Paper 1 (HL) Visual Texts
It is entirely possible that students may be expected to comment on visual texts or visual aspects, including graphology, of multimodal texts in their Paper 1 examination, both at Standard and Higher Levels. To date, both the May 2013 and November 2013 examinations have included visual elements for students to comment upon. In the following comparative textual analysis, a very able student compares two texts, an election poster from 1997 featuring Tony Blair and a still photographic image of Rita Hayworth from the 1946 film Gilda, in which the visual mode dominates. Detailed teacher’s comments follow. However, it will be useful for teachers to ask students to use the grading criteria to assess this sample before it is discussed in class.
Prior to doing the comparative analysis, the student had engaged in a 90-minute lesson in which both visual texts were discussed. The question prompts used by students in this lesson are included below. In the subsequent 90-minute lesson, the student brought her notes to class and completed the written commentary. It may be worth observing that the task was done in the month preceding the student’s final examination. Thus, the response evinces significant prior learning. The student achieved a grade of 7 for her Paper 1 in the subsequent final examination and an overall grade of 7.
N.B. At the time of writing, it is not the intention of the the IB to produce examinations in colour. You will notice that the image of Tony Blair is reproduced in colour, and that the student comments on this. Teachers and schools will need to determine how they deal with this in preparing students for examinations. Students must, of course, approach examinations in the knowledge that colour will not be used.
Paper 1
Lesson Prompts
Prompts for responding to Tony Blair (1997) and Rita Hayworth (1946)
Visual Imagery: Looking at the Visual Mode
Let’s look at some visual images – first at a photograph (visual only) and then at a (multimodal) election campaign poster.
Work with a partner. Look first at the image of the actress, Rita Hayworth. This is a still film shot from the 1946 film, Gilda.
Discuss how the image is framed. All images have frames – the frame is the boundary between the image and what surrounds it (i.e. the images edges). What is in the image? What dominates the space? Is this a portrait image, or a landscape? What is the camera angle – low, medium, or high? What effects does the framing establish?
Next, consider the lighting. Where does the light come from, and what effects does this create?
Then, discuss setting. What is it? What is foregrounded (i.e. the figure) and what is backgrounded (i.e. the ground)? What is the effect of this?
Now, look at the subject of the image – Rita Hayworth. Discuss her in terms of what you see (the denotation) and what is inferred or suggested (the connotation).
Finally, try to discuss what you think the dominant, hegemonic reading of the image is. Is it possible to reject this reading; are there oppositional readings, or alternative discourses that counter the intended reading? Consider how you know what you know.
Multimodal Texts: The Visual and the Written
Now, look at the election poster from the 1997 British general election, which is dominated by the (then) party leader, Tony Blair.
Work with a partner.
Who do you think the purposes of the poster are?
Consider how the image is framed, consider the lighting, and consider the setting. What are the effects, do you think?
Consider, now, the subject, Tony Blair. Think about his non-verbal communication (i.e. his body language). For example, consider his facial expression, his gaze, his posture, his clothing and appearance. What is denoted? What is connoted?
This is a multimodal text; that is, it has both a visual mode and a written mode. Think now about the written mode – the slogan, because Britain deserves better. The word because can be regarded as a conjunction. Conjunctions conventionally link clauses (e.g. because I was late, I ran to school,orI ran to school because I was late). Here, one of the clauses is absent – a form of ellipsis; what is the effect? Note also that the comparative form better is used. But no actual comparison is made. This, again, is a form of ellipsis. What is the effect? Finally, think about the modality of the clause(focus on the verb deserves); what is suggested?
How does the written mode reinforce the visual mode (and vice versa)?
What do you think is the dominant reading of the text? What oppositional readings are possible?
Once you have finished discussing both texts – Rita Hayworth and Tony Blair – compare and contrast their similarities and differences.
Following a class discussion, aim to write a comparative commentary on the texts: Analyze, compare and contrast the following two texts. Include comments on the similarities and differences between the texts and the significance of context, audience, purpose, and formal and stylistic features.
Sample Response
Sample Response to Tony Blair (1997) and Rita Hayworth (1946)
Analyze, compare and contrast the following two texts. Include comments on the similarities and differences between the texts and the significance of context, audience, purpose, and formal and stylistic features.
Text 1:Labour Party (Tony Blair) election poster (1997)
Text 2:Rita Hayworth, still image, from the film Gilda (1946)
The term photograph is derived from ancient Greek words photos and graphos, which in combination mean ‘to write with light’. The two given texts are photographs of two prominent public figures of their time: Tony Blair and Rita Hayworth. Although both of the texts are designed with a similar purpose to attract public attention, this purpose is achieved in the texts through vastly different means. Whereas the Labour Party poster projects a sense of optimism and reverence through its portrayal of Tony Blair – the face of the party in 1997 – the still image of Rita Hayworth from Gilda (1946) makes use of the ‘sex appeal’ often associated with attractive women to entice public interest. In addition, the texts differ in terms of context, audience and structure. The still of Rita Hayworth is in black-and-white, providing contextual information of the mid-twentieth century time period in which the image was taken. Also, because of the nature of the image, the text is bare and monomodal, using only the visual mode of communication to emphasize Rita Hayworth’s sensuality. The poster, on the other hand, is not only multimodal, but the colour scheme parallels that of the Britain’s national flag: red, blue and white. Thus, the poster creates a sense of national identity for the target audience of mainly British citizens, and helps to portray Blair as a patriotic figure.
