Resource+4+(Sophie+Reid)



__**Explanation of the resource **__

The key resource used for lesson four (visual grammar) is a poster designed by the Cancer Council for the national SunSmart campaign which promotes the harms and benefits of UV exposure and educating the general public about methods of sun protection. The poster is provided as part of a resource pack available to teachers designed to assist the teaching of sun safety in primary schools. The poster is divided into three sections and shows a ‘before and after’ image of a boy being ‘sun smart’. The resource promotes a slogan familiar to students in all Australian schools – slip, slop slap. The resource was compiled in 2001, which explains why the slogan does not include ‘seek and slide’, which was introduced in 2007. This does not detract from the relevance of the poster however, and can be used to stimulate student discussion on extra methods of sun protection that could be taken by the character in the campaign poster. The poster utilizes bright, eye-catching colours , simple text and a relatable content and context, making it ideal for student analysis in stage 2, particularly during an introductory lesson on visual grammar. __  As a resource created by the SunSmart campaign the poster is inherently related to the topic of sun protection and personal health choices being explored through this unit. In addition to exposing students to the different forms of advertising prolific in everyday life, the text is highly visual, providing an avenue for students to begin exploring how advertisers use visual images to promote messages through symbolic meaning. The content addressed in the poster allows students to draw on their prior knowledge of sun safety, both from personal experiences and content introduced in the first three lessons.
 * Relevance to the outcome ** __

 __**Aspect of Literacy suitable to be explored**__

With literacy learning becoming increasingly multimodal it is vital that students be exposed to a variety of visual texts and equipped with the tools to analyse and understand the meanings being presented. By integrating the study of visuals with reading and writing, students will not only develop their ability to read visual texts, but will be provided with models for constructing their own (O’Sullivan, 1999).  As this resource contains content linked to the focus PDHPE outcome, specifically sun protection and personal health choices, and is additionally a form of advertising which relates to previous lessons exploring persuasive language, a purpose for viewing this text is clearly established. Quin, Quin and McMahon state that clearly outlining the relevance of the text being viewed helps denaturalise the viewing process and allows students to focus on the meaning making processes at work (1996). In exploring aspects of visual grammar by examining a resource with familiar and recently studied material, the students are being introduced to themes and techniques w an aspect of their final task to create a multimodal text of their own promoting sun safety. By examining the visual features of an advertisement students will determine the way in which visuals relate to persuasive language.    __**Reference list:** __ <span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"> <span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">O’Sullivan, M. (1999). Illustrating the facts. In J. Callow (Ed.), // Image matters // (pp. 27-36). Sydney: PETA. <span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"> <span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Quin, R., Quin, R. & McMahon, B. (1996) Teaching Viewing and visual texts. Victoria: Curriculum corporation.