G.+Resource+For+Lesson+6

__"Stop Discrimination" advertisement __


__Explanation of the resource __

This resource is an ‘Anti-Discrimination Advertisement,’ video clip on YouTube []. It focuses on how ‘we’re all the same on the inside’ regardless of the diversity in culture, language, food, colour and nationalities. It is a very concise and simple clip. It is narrated in a conversational tone of voice, which is appropriate for younger audiences to understand the message without difficulty. The narration is also shown as text in the clip. It is a multimodal text as it consists of various modes including sound, a voice-over, text, and gestural, visual and linguistics modes.

__Relevance to the outcome __

This ‘Anti-Discrimination Advertisement’ is highly relevant to the HSIE outcome of this unit: ﻿ CUS2.4 //﻿ ////Describes different viewpoints, ways of living, languages and belief systems in a variety of communities, ////as it addresses the indicator about recognizing discrimination based on race ////skin colour, ////language, religion and gender (BOS, 2006, p.29). //The text and narration in the clip explicitly states that although we may look different outside, ‘we’re all the same on the inside.’ This concept is further suggested by the illustration as the characters in the clip all come together from various directions and form a uniform position. In lesson 6, //this resource is used as a main activity to consolidate student’s understanding of ////unfair discrimination based on physical differences // //through an engaging and concise ‘anti-discrimination’ advertisement. //

<span style="display: block; font-family: Georgia,serif; font-size: 12pt;">__Aspect of literacy__

<span style="display: block; font-family: Georgia,serif; font-size: 12pt;">A shift from the single mode of written language to multimodal texts that include extensive design and visual elements requires a parallel shift in the strategies and skills required by readers to interpret and make meaning from them (Serafini, 2010). A reader of a picture book or an information book needs to simultaneously process the message in the words, picture, images and graphics. With an electronic or digital screen there are added combinations of movement and sound (Walsh, 2006). Serafini (2010) suggests that in order to successfully interact with and interpret the meanings of the visual images and graphic designs included in multimodal texts, readers must employ a new set of strategies that extend beyond the various cognitive-based reading comprehension strategies used to understand written text.

<span style="display: block; font-family: Georgia,serif; font-size: 12pt;">In lesson 6 students are taught, through teacher-directed questioning, skills and strategies to decode, analyse and make meaning from the multimodal youtube video clip, "Stop Discrimination" to understand how each mode adds meaning to the text. Spatial, gestural, audio, visual and linguistic elements are considered. Students learn about the language structures and features evident in the text, discussing the effects different audiences can have on a speaker. They are encouraged to think about whether the language used in the clip is formal or informal, and consider the effect this has on the audience. The symbolic use of music, sound effects and voice style is considered and students are encouraged to talk generally about how the visual elements of the text enhance or detract from meaning. The authors use of short sentences is also explored. With relation to the audio or sound of the clip, students can talk about expressive features related to spoken language such as voice quality, tone, volume and clarity. Furthermore, students can verbally discuss the way different groups (based on race, gender, religion etc) are represented in the text. 

<span style="display: block; font-family: 'Georgia','serif'; font-size: 12pt; margin: 0cm 0cm 0pt;">__References:__ <span style="font-family: 'Georgia','serif'; font-size: 12pt;">Board of Studies NSW. (2006). //<span style="font-family: 'Georgia','serif'; font-size: 12pt;">Human Society and its Environment K-6 //<span style="font-family: 'Georgia','serif'; font-size: 12pt;">. Sydney: Author. <span style="display: block; font-family: Georgia,serif; font-size: 12pt;">Serafini, F. (2010). Reading Multimodal Texts: Perceptual, Structural and Ideological Perspectives. //Children’s Literature in Education//, 41(2), 85-104.

<span style="font-family: Georgia,serif; font-size: 12pt;">Walsh, M. (2006). The 'Textual Shift': Examining the Reading Process with Print, Visual and Multimodal Texts. //The Australian Journal of Language and Literacy//, 29(1), 24-37.