DEC Scan Journal : Volume 36 Issue 3
2017 Volume 36, Issue 3 11 Contents Editorial Learning & teaching Research Share this Resource reviews • analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614). EN3-8D A student identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts. • recognise how the use of language and visual features can depict cultural assumptions in texts. Lesson purpose To understand how representation can position audiences to adopt a particular response. Scaffolding student understanding of representation How do representations influence response? • Explain the purpose of the lesson to students. • Provide students with a copy of the Hulk advertisement. Alternatively, display the text on a smartboard. • Have students work in pairs to discuss and record answers to the following questions. • What’s happening in this text? • What’s the message or theme? • What affect did this text have on you? • Was there anything specific about the way the composer used representation that affected you strongly? • What audience has the composer targeted? • Allow time for students to analyse the text. • Share responses across the class. • Provide students with a copy of ‘Winning Hurts’ advertisement. Planning to teach representation Advertisements are ideal for teaching representation. They make creative use of a range of multimodal elements at composers’ disposal to communicate layers of meaning. Relevant English K-10 syllabus content EN3-2A A student composes, edits and presents well- structured and coherent texts • compose increasingly complex print, visual, multimodal and digital texts, experimenting with language, design, layout and graphics. EN3-3A A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies • summarise a text and evaluate the intended message or theme. EN3-5B A student discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts • recognise the techniques used by writers to position a reader and influence their point of view • identify and use a variety of strategies to present information and opinions across a range of texts. EN3-7C A student thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts. Winning Hurts – Band Aid, advertisement Understanding representation in Stage 3 By the end of Stage 3, students understand that representations position audiences to adopt a particular response. They learn that • information and ideas may be represented symbolically • representation in each mode operates according to its own codes and conventions • representations may be adapted for different audiences • representations influence response.
Volume 36 Issue 2
Volume 36 Issue 4