DEC Scan Journal : Volume 36 Issue 3
2017 Volume 36, Issue 3 9 Contents Editorial Learning & teaching Research Share this Resource reviews • experiment with visual, multimodal and digital processes to represent ideas encountered in texts. Lesson purpose To understand how representations reflect individual experiences and contexts. Scaffolding student understanding of representation How have the two characters been represented? • Explain the purpose of the lesson to students. • Read the text Voices in the Park as a whole class (the text may have already been read in a previous lesson). It’s great to embellish your speech to reflect the voices of each of the four characters. • Display the four pages above for individuals or groups of students. • Pose the question: How have the two characters been represented? Allow thinking time then take responses from across the class. • Explain to students that the characters have been represented coming from two distinct social classes. What words and images have been used to represent the two characters? • Create two AnswerGarden’s for students to generate words and ideas that come to mind when they think of the two social classes: upper class and working class. Depending on students’ prior learning, these terms may require further explanation. Take screenshots or save the resultant word clouds from each AnswerGarden. Discuss these ideas with the class. Planning to teach representation Four pages from this masterful text by Anthony Browne have been selected to teach a lesson on representation. The text has been organised around the ‘voices’ of four characters. Voices in the Park would also be a suitable text for exploring character. Relevant English K-10 syllabus content EN2-10C A student thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts. • use visual representations, including those digitally produced, to represent ideas, experience and information for different purposes and audiences • justify interpretations of a text, including responses to characters, information and ideas, for example, ‘The main character is selfish because ...’ EN2-1 1D A student responds to and composes a range of texts that express viewpoints of the world similar to and different from their own. • experiment with visual, multimodal and digital technologies to represent aspects of experience and relationships. EN2-2A A student plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language. • create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601, ACELT1794) Images from ‘Voices in the Park’ by Anthony Browne, Doubleday, London (1998) Understanding representation in Stage 2 By the end of Stage 2, students understand that representations are varied and reflect individual experiences and contexts. They learn that representations • are deliberately constructed for particular audiences and purposes and vary according to the capabilities of mode or medium • may reflect stereotypic ideas rather than actuality • vary because of different composers or situations.
Volume 36 Issue 2