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MODULE C: TEXTS IN SOCIETY

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parris burns

on 28 August 2014

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Transcript of MODULE C: TEXTS IN SOCIETY

PARRIS, NIKHITA, NANCY, MELINDA,ROLA, REBECCA
MODULE C: TEXTS IN SOCIETY
EXPLORING TRANSITIONS; BILLY ELLIOT

This module requires students to explore and analyse texts used in a specific situation. It assists students understanding of the ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems in ways particular to a specific area of society.
MODULE C; TEXTS IN SOCIETY
In this elective, students explore and analyse a variety of texts that portray the
ways in which individuals experience transitions into new phases of life and social contexts
. These
transitions may be challenging, confronting, exciting
or
transformative and may result in growth, change and a range of consequences
for the individual and others
. Through exploring their prescribed text and other related texts of their own choosing, students
consider how transitions can result in new knowledge and ideas, shifts in attitudes and beliefs, and a deepened understanding of the self and others.
Students respond to and compose a range of texts that expand our understanding of the experience of venturing into new worlds.
Elective 2: Exploring Transitions

•Different phases of life and the
transition
into each phase

.Billy's individual
growth
is
exciting, challenging
and
confronting
for himself and others within his world.

•Economic hardship of a small mining town called Everington explores Billy's struggle in a
social context
.

•The notion of growing up

.Looks at
shifting attitudes and beliefs and a deepened understanding of self and others

•Film techniques use to exaggerate and explore the
transition
of Billy finding his world
Juxtaposition
Stereotype
•The director places an emphasis on the stereotypical roles of men and women• Everington has a set of strong values towards gender roles•“Boxing is for boys” – Jacky Elliot• Lack of support from the family acts as a barrier to the
transition
into the world of Ballet
Mise-en scene
•Deepens the audiences understanding of the
social context
and the world that Billy leaves and the world that he moves into• Eg. Kitchen argument between Mrs. Wilkinson and Tony•
.Elements of the kitchen •Placement of the characters
TASK: "DELETED SCENE"
Billy Elliot : Learning strategy
Outcomes
5+7=
(cc) image by anemoneprojectors on Flickr
5
A student analyses the effect of
technology and medium on meaning.
5.3
choosing a variety of appropriate
technologies to compose texts for specific audiences and purposes in personal, social, historical, cultural and workplace contexts
6
A student engages with the details of text in order to respond critically and personally.
Students learn about the ways they can respond to texts by:
composing and supporting a personal response to texts

considering the responses of others.
6.3
6.4
Tracy Chapman- ‘Fast Car’
You got a fast carI want a ticket to anywhere
Maybe we make a deal
Maybe together we can get somewhere
Any place is better
Starting from zero got nothing to loseMaybe we'll make something
But me myself I got nothing to prove

You got a fast carAnd I got a plan to get us out of hereI been working at the convenience store
Managed to save just a little bit of moneyWe won't have to drive too farJust 'cross the border and into the cityYou and I can both get jobsAnd finally see what it means to be living
You see my old man's got a problemHe live with the bottle that's the way it isHe says his body's too old for workingI say his body's too young to look like hisMy mama went off and left himShe wanted more from life than he could giveI said somebody's got to take care of himSo I quit school and that's what I didYou got a fast carBut is it fast enough so we can fly awayWe gotta make a decisionWe leave tonight or live and die this wayI remember we were driving driving in your carThe speed so fast I felt like I was drunkCity lights lay out before usAnd your arm felt nice wrapped 'round my shoulderAnd I had a feeling that I belongedAnd I had a feeling I could be someone, be someone, be someone
You got a fast carAnd we go cruising to entertain ourselvesYou still ain't got a jobAnd I work in a market as a checkout girlI know things will get betterYou'll find work and I'll get promotedWe'll move out of the shelterBuy a big house and live in the suburbsYou got a fast carAnd I got a job that pays all our billsYou stay out drinking late at the barSee more of your friends than you do of your kidsI'd always hoped for betterThought maybe together you and me would find itI got no plans I ain't going nowhereSo take your fast car and keep on drivingYou got a fast carBut is it fast enough so you can fly awayYou gotta make a decisionYou leave tonight or live and die this way
Fast Car
oExplores the theme of ‘transitions'
oThe lyrics represent the figure’s journey and maturation
oAttempts to flee a suffocating lifestyle
oThe narrator must turn the crisis point in her life into the means of escape
oThis narrator’s means of escape is a “fast car”
oSense of urgency
oBilly uses dancing to escape a similar situation
oTo
transition,
Billy and the narrator need to break away from loved ones who challenge their success
‘Go Back to Where You Came From’
Season 2
http://www.sbs.com.au/ondemand/video/2268616756/Go-Back-To-Where-You-Came-From?utm_source=Programs:Programs:Featured
oVarious conflicting views of contemporary Australian society are challenged

oSociety and context of asylum seekers and refugees is explored through the eyes of these figures

oTransitions

oEmpathy
Half the class is to imagine they are a refugee and write a blog entry based on their experience of transition ‘into a new world.’ The other half is to imagine they are a member of parliament conveying their views on the issue of asylum seekers and transition in the form of a speech.
Suggested Teaching Strategy
Deals with difficult life situations – loss of hope, not knowing own
identity
, feeling lost in the wider world Symbolism,

Metaphors, salience and interesting use of colour.

Personal meaning and
interpretation
required

Life's challenges, the possibility of hope and
transitioning into new worlds
(cc) image by anemoneprojectors on Flickr
A student demonstrates
understanding of how relationships between composer, responder, text and context shape meaning.
Explaining the ways changes in elements of the contexts of particular texts influence meaning
A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses.
Using various language forms and features, and structures of texts to influence meaning and responses.
1
1.3
4
4.3
Outcomes

In groups of 4-5 depending on class size, each group is require to create a deleted scene that could be transitioned into the film Billy Elliot. The scene should explore and analyse ways in which individuals experience transitions into new places of life and social contexts.
Suggested Teaching Strategy
After listening to the song, students think about their own lives and the things that they use as a means of escape from reality. Students then compose their own song, poem or rap that explores the theme of transitioning from one phase of life to another. They then share their song with their partner using a 'think, pair, share' activity.
Suggested Teaching Strategy
Analysing the images of the picture book closely, students demonstrate their understanding of the text by composing their own piece own piece of writing that accompanies the images. Students imagine they are Shaun Tan and edit his picture book, writing their own sentences that relate to each image on the page. They tell the story of the Red Tree through their words, using the images to guide them.




OUTCOMES

(p22 Stage 6 Syllabus)
6. A student engages with the details of text in order to respond critically and personally.

8. A student articulates and represents own ideas in critical, interpretive and
imaginative texts from a range of perspectives.

2. A student demonstrates understanding of the relationships among texts.

11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language.

13. A student reflects on own processes of learning.

OUTCOMES
3. A student develops language relevant to the study of English.

4. A student describes and analyses the ways that language
forms and features, and structures of texts shape meaning and influence responses.

11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language.

12. A student reflects on own processes of responding and composing.
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