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ENGLISH
Quarter 1- Module 5:
Interpreting Colour and Gaze

Department of Education - MIMAROPA Region

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English – Grade 6
Quarter 1- Module 5 – Interpreting Colour and Gaze
First Edition, 2020

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Published by the Department of Education-MIMAROPA Region

Regional Director: BENJAMIN D. PARAGAS, CESO V
Assistant Regional Director: ATTY. SUZETTE T. GANNABAN-MEDINA
Chief, CLMD: MARIFLOR B. MUSA

Development Team of the Module

Author: MICHAEL S. SERDENA
Editors: GINA M. MAPACPAC, Ed. D. and NORMAN P. ROMASANTA
Reviewers: SDO MARINDUQUE LR TEAM
Illustrators: LOUIE J. CORTEZ, ALEXANDER ABELEDA,
MARY GRACE R. PALMERO and ELSA T. NAGUTOM
Layout Artist: RUNDELLE D. PEŇAREDONDA
Management Team: MARIFLOR B. MUSA, FREDDIE REY RAMIREZ,
EDNA C. OABEL, LANY M. SEMILLA, JELLY L. SORE,
MARIAM B. RIVAMONTE, MEDELINE S. MONDOŇEDO

Printed in the Philippines by DepEd MIMAROPA

Department of Education – MIMAROPA Region

Office Address: Meralco Ave. corner St. Paul Road Pasig City
Telefax: (02) 631-4070; 637-3093, 637-3139; 637-2897*; 637-3446
E-mail Address: mimaropa.region@deped.gov.ph

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Introductory Message
For the facilitator
This module is prepared to facilitate teaching and assess learning of
the competency – Interpret the meanings suggested in visual media
through a focus on visual elements like colour and gaze. This learning
package consists of a series of activity sheets to be done by the learner. You
are requested to provide assistance as the learner goes through the activities
by clarifying directions and discussing important concepts to be learned.
This module makes use of images which serve as springboard for skill
development. A number of exercises are provided before the learner is asked
to identify fact or non-fact images.
Please remind the learner to use separate sheets in answering the
pretest, self-check exercises and posttest.

For the learner:

This module is a learning material carefully prepared for you. It contains
a number of exercises to help you Interpret the meanings suggested in visual
media through a focus on visual elements like colour and gaze.
As you go about this module, there are reminders for you to follow to
ensure that learning is successful:

• Find time to answer the activities in this module.

• Work in a quiet place.

• Read the instructions/ directions carefully. Clarify and discuss the key
concepts to be learned with your teacher, learning buddy.

• Finish this module in the allotted time and follow what this module
tells you.
This learning module package consists of a series of activities. It features
the following important parts:

• What I Need To Know. This part tells what are expected of the learner
and clearly explains what competencies, knowledge, skills and attitude
he/she must have learned at the end of the learning sessions.

• What I Know. This part assesses the learner’s understanding of the

past lesson.

• What’s In. This part introduces the new lesson, serves as the
springboard or opener for discussion and series of activities. It also

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 engages the learner’s interest and leads the learners towards the
performance of the tasks.

• What’s New. This part discusses the key concepts of the lesson at
hand.

• What Is It. This part presents an initial activity about the new skill.

• What’s More. This contains series of activities – drills, experiences and

activities which provide enough practice for the learners so that they
can perform the skills automatically.

• What I Have Learned. This states the important concept learned from
the series of activities.

• What I Can Do. This part encourages the learner to work independently
for further application of knowledge and skills.

• What I Can Do On My Own. This serves as the highlight of the series

of activities where the learners measure his level of mastery of the skill
upon completion of the tasks.

• What I Can Do More. This provides additional exercises for mastery of

the competency.

• Answer Key. This section provides answer keys for the series of
activities.

• References. These include list of resources used in the making of this

module and that the learners may refer to for further reading.

Please do not write anything on this module as this will be used by other
learners like you. Use either your paper or test notebook to answer the
different activities.

