c)+Resource+2

=** Resource 2 ** **__Boystown pamphlet:__** = =Resource website: []=

=__Explanation of resource:__= = The resource is a pamphlet and website on the boystown lottery. It is a picture, floor plan and description of the house you could win when participating in the lottery. The pamphlet consists of various images of the house from various angles. The proceeds go to the charity. = = = = **__Relevance to outcome:__** = = This pamphlet is a prime example of the type of image students would need to create when designing their proposal. It is also a prime example of the type of image which would be given to the community, individuals or families when a developer wishes to gain their approval and support for this structures entry into their community. It therefore relates to the outcome in that it is a proposed change to the community, which the image maker then needs to deliver to the community in such a way as to gain the communities different points of views on it, but in a positive light, so that the change is accepted and agreed upon. =

=__Aspect of literacy suitable to be explored:__= = = = The aspects of literacy explored are that of visual grammar and visual literacy. As this image is designed to persuade and “sell an ideal” the consumer is driven to buy the “lottery” tickets because the houses are “desirable” and it is based on luck, so it could be you. The developer has positioned the images and text in such a way as to appeal to a certain target audience. Because the pamphlets are distributed to the public, this image maker’s target audience is any adult or family hopeful of winning a new home and with enough money to enter a lottory. Students explore how a relationship is developed between the viewer, image and image maker (Unsworth, 2001.pp.95-99). Angles, lighting, colour, descriptive text and framing have been used to create a positive ambience and draw the reader’s attention to the picture. The idea is to advertise the “lottery” and sell a point of view. This is what we want students to think about when they are creating their development proposals. How will they sell their point of view to their target audience? How will they position their image and text to appeal to the community, the individuals, or families etc? How will they portray that their development will be a positive change in the community. The resources help students explore the interactive meanings of visual literacy namely: realism, interaction, power, attitude and coding orientation. (Unsworth, 2001.pp. 98-101) The idea is to bring students attention to the fact that these homes are “desirable” because of their aesthetics. The resources build on these things and help students visually and grammatically analyse how an image and its text affects the viewer and their point of view. (Unsworth, 2001.p101) = = = = **__Reference:__** Unsworth, L. (2001). //Teaching multiliteracies across the curriculum: changing contexts of text and image in classroom practice.// Buckingham, England: Open University. =