Part 2 - State Library of Queensland

Transcription

EDUCATION
RESOURCE
FOR YEARS
PREP–10
Part 2
Classroom activities & resources
MAJOR SPONSOR
TOURING EXHIBITION
This exhibition is supported by Visions
of Australia, an Australian Government
program supporting touring exhibitions
by providing funding assistance for the
development and touring of Australian
cultural material across Australia.
Frané Lessac, illustration from Ned Kelly And The Green Sash,
text by Mark Greenwood, Walker Books Australia, 2010, gouache on paper
Contents
Introduction3
Curriculum links
4
Short activity ideas: Engaging with picture books 5
Book-based activities
1. Meeting Lucy Goosey
2. Adventures with Mr Chicken
3. Enigma and the art of Graeme Base
4. Around Australia
5. Exploring Fox
6. The Arrival and other tales of migration
6
8
10
12
14
16
Theme-based activities
7. My favourite picture book
8. My home, my family
9. What does tomorrow look like?
10. Telling stories through pictures
11. Making picture books
12. Ebook design and debate
18
20
22
25
27
29
Resource sheets
Goose template (for Activity 1)
Mr Chicken template (for Activity 2)
Ron Brooks: Drawn From the Heart (for Activity 5)
The Arrival – reference images (for Activity 6)
The Arrival – rotation activities (for Activity 6)
My family passport (for Activity 8)
Making a picture book – timelines activity (for Activity 11)
Contribution to discussion: assessment rubric (for Activity 11)
32
33
36
37
38
39
40
41
Other resources
42
2
Introduction
This is Part 2 of an education resource designed to
complement the State Library of Victoria touring exhibition
Look! The art of Australian picture books today. It follows
Part 1: Information for Teachers, and both documents are
available as downloadable PDFs on the exhibition’s web
pages at http://www.slv.vic.gov.au/look.
The short activity ideas section (p. 5) includes a number
of activities designed to be used as stand-alone
activities or in conjunction with any of the other more
detailed activities.
The more detailed classroom activities (pp. 6–31) cover a
variety of curriculum areas and levels. The first six activities are
book-based, using a particular picture book to stimulate ideas.
The following six activities are theme-based, relating to various
themes and picture books presented in the exhibition. All
activities have suggestions for assessment and opportunities
for extension, and could be enhanced by a visit to the Look!
exhibition at one of the tour venues (see table below).
The other resources section (pp. 42–43) is a list of useful
and relevant books and websites.
Elaine Russell, illustration from The Shack that Dad Built, Little Hare Books, 2004,
acrylic on paper, courtesy of the artist (detail)
The classroom activities have been based upon inquiry
learning and the domains of the e5 instructional model:
engage, explore, explain, elaborate and evaluate. They
have been designed so that you can either work through
them as a series or pick and choose parts of each activity
and design your own unit of work.
The exhibition is touring to six venues in four states from December 2011 to April 2013, as shown in the table below:
3
Venue
Dates
Opening hours & charges (if
any)
Address & contact details
State Library of
Queensland
3 Dec 2011 –
4 March 2012
Daily, 10am–5pm
Free entry
Closed 25 & 26 December
and 1 January
Stanley Place, South Brisbane, QLD
(SLQ Gallery, Level 2)
Phone: 07 3842 9892
Email: [email protected]
Web: slq.qld.gov.au
Canberra Museum
and Gallery
24 March
2012 – 10
June 2012
Mon–Fri, 10am–5pm;
Sat–Sun, 12–5pm
(12–4pm June–Aug)
Free entry
Cnr London Circuit & City Square, Canberra, ACT
Phone: 02 6207 3968
Web: museumsandgalleries.act.gov.au
Hazelhurst
Regional Gallery &
Arts Centre
30 June 2012
– 5 Aug 2012
Daily, 10am–5pm
Free entry
782 Kingsway, Gymea, NSW
Phone: 02 8536 5700
Web: sutherlandshire.nsw.gov.au/arts_
entertainment/hazelhurst
Tweed River Art
Gallery
17 Aug 2012
– 30 Sep 2012
Wed–Sun, 10am–5pm
Free entry
2 Mistral Road (Cnr Tweed Valley Way)
Murwillumbah South, NSW
Phone: 02 6670 2790
Web: tweed.nsw.gov.au/artgallery
Maitland Regional
Art Gallery
13 Oct 2012 –
2 Dec 2012
Tues–Sun, 10am–5pm (closed
public hols)
Free entry
230 High Street, Maitland, NSW
Phone: 02 4934 9859
Web: mrag.org.au
Mornington
Peninsula Regional
Gallery
27 Feb 2013 –
21 April 2013
Tues–Sun, 10am–5pm
Gallery entry: adults $4,
concession & NGV members $2,
children under 5 free
Civic Reserve, Dunns Road, Mornington, VIC
Phone: 03 5975 4395
Web: mprg.mornpen.vic.gov.au
Curriculum links
This education resource has been designed to align with the
Victorian Essential Learning Standards (VELS), preceding the
introduction of the new Australian Curriculum, but teachers
will easily make the links to the Australian Curriculum and
other states’ curricula. In particular, the material links to the
three strands of English (Language, Literature and Literacy),
as well as to the general capabilities of ICT, thinking skills,
creativity, teamwork and intercultural understanding and the
cross-curriculum perspective of patterns of sustainable living.
The table below gives an overview of the key areas and year
levels addressed in each of the classroom activities. More
detailed tables outlining specific levels and connections are
included later with each activity.
Meeting Lucy Goosey
Levels 1–2 (Years Prep–2)
Adventures with Mr Chicken
Level 3 (Years 3 &4)
Enigma and the art of Graeme
Base Levels 3–6 (Years 3–10)
Around Australia
Level 4 (Years 5 & 6)
Exploring Fox
Levels 4–5 (Years 5–8)
The Arrival and other tales of
migration Level 6 (Years 9 & 10)
Theme-based activities
My favourite picture book
My home, my family
What does tomorrow look like?
Telling stories through pictures
Making picture books
Ebook design and debate
Level 6 (Years 9 & 10)
ICT
SCIENCE
ARTS
THINKING
PROCESSES
CIVICS &
CITIZENSHIP
COMMUNICATION
INTERPERSONAL
DEVELOPMENT
HUMANITIES
Book-based activities
ENGLISH
DESIGN, CREATIVITY
& TECHNOLOGY
For more information about the Australian Curriculum, visit
http://www.acara.edu.au/curriculum.html.
4
Short activity ideas: Engaging with
picture books
• F
ind out about the illustrator of your book. Make a model
of what the illustrator’s studio might look like.
The following short activity ideas are designed to help
teachers and students to explore picture books – either as
part of the more detailed classroom activities in this resource,
as stand-alone activities, or combined to create a lesson or
unit on a chosen picture book.
• M
ake a list of other books or stories that have a similar
storyline to your book – particularly ones from other cultures.
You can interpret, combine and transform the ideas for
the most effective use in your classroom. They are not
year-level specific, but some will be more suitable for
your class than others.
These activities have been designed in alignment with
Bloom’s taxonomy and Gardener’s Multiple Intelligences.
Remembering
• As a class, count the number of a particular item
(eg, animals, houses) in your chosen book.
• In a group, form a tableau to show the action in an
illustration from the book.
• C
reate a list or display of favourite illustrations from
picture books.
• F
ind information about the illustrator. Do they usually
work in collaboration with particular authors? Are they
an author/illustrator? Is their other work similar?
• E
xamine an illustration from the book and then recreate
it in your own style.
• C
reate a glossary list or word splash of words used in
your discussion of the book. Are there any new words
you need to learn?
• Perform the story as a stage show, opera or ballet.
Analysing
• Compare other books by the same illustrator. What are the
similarities and differences?
• W
hat is the difference between the illustrations in this book
and those by the same illustrator in another book?
• Is there a ‘hero’ and a ‘villain’ in your book? How does the
illustrator show what type of character they are?
• Interview a parent or older relative about their favourite
book or picture book
• C
hoose which is the most important illustration in the book,
and explain why.
• W
hat materials have been used to create these illustrations,
and why?
• W
hat questions do you have when you have finished reading the book?
• What does the characters’ clothing tell us about them?
Evaluating
• Write a review of a picture book for www.insideadog.com.au.
• Imagine your partner is the illustrator of the book; interview
them for three minutes about the process of creating the
illustrations.
• C
reate a class blog (on blogger or wordpress), where each
member posts about their favourite picture book.
• F
ind interesting design features in the book, such as
placement of text, endpapers, pop-ups, etc.
• F
ilm yourself or a partner talking about the book and why
they might (or might not) recommend it to someone else.
• W
ith a partner, create a storyboard of an interesting
part of the story.
• W
rite a letter to the illustrator of this book, giving them your
opinion and asking some questions.
Understanding
• How do the illustrations show a ‘turning point’ in the story?
• A
re there any interesting perspectives or points of view in
the illustrations? Describe the effect of this.
• D
iscuss how colour is used in the illustrations to show
mood or feeling.
• Dramatise the action shown in the book’s illustrations.
• Draw a line graph charting the action in the book.
• D
iscuss how the illustrator has created a sense of place
and setting in the book.
• M
ake a map of the settings, characters and events
in the story.
• F
ind a range of examples of different illustrators using the
same materials and techniques as your book’s illustrator.
Applying
• Create a new character to appear in the book. How might
the story change? Now put the characters in a new setting.
How does this change the story?
• C
reate a storyboard showing what might happen after
the last page of the book.
• C
reate a soundtrack inspired by the illustrations in
the book.
• R
ead the book to a student in a younger class and discuss
their feelings about the book.
• U
sing the materials used in the book’s illustrations, create
your own illustration of a place and event familiar to you.
5
• S
earch the internet for reviews of the book. Create a PMI
table listing the different opinions in the reviews.
• Imagine you are starting a new library. List the top ten
picture books you would include in your library and justify
your choices.
• H
old your own picture book awards in your classroom,
establishing criteria for nominations, judging and awarding
prizes for different categories
Creating
• Design a fashion line inspired by the illustrations in
the book.