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 What I Need to Know

This module was designed and written based on your level of

understanding. It is here to help you interpret the meanings suggested in
visual media through a focus on visual elements like colour and gaze. The
language and vocabulary used is intended for you as intermediate pupil.

This module focuses on this learning competency:

Interpret the meanings suggested in visual media through a focus

on visual elements, for example, line, symbols, colour, gaze, framing and
social distance.

After going through this module, the learner is expected to:

- Interpret the meanings suggested in visual media through a focus on

visual elements like colour and gaze.

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 What I Know

This part intends to gauge learner’s understanding of the

previous lesson. Thus, this part comes in the form of a review. For this
lesson, the review focuses on interpreting the meanings suggested in
visual media through a focus on visual elements like lines and symbols.
Directions: Interpret the meanings suggested in visual media through
a focus on visual elements like lines and symbols.

A. Lines

Figure 1. Transportation/Traffic 44833. Digital Image. 24 July 2013

https://pixabay.com

1. What sort of lines do you see in this image?

2. Are these lines formed by natural objects in the image or
created by the image maker?
3. Where do the lines take your eyes?
4. What information does this use of
straight/curved/intersecting lines give the audience
about the circumstances of this situation?
5. Why has the author chosen to use these lines like this?
B. Symbols

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 Directions: Analyze and interpret the picture by
answering the questions below.

Figure 11. Hands-love-hand-eternity-peace. 28703. 2013. Digital Image.

19 April 2013. https://pixabay/.com

Questions:
1. Why has the author chosen this illustration?
2. What might this mean here?

3. What symbolizes love?

4. What does a toddler’s hand symbolize?

5. How will you show your love to your brothers and

sisters?

Lesson INTERPRETING COLOUR AND GAZE

Interpretation of the visual element on visual media must be learned by

everybody.
As an intermediate pupil, you should analyze and interpret the
meanings suggested in visual media know the meanings critically behind the
colour and gaze of visual elements. It is important for you to have a skill in
interpreting and analyzing different visual media.

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 What’s In

Take a look at the image.

Figure 12. Children Playing, Cocoparisienne. Digital Image. 21 April

2014. https://pixabay.com

As you may notice, there are two girls playing on a sandy beach. This
image gives us an idea about colour and gaze. To understand the idea of
colour, the following questions will be of help:
- What colours do you see?
- What colours are dark? Which are bright?
- What feeling is evoked by black? Brown? Red? Purple? Blue?
- Seeing these colours, how do you feel about the image?

To understand the idea of gaze, take note and try to answer these
questions:
- Do the subjects directly look at you?
- Do the subjects acknowledge you as a viewer? Why do you say so?

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 What’s New

Read and understand how to interpret the meanings suggested in visual

media through a focus on visual elements like colour and gaze.

Colour

Colour can be used to express and develop ideas in images, for

interacting and relating with others through images, and for composition and
structure of images.

Use of colour can be symbolic. Choice of colour in an image can be used

to represent feelings and mood. The meaning viewers make depends on the
context and is strongly influenced by historical and cultural conventions. For
example, in Western societies, white is usually thought to represent
innocence, purity and cleanliness, and black is the colour of death and
mourning; however, in China and parts of East Asia, white is the colour of
death and mourning. Red is commonly used to represent different things.
Depending on the context, red may represent danger such as in a stop sign,
romance, or passion with red roses, and it symbolizes good luck in China.

Colour has different properties. Its three basic properties are the hue,
brightness, and saturation.

Hue refers to basic colours we have such as yellow, blue, red, green,
orange, purple, and others.

Brightness refers to the illumination in the image, or how light or dark

the colour is, ranging from fully illuminated to completely dark.

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 Saturation refers to how pure the colour is. This can range from a vivid
bright colour which is fully saturated (100%), to a desaturated colour which
is less colourful, more washed out and dull.

Changing the hue, brightness or saturation of a colour can change the

meaning of an image very quickly.

