The relationship between text, illustrations and story


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english curriculum and pedagogy assessment item for cquniversity

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The relationship between text, illustrations and story

  1. 1. Constructing meaning of thedifferent communication systems found in narrativesWith; You and Me: Our Place And Spear
  2. 2. Introduction What?We will be looking at different forms of communication systems in narratives: How authors use different communication systems to help the reader to construct meaning/decode text. Identify the visual, textual, symbols and gestural languages found in narratives. Why? So students can listen to, read, view and interpret spoken, written and multimodal texts including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups (ACARA year 3 achievement standard). So students can create a text using written landuage and images to express events, information, ideas and characters (ACARA year 3 achievement standard).
  3. 3. ACARA Links How? (ACARA content descriptors) Language: Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475) Elaboration: learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately Identify the features of online texts that enhance navigation (ACELA1790) Literature: Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594) Elaboration: reading texts in which Aboriginal and Torres Strait Islander children/young people are the central characters/protagonists and making links to students’ own lives, noting similarities Literacy: Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) Identify the point of view in a text and suggest alternative points of view (ACELY1675)
  4. 4. ACARA Links ContinuedYear 3 Students will have prior knowledge from Year 2 where they were required to knowand understand that; Expressing and developing ideas – visual language: how images work in texts to communicate meanings especially in conjunction with other elements such as print and sound – identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words.(ACARA scope and sequence, Year 2) Language variation and change Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background.(ACARA scope and sequence, Year 2)
  5. 5. ResourcesBook: You and Me: Our PlaceAuthor: Leonie NorringtonIllustrator: Dee HuxleyAnimated Dreamtime Story: Spear
  6. 6. HOW TO USE THESE RESOURCES TO TEACH THE CONTENT DESCRIPTORS EFFECTIVELY...Teaching Strategies: You and Me: Our PlaceThis text can be used to explicitly teach the concept of how texts contain differentcommunication systems to help construct meaning/decode the text. As a class, look at the cover, title and end notes of You and Me: Our Place. Ask students to suggest what clues about the story the cover gives to the reader. The literary text is beautifully enriched by descriptive words and phrases with lyrical descriptions of everyday events: . Talk about these, and how they enhance the story e.g.. “The bridge catches the water…” , “flicky prawns”, “From his world…”. “The sand crunches with newness under our feet”, poetic images: “Uncle Tobias sends the silver lure far out to sea to call the fish in”, and language which evokes underlying meaning and emotions: “His basket smells of salt and darkness”; “Auntie Ruby pulls a hospital towel around her because her dress is torn”.
  7. 7. HOW TO USE THESE RESOURCES TO TEACH THE CONTENT DESCRIPTORS EFFECTIVELY... The story concludes with the boys and their families embracing a different kind of companionship – the joy of playing on a beach crowded with people from all walks of life – from the wider community. This allows the students to make links and connections with their own live and the book. Ask students to comment on the illustrations and layout in the book. Do they consider that the artist’s illustrations enhance the story? How is this achieved? Did the ending surprise the students? What were they expecting to happen as the story progressed? Using the Picture of Uncle Tobias telling stories from the past as an introduction to the Spear, “How is Uncle Tobias telling a story with no book? And how can you tell he is telling a story?” Are there other ways of telling stories? Brainstorm ideas creating a list.
  8. 8. HOW TO USE THESE RESOURCES TO TEACH THE CONTENT DESCRIPTORS EFFECTIVELY...Dust Echoes AnimatedDreamtime Story: SpearUsing the continuum teaching method I, We, You - the Learners will be guided through the features of online texts that enhance navigation (ACELA1790)By using this text I can explicitly teach the students that a word or sign can carry different weight in different culturalcontexts, for example that particular respect is due to some people and creatures andthat stories can be passed on to teach us how to live appropriately.
  9. 9. Teaching StrategiesUnderstanding what this story is about through questioningQuestioning of the Learners – ‘effective questioning is a key teaching strategy, aimed atfinding out what students know and prompting them to think through ideas, combinepieces of information and explore ideas.’ (Gordon Winch, 2011, p58) To answer these, you will need to look carefully at how the animators have depicted the scene. How do we know the spear is magical and special? How do we know that the man who tries to steal the spear is doing the wrong thing? How do we know that the hunter is stronger than the thief? Does the man accept his punishment, or is it forced on him? How can you tell?
  10. 10. Teaching Strategies Students complete a Think, Pair Share looking at some of the elements or parts of a film that can influence you.Students need many opportunities to talk in a linguistically rich environment.Researchers have found that students learning is enhanced when they have manyopportunities to elaborate on ideas through talk (Pressley 1992). • The film’s graphic style – What do the people look like? What does thebackground look like? What colours are used? • The film’s use of music – Is it traditional Aboriginal music or modernmusic? How does the music influence your reactions? Is it effective?
  11. 11. Teaching Strategies Understanding what this story means (written activity) Aboriginal stories may exist to:• teach young people about natural events• warn them about dangers• explain relationships and identity• teach them about the law and right behaviourWhich of these is Spear trying to achieve? Give reasons to support your answer. Creating a text using five still shot images from the SpearStudents will demonstrate that they have reached the ILO’s by creating their own storyusing the images and adding written text and symbols to create their own story. Studentswill present their books explaining why they chose to write their story and how theirchoice of words enhance the message from the images.Using the continuum teaching method – I, We, You - the Learners will be guided throughthe use of Power Point to make a book.