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Elective 2: Distinctively Visual

Peter Goldsworthy's Maestro and three related texts

Alana Moro

on 10 October 2012

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Transcript of Elective 2: Distinctively Visual

Module A: Experience through language
Elective 2: Distinctively Visual Elective 2: Distinctively Visual Prescribed Text:
Peter Goldsworthy - The Maestro
Prose Fiction By Katherine Booth, Alana Moro, Nicole Cabello and Vanessa Yee Maestro lesson Ideas and Syllabus outcomes Amadeus (1984)
Genre: Fiction
Released: 1984 Amadeus 1.With your class play through selected scenes of the movies without sound.

2.Ask your students to list what techniques are used to create the distinctively visual. E.g. gesture, dramatic imagery, lighting, costuming, film techniques.
3.Play through the same scenes a second time, this time with the sound playing
4.Ask the students to describe the sensory imagery. How does the music change the atmosphere? Does it change your perception of the visual? Does tone and pitch create more meaning to the visual? Amadeus

Lesson Ideas The Arrival, Shaun Tan In ‘The Arrival,’ we see the extensive use images- these shape meaning and add an extra effect to the diverse social, cultural, and historical messages Shaun Tan attempts to convey. The well-crafted work upon analysis will allow students to delve into the immigrant experience and participate amongst the story. The Arrival 2010’s HSC question is a great example of a comparative written task: Compare the ways the distinctively visual is created in the core text and one other related text.
•Comparing composition and the effects respective to form
•This can be done as a class first. Focus students in drafting an approach to this task
•Firstly, what are the common themes?
•Similarities and differences between the texts
•Opinions on the effectiveness of form to represent or portray the distinctively visual perceptions of and relationships with others and the larger world •Comparing the techniques of both texts: literary and visual and then using these to evaluate how meaning is achieved The Arrival

Lesson Ideas Russell Drysdale - Shopping Day Duh... its a painting!!! Russell Drysdale - Shopping Day and the distinctively visual connection!!!!! Themes etc The Lesson ideas for analysis of paintings is vast depending on the purpose in which you need to painting for.
In this case - "Shopping Day" can be critically analysed through the use of visual techniques in creating meaning and how it can be related to "The Maestro".
A technique that can be used when analysing this painting is to get the students to:
a) first view and analyse the painting without the context of its history and time period.
b) Take the context of this painting into account and reanalyse Drysdale's techniques in creating the meaning of the painting.
c) Finally compare it to the overall themes seen within "The Maestro". Russell Drysdale - Shopping Day

Lesson Ideas 1953 The theme of contrasting cultures and environment Authors use of visual techniques Techniques Salience Reading Path Colour Visual Techniques Shopping Day The Lesson on Drysdale's Painting analysis would cater to the following:
4 - 5 Syllabus Outcomes for Lesson Plot Overview: "Maestro" is a novel that depicts a young boy's coming of age.Paul Crabbe, a young talented pianist from South Australia, moves to Darwin with his parents. Here, he is placed under the guidance of Herr Eduard Keller, an eccentric but talented teacher and Holocaust survivor, at the insistence of his parents- who are convinced his talent is almost God-like. Paul disagrees as Keller, whom he calls a Nazi, does not allow him to playing, knowing how it will sound without playing any notes. As the novel progresses, Keller's life is revealed bit by bit and Paul finds that he wants to know more about him. At school, Paul finds himself the victim of bullying, but also finds love in the new girl, Rosie. His music lessons continue and soon he returns to Adelaide to compete at an event at the Conservatorium. After pushing aside his studies in Law, Paul goes to find out the truth about Keller's past and the horrors of the Holocaust. The book ends with Paul moving to Melbourne. He marries Rosie and have a child together. He discovers that Keller has taken ill and rushes to his hospital bed back in Darwin. After Keller passes away, Paul comes to the realisation of just how much he loved and depended on Keller. "The Mission" The Maestro
Themes: In their responding and composing students explore the ways the images we see and/or visualise in texts are created. Students consider how the forms and language of different texts create these images, affect interpretation and shape meaning. Students examine one prescribed text, in addition to other texts providing examples of the distinctively visual.
•This module requires students to explore the uses of a particular aspect of language
•It develops students’ awareness of language and helps them to understand how our perceptions of and relationships with others and the world are shaped in written, spoken and visual language
•Each elective in this module requires study of a prescribed text through a key aspect of language
•This provides the basis for the study and use of this aspect of language in other texts, including texts drawn from students’ own experience outcomes from syllabus The visual language brings to life the themes within the text. Images involve us more deeply in the events and experiences that shape our lives. What Shaun Tan conveys in his work and as such, the manner in which it is interpreted by students can result in several different perceptions of relationships with others and the larger world. THE END!!!!! Music as a universal language
"Apart from the piano they had little in common". [15]
"A miracle was occurring... Music, the universal common language, would come to provide me permanent protection in the schoolyard". [79] Growth: personal growth, maturity
"You know so much for your age... and so little". [14]
"We always hope for the best. These things are always more simple to decide in retrospect". [85] Keller's past: The Holocaust
"He's a Nazi". [13]
"But you speak German". [44]
"There were many camps... Their name is always the same". [111] Change in environment: traveling, moving home, landscapes/climate & its effects on people
"The wet brought out a morbid, brooding curiosity in the doings of his fellow humans". [49] Why Distinctively Visual? "Maestro" is filled with imagery, metaphor, and highly descriptive&emotive language that gives life to the settings of Darwin and Paul's surroundings. Goldsworthy incorporates use of colour and striking visuals through his words, creating a vivid atmosphere.

Not only does he use visual imagery, but also other sensory imagery such as touch and hearing- especially when portraying the different styles of music found in the novel. "Butterflies of brilliant colours- bright rainbow colours, chemistry set colours, coffee-table-book colours- filled the air. Under any leaf I chose to lift small creatures seemed hidden: giant, clockwork insects, built straight from strange meccano, or grubs the size of small, juicy mammals". [10-11] Distinctively Visual Symbolism Sensory Imagery - music becomes a character Different
perspectives Visual Imagery - Costuming and Lighting Themes:
Constrast of Cultures
Link from past to present
Self Discovery Syllabus Outcomes Applied:
6.2, 7.1 Outcomes Applied: 1-5
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