Colour spectrum

Colour can also be ranged along a spectrum from warm colours to cool
colours. Shades of red, orange, and yellow are considered to be warm colours,
while cool colours are those using greens and blues and aqua.

This list identifies some of the widely shared meanings evoked by

different colours, informed by various sources including Chapman (2010),
Kress and van Leeuwen (2002), Painter (2008), van Leeuwen (2010), and
Zammitto (2005).

• Black: evil, menacing, rebellion, strength, mystery, secrets,

depression, grief, night. Black is the colour of death and mourning
in almost all western countries. Black is also used to denote
sophistication, power, formality, authority, and style.

• White: light, purity, innocence, cleanliness, cold, ice, snow, sterility,

new. Western brides wear white to symbolize chastity.

• Blue: peace, tranquility, truth, dignity, power, melancholy, cold,

sadness, honour, calmness, faithfulness, holiness, loyalty, wisdom,
seclusion, loneliness, thinking, distance

• Red: love, rage, fire, anger, heat, passion, warmth, urgency, blood,
excitement, power, danger, warfare, hostility, appetite, health,
courage, majesty, aggression. Red is often used as an accent colour
to make things stand out.

• Yellow: happiness, sunshine, joy, cheerfulness, energy, warmth,

hope, intelligence, logical thinking, innovation, spirituality, life. Dull

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 yellow can signify cowardice, ruin, shame, illness, decadence
(Zammitto, 2005).

• Green: nature, growth, fertility, durability, environment, freshness,

relaxation, health, energy, new life, tranquility, vegetation, money,
and jealousy

• Purple: wealth, royalty, religion, holiness, power, grandeur,

sophistication, intelligence

• Brown: stability, natural, nature, wood, earth, soil, ground, earthy,

reliable

• Orange: warmth, strength, autumn, cheerful, stimulating, change,

vitality, creativity

• Grey: dull, plain, unassuming, neutrality, coolness

Subject gaze

There are only two options for subject gaze: direct gaze, or no-gaze.

Direct Gaze
When the subject gazes directly at the viewer, this simulates eye contact
and positions the viewer as a participant in the interaction. Direct subject
gaze, are looking directly at the viewer, demands the viewer’s attention and
for us to share the experience. Subject gaze creates a connection between the
subject and the viewer, simulating a powerful personal connection.

No gaze
This is the most common type of image. As seen in the image the
subject’s eyes are turned away from the viewer. This positions us as an
observer to what is happening. The subject does not acknowledge the viewer
and we are kept outside the story world.

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 What Is It

A. Analyze and interpret the picture by answering the questions below.

Figure 4. Flowers and Butterfly. Larisa K. Pixabay Licence. 29 February 2012.

https://pixabay.com

Questions
1. What colours do you see in this image?
2. What colour do you notice first?
3. How does this make you feel?
4. In what ways do these choices of colour add to the story telling?
5. How would different choices of colours change the feelings this picture
evokes?

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 B. Analyze and interpret the picture by answering the questions
below.

Figure 5. Tabby Cat. Art Tower.2013 Digital Image. 3, June 2013.

https://pixabay.com

Questions:

1. Is the subject looking directly at you?

2. How you feel about this subject?
3. Why do you think the author made this choice?
4. What if the subject looks directly away from you, how do you feel?

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 What’s More
Activity 1 – True Colours

Directions: Analyze and interpret the picture by answering

the questions below. Write the correct answer on your answer
sheet.

Figure 6. Beach Water Ocean. King Dude 420. 2011. Digital Image. 16 June
2011. https://pixabay.com

Questions:

• 1. What colours do you see in this image?

• 2. What do you notice about the use of colour?
• 3. How does the use of colour change across the two parts
of this image?
• 4. How does the dark side of the image make you feel?
• 5. What makes you think that?
• 6. What about the colourful side?

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• Activity 2 – Look Up!
•

• Directions: Analyze and interpret the picture by

answering the questions below.

