Resource+3


 * Collection of Print Advertisements**









This resource is a collection of 4 food related print advertisements, seen in magazines and on billboards. They have been chosen as they each contain elements of visual grammar that effectively attempt to persuade the viewer into buying the product. The avocado advertisement will be used by the teacher to model the features of visual grammar whilst the following three advertisements will be given to groups of students to jointly deconstruct.
 * Description of resource **

**Relevance to PDHPE unit** This collection of advertisements have been chosen as they link clearly to the PDHPE focus outcome, // PHC2.12 – Discusses the factors influencing personal health choices // (NSW Board of Studies, 2006 p.32), as it is noted in the PDHPE modules the the media plays an key role in influencing peoples decision making (NSW Board of Studies, 1999, p.215). By examining food advertisements and discussing the techniques used to influence decision making, students are able to make a clear link between advertising as a key factor which influences personal health choices. The advertisements chosen are food based to tie in with the overall unit focus of nutrition. The decision was made to include ‘junk food’ advertisements as this allows students to see the effective ways in which unhealthy products are marketed to avoid being seen in a negative light. Deconstructing advertisements with a similar focus to that of the multimodal task will help students to learn ways in which to market the idea of a healthy canteen that will be equally effective at persuading viewers.

**Literacy aspects covered in resource** Through the use of this collection of resources it is hoped that students will understand that visuals images just like text can hold powerful meanings which can be read in a variety of ways (Unsworth, 2001). Advertisements were chosen as the visual text to focus on as they are a text type familiar to students and have a clear purpose to persuade. Students will be introduced to the elements of visual grammar including representational, interactive and compositional meanings (Unsworth, 2001). Using the avocado advertisement, the teacher will model to the class how to deconstruct a visual text, exemplifying and reinforcing the elements of visual grammar which have been learnt. These may include the salience of the symbolic avocado flipper illustrating the versatility of avocadoes or the authors choice of green to represent the fresh and healthy aspect of avocadoes.The following three advertisements will be distributed amongst smaller groups to allow students to further develop their analytical skills. Through this deconstruction process students will gain important skills in critical thinking and will learn how to interpret images and extract meaning from visual texts (Callow, 2006). Advertisements also have a natural link to written expositions (which have been developed previously in the unit) as they both serve the purpose to persuade and influence the audience. In this light the chosen advertisements are a great way to help students transition from persuasive writing to persuasion through visuals. The development of these skills is necessary for the successful creation of the multimodal text which must persuade the school board to adopt a healthy canteen.

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