Resource+L7

Table of Contents << Resources << Lesson 7 of 10


 * __ Resource: __** Video Clip

media type="youtube" key="8rSrrSTW0UU" height="360" width="480"


 * __ Relevance to the KLA outcomes: __**

Discusses how safe practices promote personal well-being. || This video is an anti-smoking campaign. It is a visual tool that shows the effects of smoking through the use of a clever emotive and relevant audio and unsettling images. This video has the ability to support and can be used as a foundation for teachers to instigate discussions concerning feelings, thoughts, safe practices, health and well-being. Within the prior lessons, students would have learnt the theory behind smoking/alcohol. This video will turn theory into real life experiences, which should instigate the seriousness of this issue. || Makes positive contributions in group activities. || Video like this is an engaging way to foster ideas, that can be used within their groups. Students are able to share their personal ideas, thoughts and compare their different impressions. || Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes. || Multiliteracies such as this video support both reading and writing. In reading, students need to understand and be able to interpret the video. In writing, students will be using this video as a stepping-stone when developing their information reports and '//Prezzi//'. || Sequences the action of the drama to create meaning for an audience. || By viewing and discussing elements of the video, students will have a better understanding of visual design when developing their own resources. || Uses the forms to suggest the qualities of subject matter. || Students will use their knowledge to develop their own resource through the use of visual grammar. The video showed some of these techniques and how they can be used to construct meaning. ||
 * **__ PDHPE __** ||
 * SLS2.13:
 * INS2.3:
 * **__ ENGLISH __** ||
 * RS2.7:
 * **__ CREATIVE ARTS __** ||
 * DRAS2.3:
 * VAS2.2:

 The viewing of a video involves students through the process of creating and critiquing multimodal text (Callow, 2006, p. 7). Film is a good way to capture and actively engage students in order for teachers to facilitate the development of new understanding and knowledge, as well as make links to prior knowledge. This video supports the lesson as it allows students to look at the representational, interactive and compositional aspects of the video (Callow, 2006, pp. 11-12).
 * __ Aspects of literacy explored: __**

Through questioning and discussion, students are able to explore the video's intention, choices made in regards to audio and visuals and how it supports the meaning it attempts to convey. The ability to deconstruct visuals allows student's to develop their understanding of how multimodal texts are created to convey meaning.

Students can also explore the lyrics of the audio in the form of written text. They are able to distinguish between the different impact it has on its meaning when reading the lyrics as opposed to listening to the audio.

- Screen shots can be taken and used as a still image where students are able to analyse and annotate what aspects of visual literacy can be seen within it. - Some students are visual learners and a video has the ability to support and consolidate their learning. - Allows for the exploration of vocabulary and grammar commonly used in videos.
 * __ Pros: __**

- Teachers need to ensure that the video is suitable for students’ ability and age group. - Videos should be used as a resource to support and enhance learning rather than detract from the lesson purpose.
 * __ Cons: __**

**__ References: __** Callow, J. (2006). Images, politics and multiliteracies: Using a visual metalanguage. //Australian Journal of language and literacy// //, 29// (1), 7-23.