Visual Communication Online
Social Semiotics
In Social Semiotics, the placement of images matters. It holds significant meaning. Here's what different positions typically signify:
- An image at the top often signifies importance or grabs attention.
- Placing an image at the bottom suggests closure and a sense of finality.
- When an image is on the left, it refers to the past or signifies the beginning.
- On the right, an image implies the future or continues from what's on the left.
Image examples:
The three stars at the top act as attention grabbers and symbolize the Republican Party, serving as prominent visual elements. Donald Trump's placement on the right of the poster signifies his role as a representation of America's future. Although Trump appears to be relatively small in size, his satisfying smiling face signifies hopefulness and confidence. At the bottom, the phrase 'Vote Trump' implies closure and outlines the action needed to support his candidacy. Additionally, the white poster's background complements Trump's blue suit, forming a visual connection with the written text. Within the phrase "LET'S KEEP AMERICA GREAT," all other words except "AMERICA" are blue, intentionally distinguishing and directing focus to the term "AMERICA."
The placement of the McDonald's logo at the top of the image strategically uses Social Semiotics to highlight the brand's importance, ensuring immediate recognition. "Fuel Up Feel Good" text under the logo suggests a call to action, encouraging viewers to associate buying their food with a positive emotional outcome. McDonald's iconic red and yellow colors reinforce the brand's identity. Placing the image of burgers at the bottom suggests a sense of closure. It signifies the final element, implying that consuming the burger is the ultimate goal. Positioning the gas nozzle on the right gives a sense of moving forward or continuing from the left, potentially indicating that refueling leads to the envisioned positive outcome.
Citation
Moro, L., Mortimer, E. F., & Tiberghien, A. (2019). The use of social semiotic multimodality and joint action theory to describe teaching practices: Two cases studies with experienced teachers. Classroom Discourse, 11(3), 229–251. https://doi.org/10.1080/19463014.2019.1570528
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