Both texts are ‘bounded’ by a rectangular portrait frame, which encourages the viewer to focus on the image at the center. Hence, the functions of the frame are to remove any peripheral, distracting detail, and ensure the viewer is directed to the text’s intended focus. In addition, in each text, the setting is designed to be bare and insignificant, ensuring that nothing obtrudes from the viewers’ appreciation of the central theme. Whereas Tony Blair, the election candidate of Britain’s Labour Party in 1997 is the focal point of the poster, the still-image depicts the female actress Rita Hayworth during a scene in Gilda. The fact that the two figures presented in the images differ are of different sexes/genders seems contextually relevant as society has developed contrasting perceptions of men and women. We live, today, in an age of male patriarchy, in which men are often regarded as the ‘dominant’ gender and have thus been designated the role of ‘breadwinner’ in the ‘traditional’ family. Women, by contrast, have been handed the supporting roles of homemaker and mother. This notion of the male-female gender dynamic may alter the way in which the reader regards the two texts. For example, in the poster viewers may connote Blair as an ‘honorable’ man. At a glance, the man we see is a provider, a ‘family man’, and someone that ‘ordinary people’ can empathize with. Moreover, the image connotes power and authority through its portrayal of Blair, characteristics we often associate with male figures as they are represented in contemporary media texts. Looking at this text, viewers are unlikely to question Blair’s ability to lead the nation, because men are, by cultural definition, trustworthy, rational, able-minded individuals. This is far from the public’s conception of women. When the viewer sees the image of Rita Hayworth for the first time, he will neither be drawn in by her personality, nor by her circumstance, but he would rather appreciate Hayworth on a purely physical level. This is because women have, throughout history, almost without exception, been viewed by men as ‘objects’ of desire, and so have been judged purely based on their physical beauty and in terms of their relationships with men. This difference in the way the two public figures are perceived by the viewer can be attributed to the gender stereotypes that are rooted in, and now govern modern society. Because of these stereotypes, by simply altering the gender of either of the two figures in the texts, one could significantly change the text’s meaning and purpose. Therefore, the context in which an image is constructed is closely related to the way in which the text is received.
Whereas the poster makes use of the dramatic mediums of facial expression, posture, spatial behaviour, clothing and appearance to create an air of optimism and rally public support, the still-image employs the mediums to evoke an atmosphere of sensual pleasure. In the poster, Tony Blair is seen smiling, as if he is excited to take control of the nation and is optimistic for success in his position of authority. His gaze is directed upward, as though he is looking to the future, which leaves the viewer with the impression that he has his eyes on future reform to better the current situation in Britain. Through his posture, Blair conveys his persona of confidence and self-assurance, which is often regarded as desirable in a leader; however, although he stands tall, he also presents himself as a man that working-class families can relate to through his relaxed body language and apparently ‘hands on’ approach to work. His selection of clothing and accessories is another method intended to sway public opinion: dressed somewhat formally with his sleeves rolled up and his crisp white shirt tucked into his trousers, Blair communicates that he is ready to work and willing to get his hands dirty. The black and white tie that he wears around his neck suggests conservatism, modesty, and professionalism, revealing that he is not corrupt, but rather a decent man that the people can rely on. The unbuttoned shirt, tie slightly askew, and hands in pockets adds to a sense that Blair is self-assured, but also industrious. Finally, the low angle of the camera in combination with the white light shining behind him portrays Blair as a powerful, even angelic figure. In fact, the light resembles a ‘halo’, thus putting him up on a pedestal; in the poster, Blair is regarded not just as a mere mortal, but as a ‘hero’ or ‘chosen one’. The white colour of the light is also a symbol of purity (in British culture), righteousness and wisdom, and can even be taken as a biblical allusion as it is believed that the rider of the ‘white’ horse is symbolic of the Lord Jesus Christ who will overcome all that is evil and set up the Kingdom of God upon earth. Thus white is a symbol of victory, which is Blair’s ultimate aspiration.
In contrast, the still-image presents Rita Hayworth as a ‘woman of desire’ particularly through her body language, facial expression, clothing and appearance. In the text, Hayworth is depicted in white against a black backdrop, thus bringing her to the forefront of the image. Her facial expression is one of playful confidence, pleasure and satisfaction; she seems rather carefree holding a cigarette in her hand whilst her eyes remain closed, almost as though she herself is dreaming of her own erotic fantasy. Her clothing and posture combine to achieve the similar function of accentuating her ‘hourglass figure’, which in many cultures is the ‘ideal’ body shape for a woman, enlarging the arms, chest, hips, and rear to make her seem more ‘desirable’ to men. Hayworth’s dress fits tightly around her body, helping to shape her curves and bust, especially considering that the dress is strapless. She also holds a fur coat in her hand, which, it appears, she has purposefully taken off to communicate to the viewer her ‘corrupt’ intentions, as well as to create an image of raw sensuality that will attract male viewers. The presumably expensive fur, it seems, is being dragged across the floor, symbolically highlighting Hayworth’s decadence. Finally, the smoke from the cigarette creates an air of mystery around Hayworth, as there is no context given as to which scene of Gilda that the still was taken from, and thus no information on her circumstance. The fact that she is even ostentatiously holding a cigarette, an accessory that now connotes illness and death, contributes to her ‘temptress’ appearance. Whereas Tony Blair is presented as an honorable and righteous man, Hayworth is seen more as a metonym for seduction and desire.