• U
sing the illustrations for inspiration, create a film trailer
for your book.
• D
esign a picture book and illustrations inspired by a
favourite song.
• If you had to create a menu for the launch of this book,
what would it be? As an extension, make one of your
recipes and bring the food to class to share!
• M
ake a puppet or model of one of the characters
in the book.
• C
reate a special space in your classroom where students
can read, share and display favourite picture books.
• Imagine that one of the characters in the book had made a
different decision. Write a new version of the book with a
different ending.
• Is there a picture book inside you? Create your own picture
book for a family member, friend or classmate.
Meeting Lucy Goosey
book-based activity 1
AIM
Through the reading of Lucy Goosey by Margaret Wild and
Ann James, students explore the themes of courage, bravery
and family. Students participate in hands-on art activities to
further explore the habitats and migration of geese.
DURATION
2 hours
RESOURCES
Lucy Goosey by Margaret Wild and illustrated by Ann James.
Little Hare, 2007
Short Activity Ideas: Engaging with picture books (p. 5)
Goose template: resource sheet (p. 32)
Scissors, tape, string or ribbon
Interactive white board/projector and internet
Websites on migration:
http://www.rspb.org.uk/youth/learn/migration/index.asp
and http://encyclopedia.kids.net.au/page/bi/Bird_migration
OTHER RELEVANT EXHIBITION TEXTS
See exhibition book list, Home section (Part 1, p. 10)
Cover of Lucy Goosey by Margaret Wild, Illustration by Ann James, Little Hare Books, 2007
KEY CURRICULUM CONNECTIONS: YEARS PREP–2
Year
Curriculum area
Key connections
Prep
English – Reading
• read simple, predictable texts that have familiar content
• use illustrations to extend meaning
1&2
English – Reading
• b
egin to connect themes and ideas in texts to own knowledge
and experience
1&2
English – Writing
• s elect content, form and vocabulary depending on the purpose
for writing
Prep
Arts – Creating and Making
• e
xplore and use a variety of arts elements, skills, materials and
equipment in a range of arts forms
1&2
• u
se skills, techniques, processes, media, materials, equipment and
technologies in a range of arts forms
Prep
Interpersonal development
• d
evelop a vocabulary to describe the emotions they experience when
interacting with others
Prep
Civics and Citizenship
• e
xplore personal responsibilities and rights and those of others in
familiar contexts such as the family and the classroom
1&2
• e
xplore the roles, rights and responsibilities of various family and
community members
Prep
Science
• u
se senses to explore the world around them; for example, day and
night, the seasons, and living and non-living things
1&2
Science
• begin to generate questions about situations and phenomena
1&2
ICT
• u
se ICT with assistance to locate and retrieve relevant information
from a variety of sources
6
LEARNING PROCESS
Engage
• Read Lucy Goosey with your class
• U
se the Short Activity Ideas (p. 5) for more activities
for exploring the book
• L
ook closely at the alliteration in the book – ‘flippy, floppy
feet’ and ‘misty, moisty clouds’. Discuss other descriptions
that could have been used in the story
Explore
• Lucy Goosey is nervous about flying off into the
never-ending sky. Discuss times when students might
feel nervous, scared or worried.
• A
fter discussion, students draw or write in response
to the prompt ‘A time I felt like Lucy Goosey was…’
• A
t the end of the book, Lucy Goosey feels brave.
Discuss what things can help you feel brave, or times
when students have felt brave.
• S
tudents draw a picture or write a description of
themselves or someone else doing something brave.
Explain
• Pose these questions:
– Why does Lucy Goosey have to leave the pond?
– Where will she fly? (students predict from the pictures –
across forests and oceans)
– Will she ever come back to the pond?
• U
sing library resources or internet on an interactive
whiteboard or projector, explore these topics: geese,
bird migration, Australian migratory birds
• S
tudents draw or write one fact they have learned about
geese or bird migration. These can be displayed around
the room.
Elaborate
• Create a pond environment in the classroom using art
materials. What should the pond have in it? Using the
illustrations, students can discover other animal and plant
life that might live in the pond. (If there is a water habitat
within or close to the school, visit the pond and take photos
and observations of the wildlife there.)
• S
tudents use the goose template (resource sheet, p. 32)
to cut out their own migrating goose. Students attach string
to the two anchor points on the wings with tape and join
these to a central hanging string.
• S
how students images or youtube clips of migrating geese.
Geese can be hung in ‘V’ shapes from the ceiling in the
manner of migrating geese.
• A
s an extension, students can create a written piece or
an artwork inspired by the room display. Have students lie
under the hanging geese and imagine the journey they
might fly on. You could ask the students to close their eyes
and guide them on a visualisation of a bird’s migration,
before they begin their writing or drawing.
Evaluate: assessment suggestions
• Teacher observation and reflection on students’ reading
and writing skills
• C
lass reflection and PMI on the pond and migrating
geese display
7
Adventures with Mr Chicken
While in Paris not so very long ago, I thought how
interesting it might be to place Mr Chicken there,
amidst the beauty and among the tourists. In a crummy
little notebook, I quickly did a few sketches, doodles
really, of him in, around and atop some iconic Parisian
sights. On my return to Australia I showed them to Erica
Wagner, my publisher. She took a look and said ‘do it’
and the book developed from there.
– Leigh Hobbs, 2010
What do you think would happen if Mr Chicken
visited other places in the world? Or even places
closer to home?
AIM
Through reading Mr Chicken Goes to Paris, students
are introduced to the character of Mr Chicken and his
adventures. They are encouraged to research other places
in the world that Mr Chicken might visit, and then create
a story in which Mr Chicken goes on an adventure to a
chosen destination. This activity would work well as part
of a larger unit of inquiry into places around the world or
around Australia.
Cover of Mr Chicken Goes to Paris by Leigh Hobbs, Allen & Unwin, 2009
DURATION
2 to 5 hours
RESOURCES
Mr Chicken Goes to Paris, Leigh Hobbs, Allen and Unwin, 2009
Short Activity Ideas: Engaging with Picture Books p. 5
Internet/library access (for destination research)
Copies of Mr Chicken Templates resource sheets (pp. 33–35)
for each student or group
Travel agency brochures (optional)
See exhibition book list, Holidays section (part 1, p. 10)
Are We There Yet?, Alison Lester, Viking, Penguin Australia, 2004
Greetings from Sandy Beach, Bob Graham, Lothian, 1996
KEY CURRICULUM CONNECTIONS: YEARS 3 & 4
Curriculum area
Key connections
English – Reading
• r ead and respond to an increasing range of imaginative
and informative texts
English – Writing
• write narratives which include characters, setting and plot
• use vocabulary appropriate to context
English – Speaking and Listening
• v
ary speaking and listening for a small range of contexts,
purposes and audiences
Humanities – Humanities Knowledge
and Understanding
• d
escribe the human and physical characteristics of their local area and other
parts of Victoria
Humanities – Humanities Skills
• d
raw simple maps and plans of familiar environments observing basic mapping
conventions
• c
reate and present works in a range of arts forms that
communicate experiences, ideas, concepts, observations
and feelings
8
LEARNING PROCESS
Engage
• Read Mr Chicken goes to Paris with the class
• U
se the Short Activity Ideas: Engaging with Picture Books
resource for further activities for exploring the book
Explore
• Discuss the types of references to destination Leigh Hobbs
includes in his illustrations
• E
xplore images of Paris using books, Google Maps on
an interactive white board and photographs
• D
iscuss travel and holidays. Students can talk about times
they have travelled – to the country, city, interstate or
overseas – and what they saw
• A
s a class, make a list of other places in the world that
Mr Chicken might want to visit. Who might he meet there?
What might he do?
Explain
• Individually or in groups, students choose one of the places
from the class list to research
• S
tudents use books, internet sites and other resources
to research their chosen destination. Their research
should include;
- key facts about the place
- a map
- five tourist attractions
- an example of local cuisine
- an example of a local custom or tradition
Elaborate
• Students draft a story about Mr Chicken visiting their
destination. They use the template sheets for inspiration,
incorporating Mr Chicken’s actions and expressions into
their story (see box).
Leigh Hobbs has created some Mr Chicken pictures
for you to finish!
What is Mr Chicken doing in the pictures?
LOOKING AT A BIG MAP: Leigh has left a space for you
to draw your destination in the frame. What pamphlets
and other information would Mr Chicken have to plan
his trip? What language would it be in?
ARRIVING: How did Mr Chicken travel to this
destination? Where has he arrived and what is the
word for ‘Arrivals’ in the language of this destination?
TAKING PHOTOGRAPHS: What would Mr Chicken be
taking photos of at this destination? What are the main
tourist attractions? Draw the attraction Mr Chicken is
photographing.
HAPPY: What makes Mr Chicken happy? Does he meet
a new friend? Does he taste some of the local food?
SAD: Why is Mr Chicken upset? Is it because he is
leaving his friend or this new place? Is it because he
lost his luggage? Draw why you think Mr Chicken is sad.
WAVING GOODBYE TO THE PLACE HE HAS VISITED:
Finally Mr Chicken is heading home. How does he feel?
Who is there to wave him off? What kind of transport
is he travelling home in? What has he brought home
with him?
9
• A
fter sharing and drafting their stories, students use the
templates, mixed media and coloured paper to create their
final copy
• Students share their final copies with the class
Extension
• Explore illustration techniques and the process of picture
book development as students work towards their final
copy of their book
• S
tudents write a glossary of words specific to the journey,
destination and experiences in their book. These words
could be included as a glossary in their book or combined
to create a giant wordsplash around the room.
• Students write a postcard home from their destination
• Students read the Mr Chicken books created by the
class in a jigsaw activity and share their learning about
the destinations explored. This can be peer-assessed.
• A
s a class students create assessment rubrics as they
develop criteria for their picture books
• S
tudents create a quiz to peer-assess learning for the
readers of their book
Enigma and the art of Graeme Base
book-based activity 3 (post-visit)
AIM
Students read and explore Graeme Base’s Enigma. Using
methods of research and design, they create a ‘mood board’
to develop a new character and illustration for the book. As
an extension, students go on to illustrate and create text for
this page.
