
What techniques are used to attract and hold attention?
What is the language used by the writer?
What views are represented? Are they balanced?
How might the message be interpreted in different ways?
What is omitted (removed), slurred (unclear) or added in the message?
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As producers of text media and information, we need to review the media and
information design framework:
target audience,
author or sender,
key content,
purpose,
form/style, and
format.
Text as Visual
Typeface font, font type, or type) is the representation or style of a text. A typeface is
usually composed of alphabets, numbers, punctuation marks, symbols and other
special characters. Fonts in digital format are installed in forms such as True Type
Font (.ttf), Open Type Font (.otf), etc. Fonts convey different emotions and meaning,
and you must be very careful in choosing the right font for your content. The table
below presents the different types of fonts, their implications, uses, and examples.
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Design Principles and Elements
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What’s More
Visual information and media are materials, programs, applications and the like that
teachers and students use to formulate new information to aid learning through the
use, analysis, evaluation and production of visual images. The following are types of
visual media:
Photography
Video
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Screenshot
Infographic
comic strips /
cartoons
Meme
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Graphs / Charts
1. Line
This describes a shape or outline. It can create texture and can be thick or thin.
Lines may be actual, implied, vertical, horizontal, diagonal, or contour.
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Take note that lines provide meaning
also. Horizontal lines are more static
and calm; vertical lines command
attention and stability; diagonal lines
may convey movement; and contoured
lines may evoke turbulence,
playfulness, and the likes.
2. Shape
A geometric area that stands out from the space next to or around it, or because
of differences in value, color, or texture. Shape may also be organic.
Three implied geometric shapes can be Organic shapes, like the eggplant
found in the picture above: diamond, pictured above, are irregular and
octagon and triangle. asymmetrical in appearance and tends to
have curves, as in the case of shapes
found in nature.
3. Value
The degree of light and dark in a design. It is the contrast between black and white
and all the tones in between. Value can be used with color as well as black and
white. Contrast is the extreme changes between values.
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4. Texture
The way a surface feels or is perceived to feel. Texture can be added to attract or
repel interest to a visual element. Two contrasting visual textures are presented in
this picture taken in Bolinao, Pangasinan: the smoothness of the sea and the
roughness of the contorted branches.
5. Color
Determined by its hue (name of color), intensity (purity of the hue), and value
(lightness or darkness of hue). Color and color combination can play a large role
in the design. Color may be used for emphasis, or may elicit emotions from viewers.
Color may be warm, cool, or neutral. It plays a major role in our visual perception,
as it influences our reactions about the world around us. It is therefore important
to create color palettes that evoke the appropriate audience reactions.
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6. Form
A figure having volume and thickness. An illusion of a 3-dimensional object can
be implied with the use of light and shading.
Through digital means, shadows are On the other hand, thick pen strokes are
placed in the drawing above in order used to achieve volume and thickness on
to provide a three-dimensional effect. the sketch in this sketch.
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1. Consistency of margins, typeface, typestyle, and colors is necessary, especially
in slide presentations or documents that are more than one page.
In a picture, the center of interest should not actually be in the center. In fact, you
must avoid the “dead center in placing the portion that you wish to highlight. The
basic rule in “The Rule of Thirds.” Divide the frame into three portions horizontally
and vertically using imaginary lines, and place the point you wish to highlight at
any of the four intersecting points.
Putting the lines on the picture above, the girl’s face, which is the center of interest,
is right on an intersection point. Hence, the picture has an interesting composition.
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In portraiture, one tip in order to command the center of
interest in close ups (such as the picture of Liza Soberano)
is to place the dominant eye at the center of the frame.
Doing so, the image would have the illusion of staring
back at you. (I did an exercise with my previous classes
on assessing the impact of visuals seen in magazines, and
we all realized that many of Liza Soberano’s photos in her
printed product endorsement in magazines all had her
dominant eye at the center.
Photo: "Hope Elizabeth ''Liza'' Soberano DOB January 4, 1998 (age 20 years)" by aeroman3 is marked
with CC PDM 1.0
3. Balance – a feeling of visual equality in shape, form, value, color, etc. Balance
can be symmetrical and evenly balanced, or asymmetrical and unevenly balanced.
Objects, values, colors, textures, shapes, forms, etc. can be used in creating
balance in a composition.
4. Harmony – brings together a composition with similar units. If for example your
composition was using wavy lines and organic shapes, you would stay with those
types of lines and not put in just one geometric shape. (Notice how similar
Harmony is to Unity - some sources list both terms).
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On the left is the cover design I illustrated for an entry to the 2nd National
Competition on Children’s Storybook Writing. I decided to change the cover page
on the published version, since I want to put an element of surprise on who the
“friends” are. I focused on circles, which is the shape of the characters’ eyes. The
result is a playful harmony of common shapes and colors fit for young learners.
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It is with the placement of dark and light areas that you can move your attention
through the format.
