Tag Archives: Scattered lives

Re-imagining the Past

24 Jul

Yesterday I posted about the possibility of students creating a play script in which they fictionally re-imagine or extend the life of an individual whose story is explored in ‘How Far We’ve Come’.  Additional resources that could be useful include the overview of migrants’ experiences at Immigration Place and the Australian National Maritime Museum.

In a variation of the previously outlined activity, the teacher could, without telling students, provide each with a different section of the profile.  Students could then share their fictional re-imaginings, trying to find the kernel of truth that inspired each of them.  Then, with all the information provided, students could evaluate the plausibility of events represented in the play scripts.

‘How Far We’ve Come’

23 Jul

I am a big fan of SBS interactives, and love using them in the classroom.

I’ve recently been exploring ‘How Far We’ve Come‘ and am keen to use it as the basis for an extension activity.  In particular, I want to offer students the opportunity to explore the experiences described in the interactive and then create a play script that offers a fictional re-imagining or extension of the life of the chosen individual.  This activity would require students to transfer and extend the knowledge gleaned through close study of a dramatic text.

Scattered Lives

23 May

I recently came across a play entitled Scattered Lives by Sally McKenzie.  The play presents the stories of refugees who seek refuge in Australia, and explores the reasons and circumstances which cause people to flee their homes and settle in Australia.

The play is written in simple and clear language which makes it particularly suitable for a lower ability class, and it would allow students to get their heads around dramatic techniques without being confused by overly complex story lines.

Ideally, I would like to teach this play to a lower ability Year 10 class.  In this imagined world, this text would be the focal point of the unit, with selected pieces of related material chosen to illuminate ideas and reinforce the idea that texts are studied in connection with others.

However, as this is a text that is not one we currently have at school, I think I would likely be forced to select just one scene or story and incorporate it into a different unit.  In this sense, the extract from Scattered Lives would become related material.  While this would reduce students’ access to a rich text, it is not necessarily a bad thing.  Indeed, I could see an extract being a valuable addition to my unit entitled ‘Visions of Australia‘.