DURATION
3 to 4 hours
RESOURCES
Enigma, Graeme Base, Viking, Penguin Australia, 2008
Short activity ideas: Engaging with picture books (p. 5)
The Art of Graeme Base, Julie Watts, Viking, Penguin
Australia, 2008
Internet access for students
Clip of Graeme Base interview:
http://www.themonthly.com.au/graeme-base-writing-andillustrating-childrens-books-tony-palmer-1311
History of the enigma code:
http://www.iwm.org.uk/upload/package/10/enigma/index.htm
See Exhibition Book List, Imagine a World section (Part 1, p. 10)
KEY CURRICULUM CONNECTIONS: YEARS 3–10
(extension activities for older students noted)
Graeme Base, illustration from Enigma, Viking, 2008, coloured ink and
watercolour on paper, State Library of Victoria
Year
Curriculum area
Key connections
3&4
English – Speaking and listening
• v
ary speaking and listening for a small range of contexts,
purposes and audiences
5&6
• identify opinions offered by others, propose other relevant viewpoints
and extend ideas in a constructive manner
7&8
• e
xpress creative and analytical responses to texts, themes
and issues
9 & 10
• in discussion, students compare ideas, build on others’ ideas, provide
and justify other points of view, and reach conclusions that take account of aspects of an issue
3&4
Design, Creativity and Technology –
Investigating and designing
• individually and in teams, students generate ideas based on
a design brief
5&6
• individually and in teams, students use a range of methods to research
and collect data in response to design briefs
7&8
• u
se various strategies and sources of information to investigate and
research a range of factors relevant to more sophisticated design briefs
9 & 10
• identify considerations and constraints within a design brief
• undertake research relevant to the design brief
3&4
• c
reate and present works in a range of art forms that communicate experiences, ideas, concepts, observations and feelings
5&6
• investigate a range of sources to generate ideas and manipulate arts
elements
7&8
• c
ombine and manipulate arts elements, principles and
conventions to represent and communicate ideas and
develop imaginative solutions to set tasks
9 & 10
• a
pply decision making skills to find the most effective way to implement ideas, design, create and make arts works devised from a range
of stimuli
10
LEARNING PROCESS
Engage
• Read Enigma aloud with the class
• U
Prompts for discussion with older students:
• What does ‘enigma’ mean?
• What is the history of the enigma machine?
• H
ow is perspective used in the illustrations, and to
what effect?
Explore
• Students look for Enigma, his paw prints and the missing
magical items in each of the pictures. Can anyone crack
the code?
• In many ways this is a puzzle book. Students make a list or
a collection of other books that have puzzles or games
within the illustrations.
Prompts for discussion
• Family, home and travel are some of the key inspirations for
Base’s work in Enigma.
• D
o you share a special relationship with a grandparent or
older family member? What activities do you do together?
• W
hat places and cultures in the world have inspired the
different rooms and characters in the book?
Explain
• As a class, visit the exhibition and view the developmental
work that Graeme Base did while preparing to draw the
Mystic Maharaja
AND/OR:
• As a class, watch Graeme Base being interviewed by
Tony Palmer (22 minutes) at
http://www.themonthly.com.au/graeme-base-writing-andillustrating-childrens-books-tony-palmer-1311
• Students discuss the kinds of research Graeme Base might
have done for each of the different characters in Enigma
Elaborate
• Students choose a theme, culture or destination that could
inspire a new character and page for Enigma
• A
‘mood board’ is a poster consisting of images, text and
design components that helps a designer to develop a
concept. Search for ‘mood board’ on Google Images and
show students the range and scope of mood boards.
• L
ike Graeme Base, students use Google Images, travel
brochures and library research to create a ‘mood board’ –
a collection of images that a designer, illustrator or architect
might use as inspiration for a design
Extension
• Student use their mood board to develop a new illustration
for Enigma
• S
tudents create a verse for this page. Graeme Base is very
particular about the rhymes and meter he uses in his text.
Ask students to try to replicate this in their own text.
• Informally assess students’ speaking and listening skills
during class discussion
• S
tudents peer- and self-assess the mood boards,
assessing the depth and breadth of research and the
capacity for the board to inform design
11
Around Australia
AIM
Students are engaged in inquiry learning about Australian
geography through Roland Harvey’s To the Top End.
Students work in teams to research the natural and
human features of a particular location in Australia. Using
Harvey’s book as inspiration, they create illustrations based
on their research.
DURATION
4 hours
RESOURCES
To the Top End, Roland Harvey, Allen & Unwin, 2009
http://earth.google.com/
Search for the note-taking page on ergo:
http://www.slv.vic.gov.au/ergo
http://rolandharvey.com.au/
Other Roland Harvey titles:
In the Bush, Allen & Unwin, 2006
In the City: Our Scrapbook of Souvenirs, Allen & Unwin,
2010
Are We There Yet?, Alison Lester, Penguin/Viking Australia, 2004
Possum and Wattle, Bronwyn Bancroft, Little Hare, 2008
Animal Architects, John Nicholson, Allen & Unwin, 2003
You and Me: Our Place, Leonie Norrington and illustrated by
Dee Huxley, Working Title Press, 2007
Roland Harvey, illustration from To the Top End, Allen & Unwin, 2009, ink and watercolour
on paper, courtesy of the artist
Curriculum area
Key connections
English – Writing
• p
roduce, in print and electronic forms, a variety of texts for
different purposes
• use a range of vocabulary
Civics and Citizenship – Civic Knowledge and
Understanding
• e
xplain the concept of multiculturalism and describe the
contribution of various cultural groups, including Aboriginal and
Torres Strait Islander communities, to Australian identity
Humanities – Geographical Knowledge and
Understanding
• identify and describe Australia’s significant natural processes
• c
ompare the various ways humans have used and affected the
Australian environment
• r ecommend ways of protecting environmentally sensitive areas
in a sustainable way
• u
se geographic language to identify and describe the human and
physical characteristics of local environments
Humanities – Geospatial Skills
• identify features from maps, satellite images, and oblique photographs
Science – Science Knowledge and
Understanding
• identify and explain the relationships that exist within and between
food chains in the environment
Thinking Processes – Reasoning, Processing and
Inquiry
• d
evelop questions for investigation, collect relevant information
from a range of sources and make judgments about its worth
• u
se the information collected to develop concepts solve problems
or inform decision making
ICT – ICT for Communicating
• u
sing recommended search engines, students refine their search
strategies to locate information quickly
• e
valuate the integrity of located information based on its accuracy
and the reliability of the web host
12
LEARNING PROCESS
Engage
• Read To the Top End with your class
• U
• A
s a class, discuss Roland Harvey’s style of illustration in this
book. Brainstorm the different aspects of his illustrations.
Consider: placement of text, characters, puzzles (find the
football on each page), front and end pages, non-fiction
aspects, perspective, point of view and humour
Explore
• Divide students so that each individual, partner or small
group looks at one image from the book (14 images)
• In their groups, students record the Australian geography,
animals, plants and human features they recognise in
the picture. Students devise an appropriate note-taking
record for their information. The groups then share this
information with the class through short presentations or
a jigsaw activity.
• In their small groups, students choose a destination in
Australia not explored in the book. They compose five
key inquiry questions to direct their own research into
this destination.
Examples:
What kind of animals and plants live in this area?
How do the plants and animals in this area interact?
What is their relationship to one another?
What environmental challenges face this area?
How is this area different from other locations in
Australia? In the world?
Who are the traditional owners of this area, and what
are some of their stories?
What are the main human activities in this area?
What are some of the key natural processes that occur
in this area?
Explain
• In their small groups, students decide on appropriate
research methods to collect information on their
destination. They use internet research and books and
ensure that they list their sources. An example note-taking
page can be found on the ergo website.
Elaborate
• The task is to create a class book of a different journey
across Australia, including each of the researched
destinations. Your class might decide to:
- use the same characters as in Harvey’s book
- use the students in your class as the characters for
each page
- create a new family for your story. Is there an excellent
illustrator in your class who might create a template?
• U
sing their research as a guide, students plan and design a
double-page spread that features their destination. Students
should consider Roland Harvey’s illustrative style when
planning their illustration.
Information to include in the image:
- the flora and fauna that forms a food chain in this location,
eg. in a water system
- the natural features of the area
- some of the human features and activities in this area
13
- some of the plant and animal species unique to this area
- a ‘hidden’ image (this could be an item the entire class
agrees to include in their illustrations)
• A
s a class, plot the chosen destinations on a map of
Australia or on Google Earth. Students decide on the best
route for the journey, ensuring that all destinations are
reached. The book can then be arranged in this order.
• T
he pages of the book are put together and the class
reads the book as a whole
• The book could be shared with another class and
activities could be created to evaluate what was learned
about Australian geography during the reading of the book
• S
tudents can reflect on how they worked together
as a team
• S
tudents can each contribute a quiz question based on
their research and the information depicted in the book. All
students can then complete the quiz to show new learning.
Exploring Fox
Fox is a powerful and challenging picture book that can
be read at many levels. Brooks describes the challenges
of illustrating the book in his memoir. He broke away from
his conventional illustration method for Fox, including
hand-lettering the text with his left hand to get the feel
he wanted. Fox has won many awards and has recently
been re-released in a special 10th anniversary edition.
AIM
Students engage with the picture book Fox and explore their
responses in a variety of activities. Students work towards a
dramatic interpretation of an element of the book. The activities
in this section do not need to be followed sequentially; they
are designed to be used individually or as a series.