On the left, the lines implied by the children’s arms provides a direction that leads
to the element that unites them: a trophy. On the right, the blurred image of
children in frenzy during the Buhayani festival evokes a sense of directionless
motion.
You can find rhythmic patterns everywhere, for a simple cup of cappuccino
prepared by a barista, to a festive street dance.
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Lines disappearing in the horizon and objects getting smaller conveys a perspective
of distance. In this still from the short film “Awit ng Puso,” the child is seen moving
far beyond, and the viewer gets the hint that he still has a long way to go before
him.
Types of Shots
How do we go about telling a story in visual form? Let’s take wisdom form children’s
fairytales.
Normally, a fairy tale begins with “Once upon a time, in a land far, far away,
there lived a… and so on and so forth.” That sounds too elementary, but that is the
basics to start a story: tell the place and time and introduce the characters, and the
rest will follow. Now, it would be awkward to have somebody narrate that for you,
that is why visuals need to be properly executed to tell a story effectively.
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Extreme Wide Shot / Extreme
Long Shot
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Medium Shot
Medium Close-up
Close-up
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Extreme Close-up
This is a tighter frame that
highlights the facial features or
any subject more. It can be
highly detailed, much more
intimate, emotionally
heightened, and even
uncomfortable to view.
Establishing the angles of your shots will also help in providing the desirable
meaning on visuals. Through this, you can suggest a specific emotion, establish
strength or weakness, or take the story from the eyes of a character. Here is a list of
shots based on angles and points of view (Ricart, 2018).
Bird’s-eye view
High angle
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Eye level
Low angle
Worm’s-eye view
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Dutch Angle
Let’s have a brief review of what we have learned so far. Match the items
in Column A with items in Column B.
ANSWER A B
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What I Can Do
DIY Brand
Do you dream of starting your own business? Perhaps you can introduce it
as early as now! Create your own trademark design to be used in posters, flyers or
web pages of your dream business. This may be an online clothing store, computer
shop, hardware, garden shop, salon or spa, bakery, restaurant, automotive shop,
travel and tours, manpower services, security agency, architectural firm, medical
clinic, school, etc. Make sure to include the most appropriate visuals and text in
your brand design. Also, incorporate your name in your brand name for a more
personal feel. Here is an example for my dream café.
Assessment
I believe you are very much aware of the posts in social media regarding the
way learning is taking place in the new normal – from rants about online classes,
exaggerated teaching and learning styles, erroneous textbooks, etc. Consequently,
netizens have feasted so much on this, and sad to say, some have brought more
negativity to the challenging situation we are having right now.
This is the reason why for this next activity, you will do a “Positivity Challenge”
and flood the internet with encouraging posts for students and teachers alike. Here
are the mechanics.
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1. Create a simple poster with the right visual and text components.
2. To ensure originality, include visuals related to your school, barangay,
and/or Calamba City.
3. Make sure also that you or your classmates (or even teachers) are part of
the poster. A decent selfie, screenshot of your class, and the likes, may be
used. Avoid outrageous pictures or you might become an instant funny
meme.
4. Incorporate an encouraging message in your post. We do not aim to
criticize this time. Instead, we aim to spread positive vibes about learning
despite the difficult times we are experiencing. You may use either English
or Filipino, and make sure you follow the rules of grammar and writing.
5. Post it on social media (FaceBook or Instagram), and make sure you share
it also to your local group pages.
6. Try to work on having as many Likes and Shares of your poster. Let me
clear this first: you will not be graded based on the number of likes.
This is not a contest also, and I have nothing to offer but sticker “hugs”
and “congratulations.” Remember that our aim is to spread good vibes
through social media.
7. However, do take note that this serves as one of your performance tasks,
and you will be graded based on how you utilized the principles of text and
visual media in your work.
8. For students who do not have the means to do digital arts and connect to
the internet, you may just create a poster using your art materials of your
choice and submit it accordingly through the way devised by your school.
Here is an example. I posted this when Brgy. Canlubang reported its first COVID-19
case back in April 2020 as a simple reminder that we can overcome all challenges.
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RUBRIC
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Additional Activities
Reflection
After all the texts and visuals, you have seen, and in preparation for another
performance task, it is about time for another reflection. Answer the following
questions briefly and honestly.
1. What new things have you learned after reading this lesson? / What content
could improve this lesson?
2. How can you make encouraging and effective content using text and visuals?
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Answer Key
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References
Commission on Higher Education (2016). Teaching Guide for Media and Information Literacy.
Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License
Lannom, S.C. (2020). Dutch Angles: Creative Examples of Camera Movements & Angles.
Retrieved on 5 November 2020 from https://www.studiobinder.com/blog/dutch-
angle-shot-camera-movement/#Dutch-Angle-Basics
Ricart, J.R. (2018). “20 Types of Shots, Camera Angles, and Movements All Videographers
Should Know”. Wix Blog & Social Media. https://www.wix.com/blog/
photography/2018/12/06/types-of-shots
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