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Re-view

20 Jun

I have been reading a lot of book reviews recently.  It struck me that the point of a review is to offer enough information to entice one to read the text, but not so much information that the entire plot is explained.  This got me thinking, could I use this as a tool to trigger students’ creativity?  Could they re-view or re-imagine the original text by exploiting the gaps in the plot left when a text is reviewed? For example, could I use extracts from this review of Colm Toibin’s ‘Sleep’ to as stimulus for students’ gothic compositions?

I am excited to give this a go!

Representing Tasks

9 Jun

One of the modes typically assessed in the English classroom is representing.  Recent discussions regarding assessments at school have started me thinking about creative, engaging and meaningful ways to have students represent their understanding of texts and concepts set for study.  Some ideas are below:

  • Students select four small props or symbols representative of the key ideas in a text.  These are used as the focal point of a speech/tutorial presentation.  One prop selected by a student studying Othello, for example, might be a pair of reading glasses.  This could be used to flag discussion of Othello’s desire for “ocular proof” of his wife’s alleged infidelity, a punning allusion to Othello’s inability to ‘see’ Iago for who he truly is, and/or a link to how the omniscient audience ‘sees’ and understands Othello’s downfall.
  • Students create a poster advocating for the social change desired by the poets/authors whose texts have been studied during the unit.  Students then present their poster, explaining how the poster (a) responds to the texts and issues set for study, and (b) demonstrates their own commitment to the focus issue.
  • Students invent and pitch a product to represent their knowledge of persuasive devices and advertising techniques.
  • Students craft a metaphor or simile to explain and represent a concept set for study.  Then, they create a presentation explaining how that metaphor or simile can be used to explore their set text(s).

Thinking about ‘The Tempest’…

1 Nov

A recent discussion with a student has me thinking about The Tempest again.  We were discussing the notion that the opening scenes of The Tempest are largely about Prospero’s need to discover a version of himself that counteracts the model of weakness offered as a result of being ousted from his role as Duke of Milan.  While we both accept this proposition, we did wonder if he was overcompensating!

Prospero is, unquestionably, emasculated by the discovery that he has been duped by those he trusted.  He also, clearly, responds by exerting control over everyone and everything he encounters on the island.  Notably, he enslaves Ariel and Caliban, seeks to mould his daughter’s mind and control her actions, and even musters a tempest as a means of exacting revenge on those responsible for his emasculation and exile.  He seems to be repeating the acts of usurpation and control that humiliated him, merely ensuring that he is victor rather than victim.  The doubling and tripling of this pattern offers dramatic impact – on that we can all agree.   It may also speak volumes about Prospero’s character and the role played by events in shaping personality.

‘The Interlopers’

31 Oct

I recently read ‘The Interlopers‘, a short story in which two feuding men find themselves trapped beneath a tree on the land the subject of their dispute.

I think this could be an interesting related text for AOS Discovery and would pair particularly well with The Tempest.  Like Prospero, the protagonists are blinded by hatred and anger.  These emotions prevent them from making any meaningful discoveries about themselves and their world.  It is only when circumstances transpire to open their minds that they are able to discover.

‘The Disappearing’

14 Jul

The Disappearing is an interactive website which offers a means of poetically representing places and experiences which are disappearing.  These places and experiences are sometimes disappearing due to the passage of time,  other times due to environmental factors, and sometimes due to urbanisation.

I think this would be an interesting related text to use alongside Go Back to Where You Came From for HSC AOS Discovery.   Go Back explores individuals renewed perceptions of self and world.  It takes individuals on a journey which causes them to confront their prejudices and beliefs and to potentially alter their engagement with the world as a result.  The Disappearing similarly invites individuals to reconsider their perceptions of the world they live in.  However, where discoveries in Go Back are largely emotional and social, discoveries prompted by The Disappearing relate first and foremost to man’s relationship with the natural world.

