DEC Scan Journal : Volume 36 Issue 3
2017 Volume 36, Issue 3 10 Contents Editorial Learning & teaching Research Share this Resource reviews • Share student-created texts across the class. How can knowing about the composer’s context influence the way ideas are represented? • Investigate composer Anthony Browne and his creation of the text Voices in the Park. • Ask students to identify any elements of the composer’s context that may have influenced the way he represented characters in the text. • Engage in whole class discussion, sharing ideas and opinions. Teaching ideas for Stage 3 Print advertisements for Band-Aids Band Aid Hulk, advertisement How is the audience affected by the representation of each character? • Using the information collected, ask students to share how the representation of each character made them feel. • Encourage students to move beyond making meaningless statements (such as, good, bad) by providing a list of words depicting positive and negative emotions. Have students justify their responses by using a stem such as • The representation of the _____ character made me feel _______ because _______ • Anthony Browne has used _______________ to represent __________________ • Positive: interested, satisfied, pleased, surprised, reassured, comforted, optimistic, curious • Negative: irritated, incensed, disappointed, discouraged, upset, perplexed, unsure, frustrated. How do we know that both characters have been represented fairly? • Ask students to reflect upon whether both characters have been represented fairly. Share responses across the class encouraging students to justify their opinion/s. • Have students reform the small groups in which they investigated one character. Ask them to discuss what information is unknown about that character that may have influenced or changed the composer’s decision to represent them in that way. • Share responses across the class. • Ask each student to choose one of the two characters and experiment with using images and words to best represent them. • Divide the class into small groups. Allocate each group one of the two characters. • Have students identify and record the words and images that have been used to represent the character. • The first character is well-dressed with hat and scarf while the second character is dressed in paint-splattered overalls clearly representative of working class. • The first character’s body position is upright and pretentious while the second character’s body position is slumped over representing tiredness/ defeat. • Different fonts have been used to represent the different speech and language used by each of the characters (elaborate vs simple). • The difference in the way the dogs have been represented also shows separation of the social classes (Victoria, our pedigree Labrador vs the dog). • The deliberate choice of children’s names also represents the difference in social class (our son Charles vs Smudge). • The use of bright colours has been used to represent the first character while drab and dark colours have deliberately been used to represent the second character • Have each group report their findings back to the class. Each group can add to the ideas of the previous group.
Volume 36 Issue 2