DURATION
From 20-minute activities to 3 to 4 hour activities
RESOURCE LIST
Fox, Margaret Wild and Ron Brooks, Allen & Unwin, 2000
Ron Brooks: Drawn From the Heart resource sheet (p. 36)
John Brown, Rose and the Midnight Cat, Jenny Wagner and
illustrated by Ron Brooks, Bradbury Press, 1977
Drawn from the Heart, Ron Brooks, Allen & Unwin,2010
Teacher’s notes for Fox, in the Teachers section at:
http://www.allenandunwin.com
www.allenandunwin.com/teaching/images/FoxA1.pdf
MonkeyBAA production of Fox – extract
http://www.youtube.com/watch?v=wyngqMkXcOM
Cover of Fox by Margaret Wild, illustrated by Ron Brooks, Allen & Unwin, 2000
Level
Curriculum area
Key connections
5&6
English – Reading
• a
nalyse imagery, characterisation, dialogue, point of view,
plot and setting
5&6
• plan, rehearse and make presentations for different purposes
7&8
English – Reading
• identify the ideas, themes and issues explored in texts, and provide
supporting evidence to justify their interpretations
7&8
• express creative and analytical responses to texts, themes and issues
5&6
Interpersonal Development – Building
Social Relationships
• a
ccept and display empathy for the points of view and
feelings of their peers and others
5&6
• c
ollaborate and apply skills to plan, develop and refine
an artwork
5&6
Arts – Exploring and Responding
• d
iscuss the purposes for which arts works are created in
different cultural contexts
7&8
• c
ombine and manipulate arts elements to communicate
ideas and develop imaginative solutions to set tasks
7&8
Arts – Exploring and Responding
• r esearch and reflect on skills, techniques, processes, media, materials, equipment used to create artworks
14
LEARNING PROCESS
Engage
• Read Fox with your class
• U
Explore
• As a class, compare Fox with John Brown, Rose and the
Midnight Cat, which is also illustrated by Ron Brooks. Use a
Venn diagram to explore the similarities and differences in
the stories and illustrations. Discuss any similar themes and
how they are explored in the books.
• D
iscuss the themes of loyalty, friendship, betrayal and
trust. How are these explored in the book? How does
Brooks position the characters in the illustrations to show
their relationships? What kind of qualities do you look for
in a friend?
• A
s a class, play a trust game such as blindfold obstacle
field: students forms pairs and one student must instruct,
without touching, their blindfolded partner to get across
an area while avoiding any obstacles (paper plates, bean
bags, furniture). Ask students: How do you feel when you
are blindfolded and have to put your trust in your partner?
What do you expect of your partner?
• A
sk students: How do the illustrations in this book make
you feel? Describe your response to the hand-lettering,
images, texture, use of colour.
Explain
• Students discuss which of the illustrations in Fox they think
is the most powerful. Students choose an illustration and
then justify their decision to the class.
• A
sk students to examine the Ron Brooks extracts in the
resource sheet. As a class, in small groups or as individuals,
students discuss or answer the prompt questions.
• ‘A breathtaking story of friendship, love, risk and betrayal’.
Students come up with a reading and viewing list of books,
films or plays that centre on these themes. Which ones are
most similar to Fox?
• F
oxes are often portrayed as a particular type of character
in books and films. Students make a list of books and films
they know that have a fox as one of the characters. Are
there similar traits that all of these characters share? List
and describe these. Research the typical behaviours of a
fox living in the wild. Does this research give any clues as
to why foxes might be portrayed in a particular way?
15
Elaborate
Years 5 & 6: In small groups, students choose three scenes
from the book to role-play. They rehearse and perform to the
class, then discuss:
• Why did your group choose these scenes?
• Is it difficult to perform the character of an animal? Are
their any scenes that you could translate to a human story/
context? Try acting these out.
• V
iew the clip from the operatic version of Fox. How would
you stage a theatrical version of this book? Consider
costuming, lighting, dialogue, set.
Years 7 & 8: Students write a monologue from the
perspective of one of three characters: Magpie, Dog or Fox
• Rehearse the dialogue and consider costuming and props
• A
s a class, agree on criteria for assessment of the monologues. Consider fluency, expression, evidence of rehearsal,
engagement with audience, costume and/or props.
• S
tudents perform their monologues to the class and are
peer-assessed
• Students’ written responses could be assessed as part
of a reading journal
• T
he role-play and the monologue can be peer-assessed
according to agreed criteria
The Arrival and other tales
of immigration
AIM
Students explore the concept of human migration through
Shaun Tan’s book The Arrival. This activity is suitable for
an English or History class or in any integrated studies that
combine the two.
DURATION
100 mins (rotation activities); 45 mins to 2 hours (follow-up
activities and homework time)
RESOURCE LIST
The Arrival activity instructions resource sheet (p. 38)
The Arrival, Shaun Tan, Lothian, 2006 (multiple copies if possible)
Classroom set up for five rotation activities
Computer/internet access
Headphones or listening post
Coloured pens and pencils
A3 white paper
IMAGE COMPARISON
The Arrival images resource sheet (p. 37)
Copyright information for students: http://www.education.
vic.gov.au/management/governance/copyright/schools/
infostudents.htm
Ellis Island photographs:
http://www.ellisisland.org/photoalbums/ellis_island_then.asp
Coming South by Tom Roberts on the NGV website:
search at http://www.ngv.vic.gov.au/explore/ngv-collection
Over London by Rail by Gustave Dore: search for images
Shaun Tan, illustration from The Arrival, Lothian, 2006 (detail)
VIDEO AND AUDIO
Shaun Tan interview podcast: http://www.ozcomics.com/
podcast/OzComics_ShaunTan20061109.mp3
My Place clip: ‘Speaking the Language’: http://www.myplace.
edu.au/teaching_activities/1968/1/speaking_the_language.html
Excerpts from The Arrival by Red Leap Theatre:
http://www.youtube.com/watch?v=GpoKXTqQYjg
BACKGROUND READING
Tales from a Suitcase, Will Davies & Andrea Dal Bosco,
Lothian Books, 2001
http://www.slv.vic.gov.au/ergo/organise_notes
http://museumvictoria.com.au/discoverycentre/websitesmini/immigration-timeline/
http://www.immi.gov.au/
http://www.immi.gov.au/media/fact-sheets/02key.htm
http://www.ellisisland.org/immexp/wseix_4_3.asp
OTHER RELEVANT EXHIBITION TITLES
The Rabbits, John Marsden and illustrated by Shaun Tan,
Lothian, 1998
Tales from Outer Suburbia, Shaun Tan, Lothian, 2008
Leaf, Stephen Michael King, Scholastic Press, 2008
Midsummer Knight, Gregory Rogers, Allen & Unwin, 2006
16
Curriculum area
Key connections
English - Reading
• r ead, view, analyse and discuss a wide range of informative
and persuasive texts
• explain how texts are shaped by time, place and cultural setting
English - Speaking and Listening
• c
ritically analyse the relationship between texts and contexts
in a range of situations
English - Writing
• w
rite sustained and cohesive narratives that experiment with different
techniques
• write persuasive texts dealing with complex ideas and issues
Humanities: History - Historical Knowledge
and Understanding
• a
nalyse events which contributed to Australia’s social, political and cultural
development, including immigration
Civics and Citizenship - Civic Knowledge and
Understanding
• e
xplain the development of a multicultural society and the
values necessary to sustain it
Communication - Listening, Viewing and
Responding
• w
hen viewing and responding, students consider alternative views, recognise multiple possible interpretations and respond with insight
ICT for Creating
• u
se different strategies for organising and managing resources involved in
problem solving and creating information products
LEARNING PROCESS
Engage:
• On an A3 piece of paper, students are to create a mind
map with an inquiry question at the centre: What are some
of the key experiences of migrants? The mind map needs
five branches; one for each of the rotation activities listed
on the activity instructions sheet. Students copy down the
name of each activity.
• E
xplain that students will be divided into groups and will
rotate through each of the activities over the next few
lessons. Their job is to record key ideas at each rotation.
• T
his fact-finding mission will ultimately form the basis of
a creative response on the topic
Explore:
• Split students into five groups, one for each rotation activity.
Give students copies of the activity instructions sheet. At
the end of 20 minutes, groups will rotate to the next activity.
• D
epending on length of sessions, the five activities will be
completed in two or three sessions
• E
ach rotation session could include a review of previous
learning at the beginning and a summary at the end
Explain:
• As a class, collate any questions that have been generated
from the rotation activities
• D
ivide the questions among the students. They search
for the answers in a mini-inquiry.
• S
ome questions may be addressed by the teacher
in discussion
17
Elaborate:
• Using their mind map and mini-inquiry, students plan and
develop a creative response. Possible responses include:
- multimedia presentation on the experience of immigration
- series of letters between an immigrant and family left behind
- a
nalytical essay on the topic ‘Reducing immigration will
solve - Australia’s population dilemma’
- a
udiovisual or written summary of an interview with an
immigrant to Australia
Extension
• Students compare the illustrations in The Arrival to those
in other Shaun Tan books. What are the similarities in Tan’s
works? What are the differences? How does he use colour?
How would you describe his style?
• S
tudents can also compare The Arrival with other ‘wordless’ picture books from the exhibition such as Leaf and
Midsummer Knight. How does each book tell its story?
What are the similarities and differences?
Evaluate: assessment suggestion
Teacher, peer and/or self-assessment via negotiated rubric
on creative response
My favourite picture book
theme-based activity 7 (post-visit)
AIM
Students participate in a variety of activities based on
their own favourite picture books. Using the exhibition as
inspiration, students categorise their books and exhibition
curators, creating some exhibition text and displaying their
favourite images around the room.
DURATION
1 to 5 hours
RESOURCES
A variety of picture books
Gregory Rogers, illustration from Way Home, text by Libby Hathorn, Random House Australia,
1994, chalk, charcoal, pencil and torn paper, courtesy of Books Illustrated
(this activity is aimed at early years but can be adapted for any year level in response to the exhibition)
Year
Curriculum area
Key connections
Prep
English – Reading
• u
se context and information about words, letters, combinations of letters
and the sounds associated with them to make meaning, and use illustrations to extend meaning
Prep
• listen to and produce brief spoken texts that deal with familiar ideas and
information
1&2
English – Reading
• b
egin to connect the themes and ideas in texts to their own knowledge
and experience.
