DEC Scan Journal : Volume 36 Issue 3
2017 Volume 36, Issue 3 6 Contents Editorial Learning & teaching Research Share this Resource reviews Teaching ideas for Stage 1 ‘Lots’ by Marc Martin, Penguin Books Australia (2016) Image from ‘Lots’ by Marc Martin, Penguin Books Australia (2016) Understanding representation in Stage 1 By the end of Stage 1, students understand that there may be different representations of the same objects, events, people, emotions and ideas. They learn that differences in representation can occur • through different contexts, modes and media or • through different choices within these. How do we know the boy is sad? • Engage students in a Think, Pair, Share using the question above. Allow adequate time for rigorous discussion. • Take responses from across the class and record students’ ideas. • Explain to students that we’re going to investigate the ways composer, Anthony Browne, has used words and pictures to tell us the boy is feeling sad. How has the composer used words and pictures to tell us the boy is feeling sad? • Model to students how Anthony Browne has represented sadness through words and images. • Repetition of ‘come home dad’ sign reinforces the idea that the boy misses his dad. • Framing focuses viewer’s attention on the passing of four periods of time and indicate the extent to which the boy has thought about dad. • The shadow cast by the boy takes up a large space creating a sense of gloominess. • Use of the verb ‘missed’. • The boy’s posture and body position, slumped over with head tilted down at the end of the table alone suggests he is sad and lonely. What words and pictures could you use to represent a character as feeling sad? • Have students experiment with using words and images to represent a different character as feeling sad. • Share individual techniques used by particular students. Discuss whether some techniques were more/less effective than others in representing sadness. Relevant English K-10 syllabus content ENe-8B A student demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter. • explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786) ENe-2A A student composes simple texts to convey an idea or message • experiment with basic visual, multimodal and digital processes to represent some simple ideas expressed in texts and to convey experience. Lesson purpose To understand how an emotion can be represented using words and images. Scaffolding student understanding of representation How does the boy feel? • Explain the purpose of the lesson to students. • Read the text Into the Forest as a whole class (the text may have already been read in a previous lesson). • Display the page above for individuals or groups of students. • Pose the question: How does the boy feel? Allow thinking time then take responses from across the class. Guide students in reaching consensus that the boy is sad.
Volume 36 Issue 2