Multimodal Planning and Teaching Sequence

1
Multimodal Planning and Teaching Sequence

• The following sequence and suggested activities
  have been adapted from the planning model
  presented by Bearne and Wolstencroft (2007)

Bearne, E. and Wolstencroft, H. (2007) Visual
Approaches to Teaching Writing. London Sage/UKLA
2
Familiarisation with the text typedevelop
understanding of multimodal texts

• Consider different multimodal texts as designs,
  discussing how they are set out
• Read and group texts together e.g. narrative,
  persuasive
• Identify different modes in texts and how they
  combine. What is each modes function in the
  text? What meaning or message do they present to
  the reader or viewer?
• Explore how design, layout and organisation of
  texts create effect
• Consider what is the most prominent part of the
  text. Where is your eye drawn to? Why has the
  text been designed in this way?
• Make a personal response to different texts
• Develop a meta-language to describe multimodal
  texts
• Draw on reading and texts explored to design own
  texts establishing success criteria for final
  compositions
• Read film focusing on aspects such as colour,
  camera angle, characterisation, story structure,
  setting and sound

3
Capture ideasnote and develop initial ideas

• Engage with texts through drama activities e.g.
  through small world play, role-play etc.
• Explore ideas for texts by responding to meaning
  through different modes such as through music,
  dance, drawing etc.
• Add meaning to texts by adding modes e.g. create
  sound for an image
• Encourage children to respond to modes within a
  text e.g. hearing just the sounds in a film
• Record thoughts and responses through drawings,
  mapping, writing, note making, audio recording
  etc.
• Manipulate and experiment with digital equipment
  such as digital photo manipulation software
• Compare and explore features of paper and
  on-screen texts considering layout /design
  features and how the modes add meaning

4
Plandevelop, record and structure initial ideas

• Model choosing the mode which is most appropriate
  to convey the messages for the task
• Model designing layouts for the text using
  desktop publishing, drawing, sketching, sticky
  notes, etc
• Collect examples of text conventions for the
  chosen text. Group images, sounds, vocabulary
  and phrases etc from example texts to support
  drafting
• Experiment with layouts and consider the
  reader/viewers needs and demonstrate how to
  collect and arrange ideas onto graphic organisers
  e.g. storyboards
• Annotate plans, images, drawings, etc
• Plan on paper or on-screen
• Select the preferred format to plan

5
Draftdevelop ideas from the plan into a
structured text

• Model composing texts building together the ideas
  and resources e.g. demonstrate the selection of
  typeface, font size, layout, colour
• Model using software, digital video and audio
  editing software to combine modes e.g. images,
  sound, text and transitions on Photo Story 3
• Make ongoing changes to the text, adding modes as
  appropriate
• Use a range of drawing and typographic choices to
  engage the reader
• Use presentation software e.g. PowerPoint,
  Talking Photo Albums
• Add modes to signify meanings to the reader/
  viewer

6
Revisealter and improve the draft

• Reconsider the desired intentions of using
  particular modes
• Refer back to models explored at the beginning of
  the unit in shared reading
• Look back at lists and agreed success criteria
  collected when examining example texts during
  shared reading
• Model making changes by adding or removing
  aspects to enhance meaning
• Add modes which have not been included (if this
  will enhance the text)
• Redraft and change work following paired or group
  discussions and reviews, talk through decisions
• Check for cohesion
• Consider and review timings between transitions
  or amend sequences

7
Proof readcheck design and layout, spelling and
punctuation

• Model proofreading and use peer review
• Check the visual aspects for colour, cropping of
  images, effects
• Check moving image for fades and edits, cropping,
  timings and visual effects
• Check auditory text for timing, sequencing,
  editing, volume, fades and edits, and sound
  effects
• Check that hyper-links in non-linear
  (multi-layered) texts work
• Check written text for spelling, punctuation,
  cohesion, typing errors etc.

8
Presentprepare and present final copy to a
reader/audience

• How can the final composition be celebrated?
• School website
• Assembly
• Open gallery
• Viewing in a local cinema or community hall
• Daily onscreen school broadcast in the school
  dinner hall
• Displayed as books
• Interactive display, for example, graphic texts
  with audio recordings (press the button)
• Live performance to parents
• Dialogue between schools

9
Reflection

• How is this planning process similar to teaching
  sequences you currently plan?
• How might this planning process support you in
  enhancing your provision of multimodal teaching
  and learning?

10
Bibliography

• Bearne, E., and Wolstencroft, H. (2007) Visual
  Approaches to Teaching Writing Multimodal
  Literacy 5-11. London Paul Chapman Publishing.