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Module A: Experience Through Language

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by

Deb Williams

on 14 June 2014

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Transcript of Module A: Experience Through Language


Teaching Approaches
BRAINSTORM
ELEMENTS
copy and paste as needed and take advantage of an infinite canvas!
Module A: Experience Through Language
In their responding and composing, students consider various types and functions of voices in texts. They explore the ways language is used to create voices in texts, and how this use of language affects interpretation and shapes meaning. Students examine one prescribed text, in addition to other related texts of their own choosing that provide examples of distinctive voices.
Elective: Distinctive Voices
This module requires students to explore the uses of a particular aspect of language. It develops students’ awareness of language and helps them understand how our perceptions of and relationships with others and the world are shaped in written, spoken and visual language. (Refer to the English Stage 6 Syllabus, p 30.)

Identifying 'Voice'
word choice
attitudes
emotions
physicality
information provided
language of film: visual and sound
One Night the Moon

Something that I keep grabbing onto that I read in one of my father’s books was that he feels like the perfect Australian – the perfect white Australian – would be someone who could embrace Indigenous culture as part of their culture, perhaps know an indigenous language and know the history of indigenous people and claim that as part of their cultural heritage by being born in this country. And I think that will be the new era of relationships between us for, not to just forgive and move on or whatever, but to actually embrace each other and belong to each other in a way that we haven’t before. So, I think the film is part of that, and certainly One Night the Moon is a part of that. It’s a shared history.
Rachel Perkins


‘…she also serves to signal how white Australians might come to find some redemption and comfort with Indigenous Australians. We need to surrender to the lure and mysteries of the country, leave the safety of our parental culture, come into communion with the land and its natives and die to our colonial past’ Palmer and Gillard "Aborigines, Ambivalence and Australian Film"
One Night
the Moon
Strengths
Contemporary issues
Imaginative writing
Time
Community involvement
Lost-child-in-the-bush trope
Challenges
Cultural sensitivity
Post colonial discourse
Technology
The Module

MLK - I have a dream
Malala Yousafzai - address to the UN
Julia Gillard - misogyny speech
Creative writing - identifying voice
http://writingprompts.tumblr.com/post/15710158675/364
Distinctive Voices
Finding related material
Social justice
voice of the dispossessed/frustrated/prejudiced
Voices in Conflict
characters - silenced, privileged, growth in perspective

Pre-teaching
Texts such as
Bobbi Sykes poem "Prayer for a Lost Chance"
Series One, Episode 4 Redfern Now
- concept and film devices
Empathy tasks
https://www.oxfam.org.au/act/resources-for-teachers/close-the-gap-student-kit/
Interview with Rachel Perkins http://www.sbs.com.au/ondemand/video/11684419816/One-Night-The-Moon-Rachel-Perkins
Bibliography
Gillard,G & Palmer,D/ Aborigines, Ambivalence and Australian Film
Gillet, S. Through Song to Belonging: Music Finds its Place in Rachel Perkins’ Radiance and One Night the Moon
Joseph, M. Article on One Night the Moon (Imaginative Landscape)
Maddox, S. From Little Things Big Things Grow: A Revival of the Film Musical
Probyn, F. ‘This Land is Mine/This Land is Me”: Reconciling Harmonies in One Night the Moon. 2002. Australian Cinema and Culture

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