1&2
English – Writing
• s elect content, form and vocabulary depending on the purpose for writing
1&2
• d
emonstrate the ability to speak clearly using simple utterances and basic
vocabulary
Prep
• talk about aspects of their own arts works, and arts works and events in
their community
1&2
• identify, describe and discuss characteristics of their own and others’ arts
works
Prep
Interpersonal Development
• describe basic skills required to work cooperatively in groups
1&2
Interpersonal development –
Working in teams
• s tudents work in teams in assigned roles, stay on task and
complete structured activities within set timeframes
18
LEARNING PROCESS
Engage
• Read one of your own favourite picture books to the students
• A
sk students to think about their favourite picture books.
Make a list on the board or butcher’s paper. Are any the
same? Are there any by the same author or illustrator?
Explore
• Choose a day when students are to bring their own
favourite picture book – from home, their local library, the
school library or the classroom. It’s okay if students choose
the same book.
• S
tudents share their chosen picture book with the class or
a small group. Students could read, describe, show pictures
or read the story with assistance.
Extension
• On ‘favourite picture book’ day, students could bring a
special item to help celebrate their book. This might be a
dress-up, a special food that links to the book, a prop, a
pillow or blanket they usually read their book with, etc.
Explain
• Students consider the themes of the Look! exhibition:
Home, Play, Holidays, Wild Things, Imagine a World and
Night. Students group their books into the six themes.
Are there any books that do not fit a theme? Can you
think of another theme for this book?
• Y
ears 1 & 2: Students describe materials and techniques
that may have been used in the illustrations of their book.
Students familiarise themselves with relevant vocabulary:
painting, drawing, collage (cut and paste), shapes, colour,
pattern, texture, types of lines – straight, curved, wavy, thick,
thin, zigzag, wobbly, long, etc.
Elaborate:
• Explain to students that a person called a curator chooses
what goes into an exhibition. Read the description in the
box to the class.
Curating an exhibition is about using other people’s
images to tell a story.
Sometimes you don’t always find the image you really
want, so you settle for something that is as right as it
can be, even though it isn’t perfect.
You get to discover – because you will always have
more pictures than you will use in the end. Sometimes
taking things out makes the story better – more isn’t
always better.
– Mike Shuttleworth, curator, Look! The art of Australian
picture books today
• H
ow is an exhibition like a story? What do you think would
be easy about putting together an exhibition of children’s
illustrations? What would be hard?
• T
he class is going to create its own exhibition – just like the
Look! exhibition. Each student chooses a favourite image
from their favourite picture book
• O
n a card they record the book’s title, the author and the
illustrator. They could also include the materials used to
create the image, and why this image is their favourite
• S
tudents display their favourite images with their information
cards. As a class they could discuss the best way to arrange
the exhibition – by theme, by illustrator or another way
• S
tudents can invite another class or other members of the
school community to come and view their exhibition
• S
tudents can stand with their selected image and explain
why they chose this one
19
• As a class, students record the new words they have
learned during the activity
• S
tudents can be informally assessed on reading skills
during the sharing of their favourite picture book
• T
eachers can observe students’ teamwork skills during
the exhibition activities
My home, my family
theme-based activity 8
AIM
Students share their experiences of their own family with
their classmates. Students learn more about the diversity of
the family experience and value the experiences of others.
Students further develop reading, writing and vocabulary
skills.
DURATION
1½ hours (plus extension time)
RESOURCES
My family passport resource sheet (p. 39), copied at A3 size
for each student
A range of ‘home’ or ‘family’ themed picture books (see below)
Art materials for illustration (extension)
See exhibition book list, Home section (Part 1, p. 10)
Craig Smith, illustration from My Sister and Me, text by Rachel Flynn, Puffin Books,
2009, gouache on paper, courtesy of the artist (detail)
Year
Curriculum area
Key connections
Prep
English – Reading
1&2
English – Reading
• b
egin to connect the themes and ideas in texts to own knowledge and
experience
Prep
English – Writing
• write simple texts about familiar topics to convey ideas or messages
• u
se conventional letters, groups of letters, and simple punctuation such as
full stops and capital letters
1&2
English – Writing
• select content, form and vocabulary depending on the purpose for writing
Prep
• contribute relevant ideas during class or group discussion
1&2
• through class discussions, consider the opinions and viewpoints of others
Prep
• e
xplore and use a variety of arts elements skills materials and equipment in
a range of arts forms
1&2
• u
se skills, techniques, processes, media, materials, equipment and technologies in a range of arts forms
Prep
Humanities
• through reading and listening to narratives, including personal stories, and
participating in celebrations students begin to
learn about the cultures and histories that have contributed
to Australian society
Prep
• e
xplore responsibilities and rights and those of others in familiar contexts
such as the family
1&2
• identify the range of groups to which they, their family members and their
class belong
• a
ppreciate the similarities and differences between individuals and groups,
including the language, cultural and religious groups which make up the
Australian nation
20
LEARNING PROCESS
Engage
• Choose one or more of the books from the list or others
that you have in your room or library to read with the class
• U
Explore
• The books in this section of the exhibition explore many
different homes and many different families. As a class, list
or discuss the different types of families and homes shown
in the books and experienced by the students.
• A
s a class, list and describe the activities and special things
the families in the books do together
• A
sk students to discuss the types of activities or special
things their families do together. Consider: holidays,
celebrations, car trips, sports games, eating meals, rituals
or traditions. Have students write or draw some of these.
Explain
• Students complete the ‘My family passport’ worksheet.
(Teachers will be aware of any students for whom this task
may be difficult or confronting due to their home situation.
An option for these students is to choose a family from one
of the books to complete the passport for – they can predict any answers that are not specific in the book.)
• D
isplay and share student family passports. Use these
prompts for discussion:
– How are families different?
– What similarities do the students’ families share?
– How many of the students’ families come from countries
other than Australia?
• C
reate a list of vocabulary words generated from the
family passports
Elaborate
• Based on their previous thinking about their family, each
student creates an illustration of their family doing something
they love. Common phrases that could be used:
– My family is special because….
– My family loves…
– My family is unique because…
• S
tudents consider the techniques, materials and style
of some of the illustrations they have seen so far. They
choose materials they would like to work with to create
their illustration
• Students create their art works
• Illustrations can be displayed around the room (exhibitionstyle) or collated to form a picture book
• Observation of participation in class discussion
• Teacher assessment of writing skills
• Peer assessment of illustrations (extension)
21
What does tomorrow look like?
Can you imagine a world where everything is recycled?
Jackie French and Sue de Gennaro can. In The Tomorrow
Book they have created a vision of ‘tomorrow’ where
the little prince and his library come up with solutions
to environmental problems. Sue de Gennaro used only
recycled materials in her illustrations for the book.
AIM
Students explore local environmental issues and, like the
little prince in The Tomorrow Book, come up with possible
solutions to these problems. Students use techniques and
materials as observed in picture book studies to create
an illustration of what tomorrow might look like. As an
extension, students create an action plan to implement
their sustainable solution.
DURATION
2 hours
RESOURCES
The Tomorrow Book, Jackie French and illustrated by Sue de
Gennaro, Harper Collins Australia, 2010
Jackie French’s teaching notes:
http://www.harpercollins.com.au/resources/teachers.aspx
and http://www.jackiefrench.com/
Sue de Gennaro’s profile:
http://www.scholastic.com.au/common/books/contributor_
profile.asp?ContributorID=576&channel
http://sustainability.ceres.org.au/
http://bubbl.us/
Elizabeth Honey, illustration from Not a Nibble, Allen & Unwin, 1997,
watercolour and ink on paper, courtesy of the artist
Possum and Wattle, Bronwyn Bancroft, Little Hare, 2008
Where There’s Smoke, Robin Lovell and illustrated by David
Miller, Lothian, 2005
Isabella’s Garden, Glenda Millard and illustrated by Rebecca
Cool, Walker Books Australia, 2009
Animal Architects, John Nicholson, Allen & Unwin, 2003
Lothian, 1998
Leaf Litter, Rachel Tonkin, Harper Collins Australia, 2006
What the Sky Knows, Nina Bourke and illustrated by Stella
Danalis, University of Queensland Press, 2005
Diary of a Wombat, Jackie French and illustrated by Bruce
Whatley, Harper Collins Australia, 2002
To the Top End, Roland Harvey, Allen & Unwin, 2009
Not a Nibble, Elizabeth Honey, Allen & Unwin, 1997
22
Year
Curriculum area
Key connections
3&4
• c
reate and present works in a range of arts forms that communicate
experiences, ideas, concepts, observations and feelings
5&6
• investigate a range of sources to generate ideas and manipulate arts
elements, principles and/or conventions in a range of arts disciplines and
forms as they explore the potential of ideas
3&4
Interpersonal Development
• c
ooperate in teams for agreed purposes, taking roles and
following guidelines established within the task.
• d
escribe and evaluate their own contribution and the team’s progress
towards the achievement of agreed goals
5&6
Interpersonal Development –
Working in Teams
• w
ork effectively in different teams and take on a variety of roles to
complete tasks of varying length and complexity
3&4
Civics and Citizenship – Civic
Knowledge and Understanding
• e
xplain why protection and care for the natural and built
environment is important
3&4
Civics and Citizenship –
Community Engagement
• w
ork with other students to identify a local issue and plan
possible actions to achieve a desired outcome
• p
articipate in activities to protect and care for the natural and built
environment
5&6
Civics and Citizenship –
Community Engagement
• p
resent a point of view on a significant current issue or issues and include
recommendations about the actions that individuals and governments can
take to resolve issues
3&4
Humanities – Humanities
• describe how aspects of places in their local area have changed over time
Humanities – Geographical
• c
ompare the various ways humans have used and affected the Australian
environment
5&6
• d
escribe how people use and affect different environments
in Victoria
• r ecommend ways of protecting environmentally sensitive areas
in a sustainable way
3&4
Science – Science Knowledge
and Understanding
• d
escribe natural physical and biological conditions, and
human influences in the environment, which affect the survival
of living things.
