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ENGLISH
Quarter 1- Module 6:
Interpreting Framing
and Social Distance

Department of Education - MIMAROPA Region

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English – Grade 6
Quarter 1- Module 6 – Interpreting Framing and Social Distance
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
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impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
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do not represent nor claim ownership over them.
Published by the Department of Education – MIMAROPA Region
Regional Director: BENJAMIN D. PARAGAS, CESO V
Assistant Regional Director: ATTY. SUZETTE G. MEDINA
Chief, CLMD: MARIFLOR B. MUSA

DEVELOPMENT TEAM OF THE MODULE

Author: MA. RUBY P. RIUS
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. PEÑAREDONDA
Management Team: EDNA C. OABEL, LANY M. SEMILLA, JELLY L. SORE,
MARIAM B. RIVAMONTE, APOLLO R. PERNIA

Printed in the Philippines by ________________________

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 guide you as you facilitate teaching and as
you assess learning of the competency – Interpret the meanings suggested
in visual media through a focus on visual elements like framing and
social distance. This learning package consists of a series of activity sheets
to be done by the learner. You, as the Learning Buddy, 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 an image which serves as springboard for

skill development. A number of exercises are provided before the learner is
asked to interpret the meanings suggested in visual media through a focus
on visual elements like framing and social distance.

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 framing and social
distance.

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.
• Create a happy, caring and encouraging mood.
• Work in a quiet place.
• Read the general instructions/ directions carefully. Clarify and discuss
the key concepts to be learned with your teacher or 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
engages the learner’s interest and leads the learners towards the
performance of the tasks.

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 • 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 learner so that
he/she can perform the skills automatically.

• What I Have Learned. This states the important concept or concepts

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 learner measures his/her 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 carefully designed and written within your
level of understanding and interest in mind. It is here to help him / her
interpret the meanings suggested in visual media through a focus on
visual elements, for example line, symbols, colour, gaze, framing and
social distance. The lesson in this module focuses on the framing and
social distance. The language and vocabulary used is intended for you
as an intermediate learner.

This module focuses on the 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; 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 such as framing and social distance.
• Explain how framing and social distance affect the visual
media.

What I Know

This part checks your 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 such as line, symbols, colour, and
gaze.

Directions: Study the image. Interpret the meaning and decide on what
visual element is suggested in each picture. Choose your answer from
the list.

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 Gaze – refers to where the figure in the image is looking
Line - indicate movement and direction
Symbol - can be used to represent ideas or concept
Colour - can be used to represent feelings and mood

1. 2.

Figure 1. Source: https://pixabay.com Figure 2. Source: https://pixabay.com

3. 4.

Figure 3. Source: https://pixabay.com Figure 4 Source: https://pixabay.com

5.

Figure 5. Source: https://pixabay.com

Lesson Interpreting Framing and Social Distance

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 In this lesson, you should develop the ability to interpret,
negotiate, and make meaning from information presented in the form
of an image, extending the meaning of literacy, which commonly
signifies interpretation of a written or printed text. As an intermediate
learner, you should learn how to interpret meanings suggested in visual
media through a focus on framing and social distance.

Framing is a visual element that limits what we see when we look

at an image. Rather than obscuring the background, framing defines
the edges of the image, cutting away the surrounding details. The
reasons behind selective framing can include the need to streamline a
message or to eliminate information that could directly contradict the
message in the picture.

Social distance is the distance between the viewer/focaliser and

subject. Here, learners are encouraged to examine the choice of social
distance between the viewer and the subject in each image, and to
consider how each design choice affects viewer connection to, and
alignment with characters.

What’s In
Let us study the picture and try to interpret it.

Figure 6. Source: https://pixabay.com

• When we look at the image, we are directed as a viewer.

• We see that the subjects are close to each other
• We can feel the difficult situation they are experiencing. Despite
the circumstances surrounding them, they still enjoy being
together.
• The author shares to us and wants us to understand the
feelings of others.

