Visual Text Analysis

Overview

This 60-minute lesson for year 13 English students in New Zealand is designed to develop critical visual literacy skills through close reading of a powerful visual frame from the film Get Out — specifically the "sunken place" scene or other key symbolic moments. The lesson aligns with the New Zealand Curriculum Refresh for English (years 11-13), focusing on understanding and analysing visual and multimodal texts within cultural and conceptual contexts.

Learning Objectives

By the end of this lesson, students will be able to:

Critically analyse visual features in complex texts, including composition, colour, facial expressions, and setting.
Interpret the perspectives and ideas conveyed through elements of visual design and symbolism.
Discuss how choices in visual elements influence audience feelings and responses.
Develop and justify their interpretations with textual evidence, enhancing their critical literacy skills.
Connect the analysis to wider cultural and social contexts, including perspectives and values.

Curriculum Alignment

English Learning Area – Level 8-9:
Students analyse texts from a range of contexts and cultures, critically examining how social and cultural values underpin texts and influence response (as per Te Mātaiaho English in the New Zealand Curriculum years 7-13).
Key Competencies:
Using language, symbols, and texts; thinking critically; relating to others; managing self.
Strands:
- Critical Analysis: Identify and discuss how text features, language, and structures are used purposefully.
- Comprehension: Make inferences and justify them with evidence.
- Connecting and Responding: Understand perspectives and explore how cultural values are represented and positioned in texts.

Lesson Plan

Time	Activity	Description	Teacher Role	Student Role	Resources
0-5 mins	Introduction and Context Setting	Brief the class on the film Get Out and the significance of the "sunken place" scene as a visual and symbolic text. Introduce the lesson aims and relevance to curriculum goals.	Provide background and learning objectives; activate prior knowledge about symbolism and visual storytelling	Listen, ask clarifying questions	Projector or screen for image display
5-15 mins	Teacher Modelling: Close Reading of Visual Features	Display the selected still from Get Out (e.g., the "sunken place" scene). Teacher models detailed analysis, discussing: colour symbolism, composition (framing, focus), facial expressions, setting, and mood. Questions to guide thinking: What perspective is shown? What feelings or ideas do the visual elements evoke? How do these visual choices influence viewers?	Think aloud and analyse visual elements; model observation and interpretation	Observe and take notes; engage with guided questions	High-quality image of scene displayed
15-35 mins	Guided Group Analysis	Divide class into small groups of 4. Each group analyses a different visual aspect or alternate frame from the film, applying the modelled close-reading approach. Groups discuss and prepare point-form observations addressing: symbolism, emotional effect, perspective, cultural meaning.	Facilitate group work; circulate and prompt deeper thinking; provide scaffolds if needed	Collaborate, discuss, record ideas	Printed frames or digital display; handout with analysis prompts
35-50 mins	Class Discussion and Synthesis	Groups share their findings with the whole class. Teacher prompts critical discussion: How do the visual features work together? What perspectives or ideologies are communicated? Are there cultural or social implications? How might different audiences respond?	Lead discussion; encourage evidence-based reasoning and multiple viewpoints	Present group insights; participate in open discussion	Whiteboard/flip chart for noting key points
50-60 mins	Reflection and Extension	Students write a short reflective paragraph responding to: How do visual choices in this scene shape viewer understanding and emotional response? Optionally, suggest other texts or artworks with similar symbolic visual techniques.	Provide writing prompt; support reflection; assess responsiveness and comprehension	Write response; optionally share reflections with peer	Writing materials or digital devices

Assessment

Formative:
- Observation of student engagement during group discussions and class sharing.
- Notes and ideas recorded in group discussions.
Summative:
- Short reflective paragraph demonstrating ability to articulate visual analysis and its effects, using evidence from the visual frame.
- Optional extension task: Present a visual analysis of another text incorporating symbolism and perspective.

Teaching Considerations

Ensure all students have access to clear visuals and support materials (analysis prompts, vocabulary lists).
Encourage respectful listening and valuing diverse interpretations.
Scaffold vocabulary related to visual and film analysis (e.g., composition, framing, symbolism, perspective).
Make explicit connections to the students’ own cultural contexts and relevant New Zealand and Pacific perspectives to deepen engagement.
Provide sentence stems for critical responses, such as:
- "The use of colour in this frame suggests..."
- "The character’s expression conveys..."
- "This visual choice makes the viewer feel..."

Key Vocabulary

Symbolism
Composition
Perspective
Facial expression
Colour symbolism
Setting
Mood
Viewer response

Alignment with New Zealand Curriculum Refresh

Critical Analysis and Comprehension: Students engage with visual multimodal texts, exploring how meaning is made through design features (Te Mātaiaho English years 11-13).
Identify Perspectives: They uncover explicit and implicit perspectives, discussing effects of visual and language choices (critical analysis strand).
Communicate and Justify: Students articulate and justify interpretations, develop their vocabulary, and use evidence to support ideas.
Cultural Contexts: They explore texts from a range of cultures including those relevant to Aotearoa New Zealand and Pacific contexts.
Key Competencies: Emphasis on critical thinking, using language and symbols effectively, and relating well to others in discussions .

This lesson plan offers a focused, scaffolded approach to developing critical visual literacy in year 13 students, combining conceptual understanding, practical analysis, and communicative competence—fully aligned with the New Zealand Curriculum Refresh for English.

Teaching Instructions