3&4
Science – Science at Work
• e
xplain how scientific knowledge is used, or could be used, to solve a
social issue or problem
5&6
Science – Science at Work
• e
xplain how sustainable practices have been developed and/or are
applied in their local environment
LEARNING PROCESS
Engage
• Read The Tomorrow Book with your class
• U
Explore
• In small groups or as a class, students create an A–Z of
vocabulary words they already know that relate to the
topic ‘sustainability’. This works well as a timed activity.
• S
tudents brainstorm the environmental issues in the school
or local area. Are these issues specific to the local area,
or are they issues that are more general, like water saving
and energy saving?
23
Explain
• In small groups, students choose one of the issues and discuss possible solutions. Use http://www.bubbl.us or other
brainstorming software or materials to explore
your ideas.
Elaborate
• What does ‘tomorrow’ look like? What might a sustainable
future look like? Individually or in small groups, students
illustrate their vision of a sustainable future in their school
or local area. They can check out the Sustainable Hub on
the CERES website for inspiration. How might the environmental issue they have explored be addressed? Students
can use the illustrations in the books they have explored as
inspiration; for instance, they could use recycled materials
in collage as part of their illustration, as Sue de Gennaro did.
Elaborate
• Each group investigates and writes a plan for how their
sustainable solution might be achieved. These plans could
be sent to a relevant person or organisation. For example,
a plan for eradicating rubbish in the school yard might be
sent to the principal. A plan for creating a community vegetable garden could be sent to the local council. For their
plans, students could consider:
What is the problem?
–
– Who or what is causing the problem?
– How might the problem be fixed?
– What resources are needed to fix the problem? Think
about people, materials, equipment.
– What is the estimated cost of these resources?
– Would any other environmental issues be caused by the
new solution?
• F
or school-based solutions, students become part of the
action team to create the solution
• Create a gallery of student illustrations and have students
walk around the gallery and peer-assess for creativity,
materials and technique etc
• F
or the extension task, have students and the school
community evaluate the effectiveness of the solution
24
Telling stories through pictures
AIM
Students explore the roles of author and illustrator in the
making of a picture book. They come to understand that text
and image can often convey different or multiple meanings.
This activity is based on Lesley Reece’s (Fremantle Children’s Literature Centre)
framework for studying picture books:
https://www.det.wa.edu.au/education/cmis/eval/fiction/classroom/picturebooks/
DURATION
1½ to 2 hours
RESOURCES
A selection of picture books
Word document with text only from chosen picture book
Making Picture Books, Libby Gleeson, Scholastic Press, 2003
Other relevant exhibition texts
The Boy and the Toy, Sonya Hartnett and illustrated by
Lucia Masciullo, Penguin Books Australia, 2010
Beneath the Surface, Gary Crew and illustrated by
Steven Woolman, Hodder Headline Australia, 2004
Diary of a Wombat, Jackie French and illustrated by
Bruce Whatley, Harper Collins Australia, 2002
Lothian, 2008
Harry and Hopper, Margaret Wild and illustrated by
Freya Blackwood, Scholastic Press, 2009
Lucia Masciullo, illustration from The Boy and the Toy, text by Sonya Hartnett,
Penguin Books Australia, 2010, acrylic and ink on paper, courtesy of the artist
Level
Curriculum area
Key connections
Prep
English – Reading
1&2
English – Reading
• b
egin to connect the themes and ideas in texts to their own knowledge
and experience
3&4
English – Reading
• r ead and respond to an increasing range of imaginative and
informative texts
• interpret the main ideas and purpose of texts
5&6
English – Reading
• read, interpret and respond to a wide range of literary texts
Prep
• contribute relevant ideas during class or group discussion
1&2
• consider the opinions and viewpoints of others in class discussion
3&4
• ask clarifying questions, volunteer information and justify opinions
5&6
• identify opinions offered by others, propose other relevant
viewpoints and extend ideas in a constructive manner
Prep
Communication
• r espond, in both formal and informal settings, to a variety of
stimuli; for example visual texts
• share the meaning they make of these texts with their peers
1&2
Communication
• e
xperience, respond to and begin to interpret a variety of aural, written
and visual texts, discussing alternative meanings and
perspectives when they arise
3&4
Communication
• learn how to identify the main message, develop their own
interpretation, and provide evidence to support it
• e
xplore reasons for other interpretations not being the same as theirs
and learn to respect the right of others to express opinions
5&6
25
Communication – Listening, Viewing
and Responding
• develop interpretations of the content and provide reasons for them
• explain why peers may develop alternative interpretations
LEARNING PROCESS
Engage
• Choose one of the books from the exhibition list or another
picture book that your students are not familiar with
• W
rite out the text of the book in a Word document and
read it to the students in this way
• Use these prompts for discussion:
– What is the main message of this story?
– What is the tone?
– How does the story make you feel?
– Does the story tell you exactly what should happen in
each illustration?
• D
ivide up the phrases or sentences as they are in the
book and give one to each student
• S
tudents then create an illustration for this phrase
or sentence
Explore
• Students share their illustrations with the class. Discuss
any similarities and differences between the illustrations.
Are there any illustrations that show something different to
the text? Students discuss what they found challenging or
enjoyable about illustrating the text.
Explain
• Now read the original picture book with the students.
– How are the illustrations similar or different to what
you expected?
– What kind of media, materials and techniques has the
illustrator used?
– What do the illustrations include that is not specified in
the text?
– Do the illustrations change or add to the message of
the text?
Elaborate
• Use one of the following books (or another of your choosing)
to further examine the ‘mismatch’ of text and image:
– The Boy and the Toy, Sonya Hartnett and Lucia Masciullo
– The Watertower and Beneath the Surface, Gary Crew
and Steven Woolman
– Diary of a Wombat, Jackie French and Bruce Whatley
– The Rabbits, John Marsden and Shaun Tan
– Harry and Hopper, Margaret Wild and Freya Blackwood
• A
sk students to rule up two columns on a sheet of paper.
In the first column, they should copy the text from one page
of one of the books. In the second column, they should list
all the things shown in the corresponding illustration.
• A
s a group, discuss how an illustrator might come up
with the ideas beyond the written text.
– Who is more important – the author or the illustrator?
– Do you think that authors and illustrators ever disagree
on the words or the pictures?
– When you look at a page, do you ‘read’ the words or the
illustrations first?
• Responses to discussion questions can be assessed via
a reading journal or through observation of speaking and
listening skills
26
Making picture books
AIM
Students gain an understanding of the process of making
a picture book. From a variety of sources, they learn about
some of the ‘behind the scenes’ work that happens during
the journey from idea to finished book.
DURATION
1 to 1½ hours
RESOURCES
Contribution to discussion: assessment rubric resource sheet
(p. 41)
Making Picture Books timeline resource sheet (p. 40)
Video clips of illustrators in their studios, available at
http://www.slv.vic.gov.au/look
Making Picture Books, Libby Gleeson, Scholastic Press, 2003
The Great Bear, Libby Gleeson & Armin Greder, Walker
Books, 1999
http://www.libbygleeson.com.au/great_bear_vs_school_reader.html
http://www.picturingbooks.com/elements-of-art.html
http://www.picturingbooks.com/artistic-media.html
RELEVANT EXHIBITION TEXTS
The Arrival, Shaun Tan, Lothian, 2006
Midsummer Knight, Gregory Rogers, Allen & Unwin, 2006
Gregory Rogers, illustration from Midsummer Knight, Allen & Unwin, 2006,
ink, pencil and watercolour on paper, courtesy of the artist
Year
Curriculum area
Key connections
3&4
English – Reading
• r ead and respond to an increasing range of imaginative and
informative texts
• Interpret the main ideas and purpose of texts
5&6
English – Reading
• read, interpret and respond to a wide range of literary texts
7&8
English – Reading
• infer meanings and messages in texts, analyse how social
values or attitudes are conveyed, compare the presentation
of information and ideas in different texts
3&4
• ask clarifying questions, volunteer information and justify opinions
5&6
• identify opinions offered by others, propose other relevant
viewpoints and extend ideas in a constructive manner
7&8
• w
hen listening to others, students ask clarifying questions and build on
the ideas of others
• identify main issues in a topic and provide supporting detail and
evidence for opinions
3&4
and Responding
• learn how to identify the main message, develop their own
interpretation, and provide evidence to support it
• e
xplore reasons for other interpretations not being the same as theirs and
learn to respect the right of others to express opinions
5&6
7&8
27
and Responding
• develop interpretations of content and provide reasons for them
and Responding
• interpret complex information and evaluate the effectiveness
of its presentation
• explain why peers may develop alternative interpretations
LEARNING PROCESS
Explore
• View the clips of illustrators talking about their work.
– What inspires these illustrators?
– What do they enjoy about their job?
– What are the greatest challenges of their job?
– What kinds of material and equipment do they work with?
– What kinds of material do these illustrators have in
their studios?
Explain
• As a class, brainstorm the steps that have to be taken to
make a picture book
• D
istribute the timeline activity resource sheet to students.
Read over the vocabulary words in bold to ensure students’
understanding. Individually or in small groups, students cut
out the steps in the timeline and arrange these in an order
that makes sense – there are many possibilities!
• A
s a class, discuss students’ timelines. What are the differences and similarities? What can we learn about the way a
picture book is created?
Elaborate
The story behind the creation of Libby Gleeson and
Armin Greder’s The Great Bear demonstrates the
collaborative process between author and illustrator.
Find the story at http://www.libbygleeson.com.au/great_
bear_vs_school_reader.html, or in Making Picture Books
pp. 49–52, or at the back of The Great Bear.
• Read The Great Bear with your students
• D
iscuss with your students the story behind this book.
In particular, discuss the fact that the illustrator asked the
author to remove all the text at the end of book, so he
could better illustrate the story. What kind of relationship
did this author and illustrator have?
• A
sk students to compare The Great Bear with other
wordless picture books: Leaf by Stephen Michael King, The
Arrival by Shaun Tan, Midsummer Knight by Gregory Rogers, or others you might know. How is the story conveyed?