Figure 7. Cat Gaze. Xxun0125. Digital Image. 28 Feb 2017

https://pixabay.com

Questions:

• 1. Is the subject looking directly at you?

• 2. How do you feel about this subject?
• 3. Why do you think the author make this choice?
• 4. What if the subject directly looks at you, how would you
feel?

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What I Have Learned

We can interpret the meanings suggested in visual

media through a focus on visual elements through color
and gaze.

Colour can be used to express and develop ideas in

images, for interacting and relating with others through
images, and for composition and structure of images.
Use of colour can be symbolic and choice of colour in an
image can be used to represent feelings and mood.

Direct Gaze
When the subject gazes directly at the viewer, this
simulates eye contact and positions the viewer as a
participant in the interaction.

No gaze
In the subject’s eyes are turned away from the viewer.
This positions us as an observer to what is happening. The
subject does not acknowledge the viewer and we are kept
outside the story world.

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 What I Can Do

Activity 3 – What a Sight!

Directions: Analyze and interpret the picture by answering the

questions below.

Figure 8.Oak Tree Grass. Septimiu 2014. Digital Image. 15 July 2018.
https://pixabay.com

Questions
1. What colours do you see in this image?
2. What do you notice about the use of colour?
3. How do you feel when you see this image?
4. What do you think does the image tell?

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Activity 4 – Oh, How Lovely!

Directions: Analyze and interpret the picture by answering

the questions below.

Figure 9. Baby Caucasian Child. Public Domain 2010. Digital Image. 27 Feb. 2012.
https://pixabay.com

Questions:

1. Are the subjects looking directly at you?

2. Does the image show direct gaze or no gaze?
3. How do you feel about the subjects?
4. – 5. Do the subjects acknowledge you as a viewer? Why do
you say so?

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 What I Can Do On My Own
Directions: Analyze and interpret the pictures by
answering the questions below them.

A.

Figure 10. Spring Tree Flowers. Larisa-K 2013.

Digital Image. 27 February 2014.
https://pixabay.com

Questions
6. 1. What colours do you see in this image?
7. 2. What do you notice about the use of colour?
8. 3. If green is the most dominant colour, what does the
image tell us about?
9. 4. How does the dark side of the image make you feel?
10. 5. What about the colourful side?
11. 6. Which object in the image brings you happiness?

B.

Figure 11. Indian Child. Kantsmith. 2013.

Digital Image. 6 Oct 2016. https://pixabay.com

Questions:
• 1. Is the subject looking directly at you?
• 2. Does the image show direct gaze or no gaze?
• 3 – 4. Does the subject acknowledge you as a viewer? Why
do you say so?
• 5. How do you feel when you see the image?

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 What I Can Do More
Directions: Analyze and interpret the pictures by
answering the questions about them?

Figure 12. Rainbow Beautiful Devon.Public Domain.Digital

Image. 13 Dec.2010.
https://pixabay.com

Questions
1. What is in the illustration?
2. What does it tell us?
3. What do you mean by this scenario?
4. What symbolizes the rainbow?
5. What are the possible things that you should do one you see
this?

B.

Figure. 13. Dog Eyes. Pertblack Pixabay Licence.

3 Aug. 2015. https://pixabay.com

Questions:

1. Is the subject looking directly at you?

2. Does the image show direct gaze or no gaze?
3 – 4. Does the subject acknowledge you as a viewer? Why do you say
so?

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 Answer Key

What I Know
A. Lines
1. I see parallel lines.
2. The lines are created by the image maker.
3. The lines take me to the end of the road.
4. The straight line informs the audience that in a traffic situation,
vehicles should go straight ahead.
5. The author wants to show order while on the road.

B. Symbols
1. The author wants to present an information.
2. This might mean love and affection.
3. The hand of the toddler on the palm of the mother’s hand
symbolizes love.
4. A toddler’s hand symbolizes youth/dependence.
5. Answers may vary.