Whereas the poster makes use of both the visual and written modes of communication, the still-image relies entirely upon the visual mode to satisfy the intended function of the text. The Labour Party poster makes use of the phrase “because Britain deserves better” in combination with the image of Tony Blair to engage the viewer. Because in the English language the dominant literacy practice is to read from left to right, the text is situated to the left of Blair, perhaps suggesting that it should be read first. However, the written text overlaps the image of Blair, creating a symbiosis between the man and the text’s message. The bold, red text used for the written mode stands out against the monotone colour of the image to draw the viewer’s attention. With regard to the actual content of the text, there is a certain ambiguity with which the phrase is written. The phrase begins with the conjunction, ‘because’, which although is most often used to connect two clauses, is being used as a bridge between the written and visual texts. In essence, the photograph of Tony Blair is the first clause of the text, presenting him in all his glory. However, because the first clause of the text is not evident, understanding of the text requires a certain degree of knowledge of the national culture, specifically the failures of public policy, and that the British citizens deserve “better” than the incumbent government. The phrase is elegant in its simplicity, and is very coherent due to its plosive alliteration, thus complimenting the visual text nicely. The other written text that is used on the poster is the logo of the Labour Party in the bottom right-hand corner. This, I believe, is written for branding purposes, as it ties Tony Blair to the Labour Party, thus raising his reputation as the Labour Party’s candidate for election. The still-image of Rita Hayworth, on the other hand, is not intertextually manipulated, but rather taken from a time period when media technology was only a shadow of what it is today. The text is therefore more ‘authentic’ in design, and though less complex, is able to fulfill its intended purpose of garnering public attention with relative ease. This distinction between the texts is an important one to consider, as it reveals that body language and positioning can be a valuable tool when attempting to ‘create a statement’.
Although the two texts are similar in construction, as they both employ images of prominent media figures as the central feature to attract the attention of the public, they differ in terms of audience, context and style. The first text, the British Labour Party poster, is targeted at a national audience, as an understanding of the text requires contextual knowledge of Britain’s current political situation. Consequently, the poster is designed to inspire patriotism and evoke empathy from British nationals suggesting that Tony Blair embodies Britain’s national identity. The still of Rita Hayworth, on the other hand, is acquired from the film Gilda, and thus is targeted towards a more international audience. Furthermore, the sensual atmosphere that is evoked from the text is universal, as in modern society it has become accepted knowledge that women, rather than men, are the symbols of beauty, passion and temptation.
Oppositional or negotiated readings are, of course, possible. Viewers may reject the dominant, hegemonic reading of both texts. Some (feminists) may reject the overt objectification of Hayworth for the titillation of the male gaze. Also, Hayworth’s material extravagance may be repelling to some in the immediate aftermath of World War 2. Similarly, in responding to the election poster, it is not hard to imagine the cynicism of readers who are fed up with politicians and their broken promises.
Teacher's Comments
This is an excellent response in all regards, and it seems difficult to find significant flaw with the student’s response that would lead to any loss of marks.
The commentary begins with an initial sentence that could be potentially interesting, but since the student fails to exploit the idea expressed, it appears as a non sequitur. Much of the analysis seems to be done through a feminist lens, and it would be useful if the student could recognize and acknowledge her own perspective and preconceptions. Indeed, the student’s a priori standpoint skews her analysis somewhat; she suggests, for example, that the viewer of the Rita Hayworth image is male. Also, it would also be helpful for the student to clearly separate and delineate denotative and connotative understandings. For example, she writes of Tony Blair that ‘at a glance, the man we see is a provider, a “family man”, and someone that “ordinary people” can empathize with’. However, this surely cannot be deduced ‘at a glance’; rather, the claim that the student makes is arrived at after a much more complex reading, one that is established through an awareness of culturally derived symbolism. Moreover, it would be useful for the student, in places, to ‘hedge’ a little more; a few claims seem somewhat deterministic, intimating that texts transmit meaning.
Nevertheless, the student’s reading of the texts is done with a generally excellent appreciation of social and cultural contexts, and, overall, there is an implicit acknowledgment that meaning is the outcome of dialogic negotiation. The reading of the texts is really rather thorough; at almost 2000 words it is unreasonable to expect a student to write more in a two hour examination. The writing, a few slips notwithstanding, is often sublime, and the punctuation is very effective. The student also compares and contrasts effectively, and this is signposted through the competent use of transitional words and phrases.