DEC Scan Journal : Volume 36 Issue 1
2017 Volume 36, Issue 1 46 A Child of Books (continued) Using quality literature springboard English Stage 5. Years 9-10 on their analysis, groups design a short argument to present to the class as to whether this theme should be considered as a major or minor theme in the work or if the theme is not evident or needs reconsidering (understanding, engaging personally and engaging critically). EN5-1A • explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745) • present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771) EN5-7D • analyse the ways in which creative and imaginative texts can explore human experience, universal themes and social contexts. Page analysis activity focusing on Connotation, Imagery and Symbol: Explain to students the key ideas from this concept. Discuss notions of audience and purpose for this text. Who is the intended audience? Is there more than one age bracket here? Both adults and children can appreciate this book at different levels and we need to consider this in our reading. Consider the page with the colourful images flying around the world. How does this page appeal to both a child and an adult audience? What is the purpose of the page if we consider it from the perspective of the different intended audiences? Ask students to choose 2 or 3 of the images and write a paragraph explaining what each image symbolises to them, both in terms of the text they represent and what that text means to them personally, socially and or culturally. For example: The image of the frog wearing a crown, with ‘a kiss!’ written around it, symbolises the fairy tale ‘The Frog Prince’. This makes me personally think about love and kindness and how people can be transformed. It links to my cultural heritage of fairy tales being told to young children and my social world of promoting understanding and ridiculing selfishness and self-centred behaviour. This highlights one of the ideas of ‘A Child of Books’ in that books and the imagination can help make the world a better place. Ask students to find other students who chose the same symbols and compare their answers to see how their own knowledge and personal perspectives may shape meaning in different ways. Then as a class, consider the page as a whole and the story text. What are the different interpretations of meaning we can create from the line, ‘For this is our world... we’ve made from stories...’? Which interpretations are supported by the symbols, and intertextual references made? Next ask students to create/find a symbol, using technology, to represent a text of their own choosing – one that they believe deserves to be added to this image. Students should then decide on a line from the text to accompany their image and write a reflection about their choice, what it adds, and why they value this text. If possible, merge all the students’ work into one image representing the class to share with students or display in your room. Ask students to decide what the compilation of images suggests about the class, their upbringing and cultural context. Do they think it is an accurate depiction or is it surprising in some way (connecting, experimenting, understanding and reflecting)? EN5-1A • appreciate, explain and respond to the aesthetic qualities and the power of language in an increasingly sophisticated range of texts • analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning (ACELA1560) EN5-2A • use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY2748, ACELY2776) EN5-5C • respond to and compose texts that use inference and figurative language, e.g . symbolism and allusion, in complex and subtle ways • respond to and compose texts that use inference and figurative language, e.g . symbolism and allusion, in complex and subtle ways EN5-6C • analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1772, ACELT1774) EN5-9E • choose effective learning processes, resources and technologies appropriate for particular tasks and situations.
Volume 35 Issue 4
Volume 36 Issue 2