Resource+4

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**Description of resource** The resource is comprised of three food television advertisements from Australia. The first is a advertisement for TIp Top Bread. This advertisement was selected because the content is delivered in a spoken language. The second advertisement is for mandarins and employs colour, movement and a jingle. This advertisement has been selected as a resource to help students think about the target audience of an advertisement and how this would affect the techniques used in the advertisement. The final advertisement is for bananas, and has been selected as it represents its persuasive argument in a clearly identifiable sections. This is used in the lesson to help students understand how they can articulate their arguments through the text. As a collective these advertisements have been selected for the eighth lesson to illustrate the way multimodal texts can be used to create persuasive texts, as well as the visual grammar and techniques that are used to achieve this purpose. These resources play an important role in the preparation of the students for the final multimodal task, but more than this, these resources and activies help students to begin to think critically about the influences of media and the purposes of the advertising companies.

Although many advertisements on television are for food, few advertisements are for fruit, vegetables and nutritious food. Therefore these advertisements are relevant to the PDHPE unit in multiple ways. Firstly, they illustrate the way healthy food can be promoted, and its benefits explained through a visual format. This illustrates the possiblities for educating and persuading the audience about nutrition through this type of text, as well as providing a more contextualised understanding of the task they are about to undertake. Secondly, the resource allows for related activities that meet aspects of the PDHPE focus outcome, //PHC2.12// – Discusses the factors influencing personal health choices (Board of Studies, 2006, p.32). Located in this strand of the PDHPE syllabus is the requirement that students begin to understand the influence of media in individual's decision making processes. Through the critical reflection on these advertisements students focus on the purpose of the advertisements - 'to persuade people to buy something (e.g. cars, food, clothes etc.) and/or to change their behaviour (e.g. choose a different product, stop smoking etc.)' (Thomas & Sydenham, 2007) - and the techniques they impliment to achieve this purpose.
 * Relevance to PDHPE unit**

In our increasingly visual age it is imperative that our literacy programs 'enable all young learners to develop the critical multimodal literacies that are necessary for taking an active interpretative role in the societies of the information age' (Unsworth, 2001, p71). This resource provides students with examples of multimodal texts, which in turn provide opportunities for students to develop these skills through the use of the multiliteracies map. This map (see Appendix 4a) was designed to help plan and assess lessons involving multiliteracies and provides a 'pedagogical framework for mapping the depth and complexity of young children’s learning with multiliteracies' (Hill, 2008, p13 ). This map provides a conceptual framework with which to examine teh advertisements based on the four interrelated dimensions of multiliteracies: the functional dimension, the meaning making dimension, the critical dimension and the trnasformative dimension. This is achieved by considering the design elements of mulitmodal texts as outlined by Healy (2004, p21) (see Appendix 4b). Reference
 * Literacy aspects covered in resource**