‘The African Doctor’

25 Mar

I recently watched The African Doctor.  This film explores the experiences of a recently arrived family of Congolese descent as they seek to find their place in a rural village in France.

Although overly simplistic at times, the text engages with ideas of tolerance, acceptance, identity and communal action.  For these reasons, I think the text has the potential to engage students.

That said, I think I would be reluctant to study this text in isolation.  I think it would work best either as part of a comparative unit, or as a related text for AOS Journey or Discovery.

Familiar environments

30 Jan

Alice Eather’s poem ‘My Story Is Your Story‘ is a powerful poem about the different ways in which Indigenous and non-Indigenous people view Aboriginal land.  Through a series of haunting contrasts Eather is able to communicate the tension between connection to land and destruction for profit.

This would be an interesting text to study as part of a unit about Australian identity as it highlights the fundamental disconnect between viewpoints and, in turn, flags the callous disregard corporations can have for established and entrenched cultural connections.

It would also be an interesting text to study in AOS Discovery for HSC.  Considered alongside The Tempest, for example, it could be used to highlight how perspectives shape discovery.  Considered alongside Go Back to Where You Came From, it could be used to enrich a discussion regarding discovery, Australian identity, racism and responsibility.

The text could also be used as part of a junior AOS with a focus on change, belonging or journeys.  Here, focus would need to be on the role of context in shaping representation and value.

Eather’s poem could also be studied alongside, or as part of a suite of poetry which includes, Selina Nwulu’s ‘Home is a Hostile Lover‘. Together, the poems offer interesting representations of connection to place and the role of corporations in threatening the physicality and sacredness of place.

 

‘Healthy Start’

25 Jan

I think I am on a short story kick!  I have read Etgar Keret’s ‘Healthy Start‘ and cannot help but think it would make a great related text for AOS Discovery.

The text centres upon a change meeting and mistaken identity.  Sitting in a cafe, our protagonist is approached by a man who presumes he is someone else.  Our protagonist does not correct him.

I like this narrative as it explores how chance encounters can lead to discoveries about self and the world.

 

‘A Ride Out Of Phrao’

23 Jan

Dina Nayeri’s ‘A Ride Out Of Phrao‘ is an interesting narrative about a woman who joins the Peace Corps and moves to Thailand in order to escape the embarrassment of her life in America.

If using this as a related text for AOS Discovery, students should explore the interlinked nature of discoveries about self, others and the world as Shirin, the protagonist, establishes herself in Thailand.  Students should also consider the possibility that the move to Thailand and the establishment of a life there offers Shirin an opportunity to rediscover herself as well as the values and relationships she holds dear.

This short story could make an interesting partner to Go Back to Where You Came From as it engages with discoveries made while journeying and exploring unfamiliar cultural contexts.  It could also pair well with some of Frost’s or Gray’s poetry, particularly in terms of discovering through reflection and experience as well as engagement with place.

For other related material ideas please click here.

 

‘Nutshell’

21 Jan

I recently read Nutshell by Ian McEwan.  In this creative re-imagining of Hamlet, the unborn child serves as witness, in the womb, to the schemes of his mother and uncle.

While I found the concept a bit creepy, and the execution overly dramatic, flowery and, at times, uncomfortable, I do think this novel has potential as a related text for AOS Discovery.  In particular, I think it would be an interesting companion to The Tempest.  In The Tempest, Prospero embarks upon the process of rediscovering and re-evaluating himself and his relationships.  As a result of this process, Prospero is, in effect, ‘born again’ with revised attitudes and perspectives.  In Nutshell, the processes of discovery and rediscovery is explored from the vantage of an unborn child and pertain to relationships, emotions and personalities.  While Prospero’s judgement is sometimes clouded by a desire for vengeance, the child’s in Nutshell is complicated by the innate bond between mother and child.

I think a stronger student could engage meaningfully with the disparate mental landscapes offered in each text, and how discoveries reverberate and impact the self, others, and assessments of the world.