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 • The image, tells us that despite a difficult situation, we can still
be happy with the presence of a family member.

The interpretation we just made are based on framing and social

distance as elements of visual material.
- From the interpretation given, can you identify which tell about
framing?
- Which interpretations tell about social distance?

What’s New

Aside from lines, symbols, colour and gaze, framing and

social distance are also visual elements.
Social distance
Social distance is the distance between the viewer and subject.
How close or far away is the subject shown? Social distance is measured
on a continuum from extremely close, to extremely remote. This is
based on how comfortable we generally feel with people being close to
us, in real life situations.

Close social distance

If the subject is shown to be very

close to you, it takes up most of
the frame, and you can only see
part of the subject. A close-up can
imply a close, intimate, and
familiar relationship with the
subject. This can be comfortable if
you like the character but might Figure 7. Source: https://pixabay.com
be confronting if the character is a
bully for example.

Mid social distance

This is where the subject is
quite close. It shows at least half
of the subject’s body in the frame,

Figure 8. Source: https://pixabay.com

and a little bit of the setting. This
is considered a friendly distance
as in real life we would be close
enough to touch each other and
talk. This framing of the subject is
created through a mid-shot.
Group social distance
When you can see the
character’s whole body, and
perhaps other characters, and
more of the setting, this indicates
that the subject is further away
from you. This is group social
distance where you are positioned
to be part of a larger group. In the
given example, the framing of the Figure 9. Source: https://pixabay.com
subject is created through a mid-
long shot.

Public Social Distance

The further a subject is
positioned away from you, the
less connection you feel, and
subjects therefore appear like
strangers. We are too far away to
easily talk to the subject. In the
example given the framing of the
subject at this distance is created Figure 10. Source: https://pixabay.com
through a long shot.
Remote social distance

When the subject is

positioned a very long way away
from you, the subjects are tiny
and hard to recognize in the vast
setting. This remote social
distance means there is no
opportunity for social interaction. Figure 11. Source: https://pixabay.com

This image given (from the front

of the book), shows the setting in
detail, but the subjects are tiny
and a very long way from the

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 viewer. There is no social
connection possible.

Framing
Framing is an element in a layout that can be disconnected and
marked off from each other or connected. If elements are cut off from
one another they are strongly framed. Framing can be achieved by
borders. Connectedness can be achieved by vectors and devices such
as overlapping or superimposition of images.
Framing includes:
(1) the literal presentation and/or representation of an image or object
in physical space - To frame something then, on the literal level, is
to give it a physical presence of some kind. Framing in this sense
refers to the material presentation or representation of an object or
image, and to the actual boundaries that function not only to
enclose and contain the object but also to reveal it to us in a certain
way.

Figure 12. Source: https://pixabay.com

(framing) A wonderful scene framed by a window frame

(2) the accompanying interpretative markers a viewer both perceives

and generates – This is the information provided with or about an object
or image. This aspect of framing influences the way in which we develop

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a specific interpretative meaning for the object or image, that is, it
frames our conceptual understanding of the object.

Figure 13. Source: https://pixabay.com

What Is It

A. Directions: Analyze the given images and then identify the framing
technique used. Choose the letter of the correct answer from the
box.

A. literal presentation
B. with, accompanying interpretative markers

1. 2.

Figure 14. Source: https://pixabay.com Figure 15. Source: https://pixabay.com

3. 4.

Figure 15. Source: https://pixabay.com Figure 16. Source: https://pixabay.com

5.

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 Figure 17. Source: https://pixabay.com

B. Directions: Analyze each picture and tell the kind of social

distancing used in each. Choose the letter of the correct answer
from the box.

A. close social distance

B. mid social distance
C. group social distance
D. public social distance
E. remote social distance

1. 2.

Figure 18. Source: https://pixabay.com Figure 19. Source: https://pixabay.com

3. 4.

Figure 21. Source: https://pixabay.com

Figure 20. Source: https://pixabay.com

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 5.