Do you think
the books would be improved with words?
• Responses to discussion questions can be assessed via a
reading journal or through observation of speaking and
listening skills. Refer to the assessment rubric (p. 41)
28
Ebook design and debate
AIM
Students engage with the debate around ebooks and
evaluate the effectiveness of children’s picture books in
this format. As an extension, students design a version of
a favourite children’s book in ebook form.
DURATION
Research and debate 1 to 2 hours; design and production
(extension) 5 to 8 hours
RESOURCE LIST
http://notebook.zoho.com
Search fo note-taking page: http://www.slv.vic.gov.au/
Background reading
7 things you should know about ebooks:
http://net.educause.edu/ir/library/pdf/ELI7020.pdf
7 things you should know about ereaders:
Ebooks v. pic books:
http://kidlit.com/2010/05/19/ebooks-e-readers-and-thekidlit-market-a-short-version/
Mark Pesce on the future of books:
http://blog.futurestreetconsulting.com/?p=282
It’s a Book by Lane Smith, trailer:
http://www.youtube.com/watch?v=x4BK_2VULCU
Shaun Tan, The Lost Thing, Lothian Press, 2000
Examples of ebooks
Alice for the ipad:
http://www.youtube.com/watch?v=gew68Qj5kxw
Dr Seuss ebook:
http://www.youtube.com/watch?v=j3uZq8S6oJc
Extract of The Lost Thing:
http://www.mirroroftheworld.com.au/imagination/begins/
Audio of traditional tale – Puss in Boots:
Search via title or author on:
http://www.gutenberg.org/wiki/Main_Page
Variety of international children’s books free online:
http://en.childrenslibrary.org/
29
Curriculum area
Key connections
English – Reading
• r ead, view, analyse and discuss a wide range of informative
and persuasive texts
• e
xplain how texts are shaped by the time, place and cultural
setting in which they are created
• c
ritically analyse the relationship between texts, contexts,
speakers and listeners in a range of situations
English – Writing
• w
rite sustained and cohesive narratives that experiment with
different techniques
Design, Creativity and Technology – Investigating
and Designing
• undertake research relevant to the design brief.
Design, Creativity and Technology – Producing
• m
ake products/systems that meet the quality, aesthetic, functionality
and performance requirements outlined in the design brief
Design, Creativity and Technology – Analysing and
Evaluating
• u
se evaluation criteria and critically analyse processes, materials,
systems components and equipment used
Thinking – Reasoning, Processing and Inquiry
• generate questions that explore perspectives
• locate and use relevant information to help their design thinking and
identify the needs of a variety of client/user groups
• m
ake informed decisions based on analysis of various perspectives
and, sometimes contradictory, information
Communication – Listening, Viewing and
Responding
• identify the ways in which complex messages are effectively
conveyed and apply this knowledge to their communication
ICT – for Creating
• s tudents appraise different strategies for organising and
managing resources involved in problem solving and creating information products
LEARNING PROCESS
Engage:
• Bring a selection of children’s picture books into the classroom
and allow some time for students to look, read and share
• S
tudent use laptops, interactive whiteboard, phones or
an ereader to sample some ebooks (see resource list)
• S
tudents use a graphic organiser to compare and contrast
the two formats (Venn/PMI)
Explore:
• Pose the question ‘Are ebooks better for children than
traditional printed books?’
• S
tudents research current debate on this topic and record
their findings using the ergo note-taking template, an
online note-taking tool such as zoho notebook, or another
preferred note-taking tool
• See the box below for examples of possible arguments
Ebooks
+
• Easily portable
• Environmentally friendly
• Interactive
• E
asy to read (backlit,
zoomable)
• E
books cheap to purchase
after initial outlay for ereader
–
• Battery life (although
e-ink is very efficient)
• N
ot as durable for
smaller children
Printed books
+
• Tactile format
• C
hild’s ability to own and
collect books
• Easily portable
• Initial cost of ereader
• Easy to purchase
• Difficult to lend to others
• Relatively cheap
• A
llows for children’s imaginations
to create movement and action
–
• Environmental cost
of production
• N
eed a light source
to read them
• M
ore than a couple of
books are difficult to
carry around
• Easy to lend to others
30
Use these prompts for discussion:
– How does an ebook change the experience of reading?
– Would imagination develop differently in a child who
read ebooks only?
– What might be some of the copyright concerns in an
ebook?
– What is the environmental cost of publishing a traditional
children’s book?
– How is the quality of freely available ebooks controlled?
Explain:
• Students develop their position on this debate in a formal
essay or oral presentation, or:
• S
tudents review an ebook designed for children, or a
traditional children’s book, or both an electronic and
printed version of the same book
Elaborate (extension):
• Students plan and design their own ebook for children.
They may design an ebook version of an existing picture
book or come up with a new idea
• S
tudents use animation software to produce one of their
designed pages or their entire book. (This activity could be
integrated with an ICT/Design and Technology class.)
• S
tudents arrange to show their ebook to a younger
audience and devise an evaluation tool for the audience
to assess the ebook. They then incorporate the evaluation
into a reflection on the effectiveness of their design.
• Self-reflection on ebook design and product
• Peer evaluations of ebooks
• Teacher assessment rubric for essay/oral presentation
31
Goose template
resource sheet for Activity 1
(Enlarge image if required)
Instructions:
1. Cut around goose
2. Decorate the underside (not marked with x)
3. Attach string with tape to x marks
4. Tie string to a central point so that the goose flies!
32
Mr Chicken templates
resource sheets for Activity 2
With thanks to Leigh Hobbs and Allen & Unwin.
33
34
35
Ron Brooks: Drawn From the Heart
Ron Brooks has illustrated many classic Australian children’s
books, including Rose and the Midnight Cat, Old Pig
and Fox. Drawn From the Heart (Allen & Unwin, 2010)
is his autobiographical account of the creation of many
of his picture books and the personal experiences that
accompanied each book.
In this extract, Ron Brooks writes about the process of
creating the illustrations for Fox:
That first picture was a real mixed-media job: a multilayered collage of bits and pieces of different papers,
heavy impasto, oil paint, acrylic, ink, watercolour, shellac,
oil sticks…and instead of drawing with pens, pencils
or whatever, I gouged, scratched and scraped my way
through all this stuff using kitchen forks, bits of wire,
old dental tools, bits of rusty tin, sandpaper – whatever
seemed to work – to find my lines. I then worked the
oil sticks into and over the whole picture, working and
rubbing them in across the entire surface, obliterating
the whole image under deep black, red, blue, brown
or green oil. After allowing this to dry a little, I rubbed
and polished off the higher, flatter, smoother surfaces
with soft cloth; laid glazes of acrylic and wash over the
top, gouged back in again, varnished again with shellac,
added more colour here and there – until I felt the image
had everything I was able to find. Until I felt it matched
the voice in the writing – the texture of the language.
(pp. 282–283)
Prompt questions
• What kind of techniques and materials did Brooks use to
create the illustrations for Fox? Find meanings for unfamiliar
words such as; impasto, shellac, gouged, glazes. See if
you can identify these different materials in the illustrations
• L
ook at the illustrations from Fox again. What effect does
using these techniques have on the viewer?
• B
rooks writes about the ‘texture of the language’. In your
own words discuss and describe what he might mean
• C
onsider some of Ron Brooks’ illustrations in other picture
books. Has he ever used this technique before? Describe
why you think this may be the case
In the following extract, Brooks describes part of his
illustrating process:
With every book my first rule of thumb has been to
not draw what is there already in the words. I try to
find something from behind or between the words,
something unsaid, something from the moment behind
and beneath the moment, something about where those
words come from, something from and about the heart,
to then add to the words.
(p. 296)
Prompt questions
• Look at the illustrations from Fox again. Describe how
Brooks draws something from the ‘moment behind and
beneath the moment’, and not what is already there in
the words
• Why might an illustrator have this rule?
• C
onsider any books you know where the illustrations
match what is written precisely. Is there a reason this
might happen?
36
The Arrival images
Images reproduced with permission from The Arrival by Shaun Tan,
Lothian Children’s Books, an imprint of Hachette Australia, 2006.
Compare with Coming South, 1886, Tom Roberts
Compare with photographs of Ellis Island,
New York, 1892–1954
Compare with 1912 photograph of a newsboy
announcing the sinking of Titanic
Compare with ‘Over Land by Rail’. Gustave Dore,
1870
37
1. Read The Arrival
– The Arrival by Shaun Tan
– Computers/smartboard (with internet access) or printed images
– One copy of The Arrival
or:
– Colour photocopies or scans of relevant pages
– Listening post/ interactive whiteboard/computers
– Podcast of interview with Shaun Tan (29 mins; students decide how much to
listen to):
– http://www.ozcomics.com/podcast/OzComics_ShaunTan20061109.mp3
– Smartboard/computers
– My Place – Speaking the Language clip
– http://www.myplace.edu.au/teaching_activities/1968/1/speaking_the_language.html
– Red Leap Theatre – excerpts from ‘The Arrival’
– http://www.youtube.com/watch?v=GpoKXTqQYjg’
– Computers and internet access
– http://museumvictoria.com.au/discoverycentre/websites-mini/immigrationtimeline/
– http://www.immi.gov.au/
– http://www.immi.gov.au/media/fact-sheets/02key.htm
A:
Reading The
Arrival
B:
Images and
Inspiration
C:
Shaun Tan
interview
D:
Speaking the
Language
E:
Immigration
2. On your mind map, record questions,
information you find regarding reasons for
migration, statistics and trends
1. Search for key facts in the history of
immigration to Australia and the United States
– How is Tan’s book adapted in this theatre
production?
– What methods are used for expression and
communication?
– Any questions you have
4. Discuss and record on your mind map:
2. Discuss and record on your mind map:
– what kind of language difficulties might
immigrants face?
