DEC Scan Journal : Volume 36 Issue 3
2017 Volume 36, Issue 3 8 Contents Editorial Learning & teaching Research Share this Resource reviews Images from ‘Voices in the Park’ by Anthony Browne, Doubleday, London (1998) • Have students compare and contrast the ways in which the same information about vending machines and Shibuya Crossing have been represented. A Venn diagram may be useful in recording the ideas. • Discuss which representation of information and ideas is more effective. Teaching ideas for Stage 2 ‘Voices in the Park’ by Anthony Browne, Doubleday, London (1998) Vending Machine image from ‘Interesting Facts about Tokyo for Kids’ Iconic Intersection image from ‘Interesting Facts about Tokyo for Kids’ • Red circle in centre of page on a white to represent Japanese flag • It may be useful to refer to the graphic outline to assist students in responding. • Using the completed t-chart have students discuss what effect these representations have on the audience. How might your choices of print and images to represent information about Tokyo be different to those of composer Marc Martin? • Provide students with a list (bullet points) of facts about two topics not depicted in the text • Sports – Sumo Wrestling • Landmarks – Buildings • Read through these topics and explain to students. • Ask students to choose one topic of interest to them and experiment with representing this information using images and words. • Share the different representations across the class and discuss the effectiveness of certain choices. How can we represent the same objects, events, people, emotions and ideas differently? • Display the following digital text, ‘Interesting Facts about Tokyo for Kids’.
Volume 36 Issue 2