5.

What’s More

Activity 1 – All Alone

Directions: Study the image. Carefully interpret it and be

able to answer the questions that follow.

Figure 22. Source: https://pixabay.com

Questions:
1. What kind of framing was used in the image?
2. What image is presented in this visual media?
3. How will you interpret the message revealed by the
picture?

Activity 2 – Keep It Close

Directions: Examine the choice of social distance between
the viewer and the subject in each image and consider how
each design choice affects viewer connection to, and
alignment with characters.

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 Figure 23. Source: https://pixabay.com

Questions:

1. What is the main subject of the image?

2. Is the subject close or far away?
3. How does this choice of social distance affect how
you feel about these characters or this subject, and
what is happening?
4. Why do you think the author made this choice of
social distance here?
5. If you changed the social distance in this image, for
example from close to remote, how do you think this
might change your feelings about what is happening
in this image?

What I Have Learned

Framing and social distance are two other elements used

to interpret the meanings suggested in visual media.
Framing is the presentation of visual elements in an image,
especially the placement of the subject in relation to other objects.
Framing includes both (1) the literal presentation and/or
representation of an image or object in physical space, and (2) the
accompanying interpretative markers a viewer both perceives and
generates.
Social distance is the distance between the viewer
and subject. Options for choice of social distance includes:
close social distance, mid-social, group social, public social and
remote social distance.

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 What I Can Do
Directions: Interpret the image given by answering the
questions that follow.

1. What is framed within the

visual field of the image?
2. How does the framing let you
determine the social distance
between subjects in the visual
field?
3. How much space is shown
between the characters?
4. What is suggested by
characters who are close to
each other?
5. Does the framing include or
exclude subjects within the
visual field?
Figure 24. Source: https://pixabay.com

What I Can Do On My Own

Directions: Interpret the image below by answering the

questions given.

Figure 24. Source: https://pixabay.com

1. What is the main subject captured in the image?

A. man B. sunset
C. boat D. clouds

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2. What served as the frame to highlight the sunset?
A. man B. boat
C. seas D. clouds

(For items 3-7, refer to the image at the right)

3. Which is the subject in

the picture?
A. children
B. umbrella
C. plants
D. piglet
4. Is the subject close or
far away from you?
____________________
5. What is suggested by
the subject far away
from you?
A. It can imply a close,
intimate, and familiar
relationship with the
subject.
B. A friendly distance
and is created through Figure 25. Source: https://pixabay.com
mid-shot
C. Close enough to feel involved with the two boys
D. No social connection possible
6. How is framing used within the visual field to create
social distance?
A. Close framing was used; thus, taking up most of
the frame.
B. The subjects are tiny and a very long way from
the viewer.
C. The framing of the subject was created through a
long shot.
D. The framing of the subject was created through a
mid-long shot seeing the boys’ whole body.
7. How does this choice of social distance affect how
you feel about these characters or this subject?

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 What I Can Do More

Directions: Carefully study the given picture. Interpret the

image given in terms of framing and social distance.

Figure 26. Source: https://pixabay.com

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 Answer Key

WHAT I KNOW
1. Color
2. Gaze
3. Symbol
4. Line
5. Symbol

WHAT IS IT
A. 1. A
2. A
3. B
4. B
5. A

B. 1. A
2. B
3. C
4. E
5. D

WHAT’S MORE
Activity 2 – All Alone
1. Literal presentation of the subject was used.
2. A woman by the beach is presented in the visual media.
3. Possible Answers:
A. The woman is alone.
B. The woman is looking for something in the beach.

Activity 2 – Keep It Close

1. A family is the main subject of the image.
2. The subject is close.
3. I feel happy to see a family enjoying their time together. The
parents and their children are spending time in the bedroom.
4. For the viewers to see the subject’s whole body and the place
(setting)
5. If the social distance in the image is changed to remote, I
may not see the expression of the family members and I
won’t be able to decide what is happening in the picture.

