Other factors such as language style, meter, rhyme, alliteration, and syntax can also help determine the mood and tone of a poem. However, if the same poem used humor instead then it could be considered witty and amusing. For example, one might think that a poem that uses violence as a metaphor for sadness would be written in a serious and depressing tone. Some poems have only one tone but still manage to express various feelings due to strong metaphors or similes used by the poet. Yet both poems deal with the same topic from different perspectives. For example, one poem may be sad and hopeless while another may be funny and optimistic. In general, poems with the same mood but different tones can make very interesting reading because they give the reader a view of the world through different eyes. While other words that could describe the tone of a poem are: angry, sad, joyful, frivolous, humorous, intense, passive, etc. Some words that might describe the mood of a poem might be: romantic, realistic, optimistic, pessimistic, gloomy, mournful, sorrowful, etc. Tone is the feeling displayed by the author toward the subject of the poem. Most of the texts that we use are multimodal, including picture books, text books, graphic novels, films, e-posters, web pages, and oral storytelling as they require different modes to be used to make meaning.Įach individual mode uses unique semiotic resources to create meaning (Kress, 2010) and teaching of these needs to be explicit.Mood is the feeling created by the poet for the reader. Multimodal is the combination of two or more of these modes to create meaning. This requires teaching children how to comprehend and compose meaning across diverse, rich, and potentially complex, forms of multimodal text, and to do so using a range of different meaning modes.Īs communication practices have become increasingly shaped by developments in information and multimedia technologies, it is no longer possible for us to think about literacy solely as a linguistic accomplishment (Jewitt, 2008, p. Young people need to be able to communicate effectively in an increasingly multimodal world. (For further information, see Anstey and Bull, 2009 Callow, 2013 Cloonan, 2011, Kalantzis, Cope, Chan, and Dalley-Trim, 2016.) Why multimodal literacy is important In a visual text, for example, representation of people, objects, and places can be conveyed using choices of visual semiotic resources such as line, shape, size, line and symbols, while written language would convey this meaning through sentences using noun groups and adjectives (Callow, 2013) which are written or typed on paper or a screen. Live multimodal texts, for example, dance, performance, and oral storytelling, convey meaning through combinations of modes such as gestural, spatial, spoken language, and audio.Įach mode uses unique semiotic resources to create meaning (Kress, 2010). Multimodal texts include picture books, text books, graphic novels, comics, and posters, where meaning is conveyed to the reader through varying combinations of visual (still image) written language, and spatial modes.ĭigital multimodal texts, such as film, animation, slide shows, e-posters, digital stories, and web pages, convey meaning through combinations of written and spoken language, visual (still and moving image), audio, gestural and spatial modes. Modes include written language, spoken language, and patterns of meaning that are visual, audio, gestural, tactile and spatial. Many texts are multimodal, where meaning is communicated through combinations of two or more modes.
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