3. View excerpts from ‘The Arrival’ by Red Leap
Theatre
1. View the ‘Speaking the Language’ clip
2. On your mind map, include questions and
information about Tan’s methods, materials
and inspirations
1. Listen to the podcast of Shaun Tan in
conversation with Ozcomics
3. O
n your mind map, record questions, similarities
and differences in the images, the effect of visual
referencing, why those particular images may
have been used
2. L
ocate the illustrations where Tan has referenced
these images, and compare them
a) Coming South, 1886, Tom Roberts
b) ‘Over Land by Rail’, Gustave Dore, 1870
c) Photographs of Ellis Island, New York,
1892–1954
d) 1912 photography of a newsboy announcing
the sinking of Titanic
1. V
iew some of the images that inspired Shaun
Tan in his illustrations. Search the internet/follow
the links for:
2. O
n your mind map, include feelings, ideas,
questions, notes about the artwork, etc
Instructions
Resources
Activity
Completed
The Arrival: Activity rotation instructions
38
My Family Passport
MY FAMILY PASSPORT
es in ...
My family liv
...
lly comes fro
I live with ...
but in my WHOLE family there is ...
My family loves to...
eat ...
39
m ...
play ...
oops! a family secret is ...
esn’t like
My family do
... but origina
and ...
er
togeth
Making a picture book:
timeline activity
Each book has a different journey, from the initial idea
to selling the book in a bookshop. Sometimes one person
is both author and illustrator; sometimes an author and
illustrator come up with an idea together. But often,
an author begins with an idea and the journey begins
from there.
Cut out the possible steps in the process of making a picture
book, and see if you can put them in an order that makes
sense. (There is no single correct order they should go in.)
Author has an idea
Illustrator generates ideas
Author completes the final draft of the story
Illustrator creates a dummy book or a series of ideas
to show to publisher and author
Designer works on the overall design of the book including
the cover, endpapers, size and format of the book
Artwork is finished and checked again by the editor
The finished book is produced
Publisher approaches an illustrator to collaborate
on the text
Author writes a draft
Author and/or illustrator develop ideas
Author works with an editor and drafts the story
Publisher, author and illustrator agree on payment;
royalties or a one-off fee
Illustrator, publisher and author meet to discuss the
illustrations, any changes to the text or illustrations
Publisher has an idea
Publisher approaches an author
Author passes the manuscript on to a publisher
The finished book is sold in bookshops
When the book sells, the author and illustrator are paid
a small percentage (royalty) for each book sold
Illustrator has an idea
Publisher accepts the manuscript for publication
Printer creates proofs
Illustrator reads the text and accepts the manuscript
40
41
Listens to others, asks
clarifying questions and
builds on the ideas of
others
Expresses creative and
analytical responses to
discussion
Provides supporting
details and evidence for
opinions
Listens to others while
engaging in discussion,
comparison of ideas
and identifying a point
of view
Critically analyses
material presented
Provides and justifies
different points of
view and reaches
conclusions
Listening to others
Ideas and
understanding
Evidence for opinions
Signed:
Comments:
TOTAL
Years 7 & 8
5 points
Beyond Year 8
6 points
Criteria
Student’s name:
Justifies relevant
opinions and extends
ideas
Summarises
information from
discussion
Listens attentively to
others, can identify
and extend viewpoints
Years 5 & 6
4 points
Offers and justifies
opinions
Volunteers
information and
recalls discussion
accurately
Listens attentively
and can ask clarifying
questions
Years 3 & 4
3 points
Contribution to discussion: Assessment rubric
English – Speaking & Listening; Communication – Listening, Viewing & Responding
Date:
Beginning to offer
opinions
Understands familiar
ideas and makes relevant
comments
Listens and responds
appropriately to others
Approaching Years 3 & 4
2 points
/18
Points
Contribution to discussion:
Teacher assessment rubric
Other resources
The following books and websites will be useful research
aids for students and will complement the resources listed for
each classroom activity. You can find all the online resources
bookmarked at www.delicious.com/lookeducation.
Books
Antsey, Michele & Bull, Geoff, Reading the Visual: Written
and Illustrated Children’s Literature, Harcourt Australia Pty
Ltd, 2000
Brooks, Ron, Drawn from the Heart, Allen & Unwin,2010
Davies, Will and Dal Bosco, Andrea, Tales from a Suitcase,
Lothian Books, 2001
Gleeson, Libby, Making Picture Books, Scholastic Press, 2003
Gleeson, Libby, illustrated by Armin Greder, The Great Bear,
Walker Books, 1999
Graham, Judith, Pictures on the Page, Melbourne: National
Association for the Teaching of English, 1991
Harvey, Roland, In the Bush, Allen & Unwin, 2006
Harvey, Roland, In the City: Our Scrapbook of Souvenirs,
Allen & Unwin, 2010
Horning, Kathleen T, From Cover to Cover: Evaluating and
Reviewing Children’s Books, Harper Collins Publishers, 1997.
Nikolajeva, Maria and Scott, Carole, How Picturebooks Work,
Routledge, 2006
O’Conor, Juliet, Bottersnikes and Other Lost Things: A
Celebration of Australian Illustrated Children’s Books,
Melbourne University Publishing, 2010
O’Sullivan, Colleen, The Challenge of Picture Books: A
Teacher’s Guide to the Use of Picture Books with Older
Students, Methuan Australia Pty Ltd, 1987
Wagner, Jenny, illustrated by Ron Brooks, John Brown, Rose
and the Midnight Cat, Bradbury Press, 1977
Watts, Julie, The Art of Graeme Base, Viking, Penguin
Australia, 2008
Online resources
The delicious account http://www.delicious.com/lookeducation
contains additional websites not listed below.
Look! section of State Library of Victoria site:
www.slv.vic.gov.au/look
Migration resources: http://www.rspb.org.uk/youth/learn/
migration/index.asp
http://encyclopedia.kids.net.au/page/bi/Bird_migration
Clip of Graeme Base interview: http://www.themonthly.com.
au/graeme-base-writing-and-illustrating-childrens-bookstony-palmer-1311
History of the enigma code:
http://www.iwm.org.uk/upload/package/10/enigma/index.htm
http://earth.google.com/
Ergo note taking page:
http://www.slv.vic.gov.au/ergo/uploads/docs/note-taking_
outline.pdf
http://rolandharvey.com.au/
Teaching notes for Fox:
www.allenandunwin.com/teaching/images/FoxA1.pdf
MonkeyBAA production of ‘Fox’ – extract
http://www.youtube.com/watch?v=wyngqMkXcOM
Copyright information for students: http://www.education.
vic.gov.au/management/governance/copyright/schools/
infostudents.htm
http://www.ellisisland.org/photoalbums/ellis_island_then.asp
Search National Gallery of Victoria for Tom Roberts Coming
South: http://www.ngv.vic.gov.au/explore/ngv-collection
Podcast – Shaun Tan in interview:
http://www.ozcomics.com/podcast/OzComics_
ShaunTan20061109.mp3
Clip from My Place - ‘Speaking the Language’:
http://www.myplace.edu.au/teaching_activities/1968/1/
speaking_the_language.html
Excerpts of ‘The Arrival’ by Red Leap Theatre:
http://www.youtube.com/watch?v=GpoKXTqQYjg –
Ergo: Organising notes:
http://www.slv.vic.gov.au/ergo/organise_notes
Museum of Victoria: Immigration Timeline:
http://museumvictoria.com.au/discoverycentre/websitesmini/immigration-timeline/
Department of Immigration and Citizenship:
http://www.immi.gov.au/
Department of Immigration and Citizenship: Immigration Fact
Sheet: http://www.immi.gov.au/media/fact-sheets/02key.htm
http://www.ellisisland.org/immexp/wseix_4_3.asp?
Jackie French’s teaching notes: http://www.harpercollins.com.
au/resources/teachers.aspx and http://www.harpercollins.
com/harperimages/ommoverride/tomorrow_book_teacher_
notes.pdf
42
Jackie French’s website: http://www.jackiefrench.com/
Sue de Gennaro’d illustrator profile: http://www.
scholastic.com.au/common/books/contributor_profile.
asp?ContributorID=576&channel=
Sustainability hub at CERES: http://sustainability.ceres.org.au/
Bubbl. Us: Collaborative mind mapping tool: http://bubbl.us/
Lesley Reece’s (Fremantle Children’s Literature Centre)
framework for studying picture books: https://www.
det.wa.edu.au/education/cmis/eval/fiction/classroom/
picturebooks/
Libby Gleeson: ‘The Great Bear’ Vs the School Reader:
http://www.libbygleeson.com.au/great_bear_vs_school_
reader.html
Picturing Books website: http://www.picturingbooks.com
Zoho Notebook: Collaborative note taking tool: http://
notebook.zoho.com
Educause blog: 7 things you should know about E-books:
Educause blog: 7 things you should know about Ereaders:
Kidlit blog: ebooks v pic books: http://kidlit.
com/2010/05/19/ebooks-e-readers-and-the-kidlit-marketa-short-version/
Mark Pesce on the future of books: http://blog.
futurestreetconsulting.com/?p=282
It’s a Book trailer: http://vodpod.com/watch/4065472-its-abook-trailer
Alice for the ipad trailer: http://www.youtube.com/
watch?v=gew68Qj5kxw
Dr.Suess ebook trailer: http://www.youtube.com/
watch?v=j3uZq8S6oJc
Extract of The Lost Thing: http://www.mirroroftheworld.com.
au/imagination/begins/lostthing/pagebypage.php
Audio of traditional tale – Puss in Boots:
pussinboots/pagebypage.php
Search via title or author on: http://www.gutenberg.org/wiki/
Main_Page
Variety of international children’s books free online:
http://en.childrenslibrary.org/
43
A STATE LIBRARY OF VICTORIA TOURING EXHIBITION
slv.vic.gov.au/look
MAJOR SPONSOR
This exhibition is supported by Visions
of Australia, an Australian Government
program supporting touring exhibitions
by providing funding assistance for the
development and touring of Australian
cultural material across Australia.
SUPPORTED BY
love2read.org.au
44

Part 2 - State Library of Queensland

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