What Can I Do
1. A girl and a boy walking/hiking in the forest
2. The image was framed in a way I can see the characters’
whole body and the setting.
3. The characters are close to each other.

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 4. They are connected. As a viewer I feel involved with what
these children are doing.
5. The framing includes the setting which is are green
leaves/trees.

WHAT I CAN DO ON MY OWN

1. B
2. D
3. A
4. Far away
5. B
6. D
7. The social distance used allowed me to see the smile on the
boy’s faces that made me happy.

WHAT I CAN DO MORE

Possible Answer:
The subject (man) as well as the landscape were framed
by the window. In terms of social distance, the subject (man) is
positioned a very long way away from the viewer, is tiny and
hard to recognize. This remote social distance means there is
opportunity for social interaction.

References
Photographs and Images

Akyurt Ensin, Coffee, 2017, Digital Image, August 1, 2020

https://pixabay.com

Altman, Gerd, School, 2019, Digital Image, August 2, 2020.

https://pixabay.com

Bessie, Child, 2013. Digital Image. 2 August 2020. https://pixabay.com

Dorsey Brad, Family, 2017, Digital Image, August 1, 2020.

https://pixabay.com

Durong Quoc Huy, Lake, 2020, Digital Image, August 1, 2020.

https://pixabay.com

Ejaugsburg, environmental-protection, 2014, Digital Image, August 1, 2020.

https://pixabay.com

Free Photos, Audience, 2006, Digital Image, August 1, 2020,

https://pixabay.com

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Free-Photos, Pedestrian Crossing, 2015, Digital Image, August 1, 2020.
https://pixabay.com
Gouw Tim, People Pedestrians, 2014, digital Image, August 1, 2020,
https://pixabay.com
Happy Friendship Day, Digital Image., August1, 2020.
https://www.freewalldownload.com
JamesDeMers, Horse, 2012, Digital Image, August 1, 2020.
https://pixabay.com
Lenio JP, Railway, 2014, Digital Image, Uploaded January 2018, August 2,
2020, https://pixabay.com
Lopes Nuno, Eiffel Tower, 2014, Uploaded 2015, Digital Image, August 1,
2020, https://pixabay.com
Mylene2401. Rose, 2019, Digital Image. 2 August 2020.
https://pixabay.com.
Pexels, People, 2016, Digital Image, August 1, 2020, https://pixabay.com
PublicDomainImages, Forest, 2014, Digital Image, August 1, 2020.
https://pixabay.com
PublicDomainImages, Mc. Donalds, 2014, Digital Image, August 2 2020,
https://pixabay.com

Quoc, Chi Nguyen, Women, 2017, Digital Image, August 1, 2020,

https://pixabay.com

Ramirez, Jackie, Window, 2016, Digital Image, August2, 2020,

https://pixabay.com

Reyes Jose, People Retro Male Man, 2019, Digital Image, August 1, 2020,
https://pixabay.com

Sathyatripodi, Family, 2014, Digital Image, August 1, 2020.

https://pixabay.com

SnapwireSnaps, Portrait Woman, 2014, Digital Image, August 1, 2020.

https://pixabay.

Thatsphotography, People, 2016, Digital Image, August 1, 2020.

https://pixabay.com

TheOtherKey, Woman Looking at Sea, 2019, Digital Image, August 1, 2020.

https://pixabay.com

Tien Hai Nguyen, People, 2016, Digital Image, August 1, 2020.

https://pixabay.com

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Tipchai Sasin, People, 2016, Digital Image, August 1, 2020,
https://pixabay.com/

Websites

Sadik A., (2008) Visual Principles II: Visual Literacy, accessed July 6. 2020,
https://www.slideshare.net/bhewes/liams-users-guide-to- visual-
literacy?next_slideshow=2

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 Region – (CLMD)

Meralco Avenue corner St. Paul Road, Pasig City

Telephone Nos.: (02) 631-40-70; (02) 637-3093

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