What Is It
A. 1. I see yellow, green and orange.
2. I see yellow first.
3. I fell happy.
4. It gives different feelings.
5. A colorful scene evokes a festive mood.

B. 1. Yes
2. I feel ok/alright/afraid.
3. Maybe it is the author’s pet.
4. I feel like a stranger to the subject.

What’s More
Activity 1 – True Colours
1. I see light and dark colours.
2. It uses natural colours.
3. It shows the time of the day.
4. I feel afraid/sad.
5. It looks like the end of the day.
6. I feel happy about the other side.
Activity 2 – Look Up!

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1. No, isn’t.
2. It makes me feel happy.
3. The author wants to show an example of gaze.
4. I would feel afraid.

What I Can Do
Activity 3 – What a Sight!
1. I see dark and light colors.
2. It uses natural colours.
3. I feel afraid/surprised/worried.
4. The sky is dark. The clouds are heavy.
5. It might rain.

Activity 4 – Oh, How Lovely!

1. No, they aren’t.
2. It shows no gaze.
3. I feel happy.
4. No, they don’t.
5. They don’t look at me.

WHAT I CAN DO ON MY OWN

A. 1. I see different colours.
2. It uses natural colour.
3. It tells about nature or environment.
4. I feel afraid/worried.
5. I feel happy/hopeful.
6. The sunshine brings me happiness.

B. 1. Yes, he does.
2. It shows direct gaze.
3. Yes, he does.
4. He is directly looking at me.
5. Answers may vary.

WHAT I CAN DO MORE

A. 1. The illustration is an open field with rainbow.
2. It tells us new hope.
3. It means that a rainbow comes after the rain.
4. It symbolizes a new beginning.
5. Answers may vary.

B. 1. Yes, it is.
2. It shows direct gaze.
3. Yes, it does.
4. It is directly looking at me.

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References
Pictures and Images
Art Tower.Tabby Cat.2013 Digital Image. 3, June 2013
https://pixabay.com

Cocoparisienne. Children Playing, Digital Image.21. April 2014

https://pixabay.com

Kantsmith. Indian Child. 2013. Digital Image. 6 Oct 2016. https://pixabay.com

King Dude 420.Beach Water Ocean. 2011.Digital Image. 16, June 2011
https://pixabay.com

Larisa K..Flowers and Butterfly .Pixabay Licence.29 February 2012

https://pixabay.com

Larisa-K. Spring Tree Flowers. 2013. Digital Image. 27.February 2014

https://pixabay.com

Pertblack. Dog Eyes. Pixabay Licence. 3 Aug. 2015. https://pixabay.com

Public Domain. Baby Caucasian Child. 2010. Digital Image. 27 Feb. 2012
https://pixabay.com

Public Domain Rainbow Beautiful Devon. Digital Image. 13 Dec.2010

https://pixabay.com

Septimiu. Oak Tree Grass. 2014. Digital Image. 15 July 2018

https://pixabay.com

Xxuno125.Cat Gaze. Digital Image. 28 Feb 2017. https://pixabay.com

28703. Hands-love-hand-eternity-peace. 28703.2013.Digital Image. 19 April

2013. https://pixabay/.com

44833. Transportation/Traffic 44833. Digital Image .24 July 2013

https://pixabay.com

Websites

Teaching Visual Literacy in the classroom, Dan.Com Domain Expert,

accessed July 6, 2020, http://literaryideas.com/teaching-visual-texts-in-the-
classroom

Visual Metalanguage for comprehending and composing visual meaning,

Victoria State Government, accessed July 5, 2020,
https://www.education.vic.gov.au/school/teachers/teachingresources
/discipline/english/literacy/multimodal/Pages/visualmetalanguage.aspx

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For inquiries or feedback, please write or call:

Department of Education – MIMAROPA CLMD

Meralco Avenue, corner St. Paul Road, Pasig City, Philippines 1600

Telefax: (02) 631-40-70 or (02) 637-30-92

Email Address: mimaropa.region@deped.gov.ph

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