Resource+1+(Sarah)

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 * __Resource 1: Banana Boat Sunscreen commercial (Sarah)__**

**Explanation of resource: ** The resource being used in this lesson is the ‘Banana Boat’ sunscreen commercial. This ad has been aired on television in Australia for a number of years, and is easily recognised largely due to the use of a well-known song titled Mah Nà Mah Nà. This song has also been used in episodes of the ‘Muppets’ making it universally recognisable. It is being used as a resource in one of the opening lessons in order to provide students with an example of how sun protection is advertised. It will also consolidate the information relating to prevention and protection that was looked at in the previous lesson. It is also an excellent example of a multimodal text. **Relevance to outcome: ** This resource links extremely well with the focus outcome of the entire unit which centres on issues of protection and prevention. Throughout the advertisement, the viewer is provided with informative facts that will enable them to exercise sun safe behaviours. In addition, students’ analysis of this ad enables them to also achieve an understanding of the English outcome identified for the lesson. As a viewer, students must be able to critically analyse the impact that a multimodal text has on them, and the extent to which the text achieved its desired outcome. This resource is therefore extremely effective due to its ability to relate to both KLA outcomes. **Aspect of literacy to be explored: ** This resource lends itself to a number of literacy areas. In particular, visual literacy can be closely examined when looking at the features that make the ad successful. In addition, there are some written literacy aspects to be explored. For example, the teacher could bring to the students’ attention the use of alliteration in the title of the company, ‘Banana Boat’. The use of such a grammatical feature promotes interest and curiosity in the brand. Hall (2004) identifies alliteration as a tool that makes a text fun, enjoyable and appealing. Students should be made aware of the fact that the use of alliteration in their own multimodal text may enhance their work. In addition to written literacy, this resource encourages the development of visual literacy. The ability to recognise and understand visual literacy is deemed a powerful tool (Winch, Johnston, March, Ljungdahl and Holliday, 2007, p. 519). While the development of visual literacy is important, it must not be seen as separate to other forms of literacy. Rather, it must expand on and consolidate these (Winch et al., 2007, p.519). Hence the need to address the verbal features of the ad in conjunction with the visual aspects. Furthermore, the critical analysis that takes place when examining this resource is in accordance with the NSW English Syllabus which recognises critical literacy as an essential part of all students’ grammatical repertoire (BOS, 2007, p.5). Specific visual aspects to be examined include the use of colour throughout the ad. For example, the predominant colours are yellow and blue. They represent the yellow sand and the blue water. The viewer makes this assumption due to the high colour saturation which makes this image naturalistic (Unsworth, 2001, p. 99). Using bright, realistic colours such as these engages the viewer and associates the product with summer and the need to exercise precaution during this time. The pace of the images and the relationship they have with the audio in the ad will also be discussed. Matching the pace of the images to the speed of the song increases the engagement with viewers and makes the commercial memorable. It is therefore evident that a range of literacy aspects will be covered when students examine the Banana Boat resource. In particular, students will critically analyse the visual nature of the ad in order to develop their visual literacy skills. **__References: __**

Board of Studies (2007) //K-6 English Syllabus//. Sydney: Author. Hall, J. (2004). Fun with rhyme, rhythm, poetry and song. //Classroom Parent 4//(3). Unsworth, L. (2001). //Teaching multiliteracies across the curriculum: changing contexts of text// //and image in classroom practices //. Buckinghma, England: Open University. Winch, G., Johnston, R.R., March, P., Ljungdahl, L. Holliday, M. (2007). //Literacy: Reading, Writing and Children’s Literature// Victoria:Oxford University Press.