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Presented by Timothy P. Mottram. Module C: Into the World.

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Presentation on theme: "Presented by Timothy P. Mottram. Module C: Into the World."— Presentation transcript:

1 Presented by Timothy P. Mottram

2 Module C: Into the World

3 This module requires students to explore and analyse texts used in a specific situation. It assists students’ understanding of the ways that texts communicate information, ideas, bodies of knowledge, attitudes and belief systems in ways particular to specific areas of society. Electives in this module are designed around a specific social context and the texts that are characteristic of and valued within it. Prescribed texts will be drawn from a variety of professional and social contexts. Students are also required to supplement this study with texts of their own choosing related to the module. Students explore the role of textual features in the shaping of meaning in specific contexts. They develop the communication skills necessary for a wide variety of personal, social, historical, cultural and workplace contexts. Composition focuses on analysing and experimenting with textual forms characteristic of the specific contexts. These compositions may be realised in a variety of forms and media.

4 In this elective students explore a variety of texts that deal with aspects of growing up or transition into new phases of life and a broader world. People encounter different experiences and respond to them individually. These personal experiences may result in growth, change or other consequences. Students respond to and compose a range of texts that illustrate different pathways into new experiences. They examine the features of texts that shape our knowledge, attitudes and beliefs about individuals venturing into new experiences. Students choose one of the listed texts as the basis for their further exploration of texts that deal with aspects of growing up and transitions into new phases of life.

5  Moving into the world suggests change.  The elective suggests some new phase of an individual’s life, and this often involves growth and /or change for the individual.  ‘Into the World’ explores aspects of growing up and life transitions into new worlds.  It examines how experience can bring about transformation, personal growth and change.

6  Growing up  Transitions into new phases of life  Different ways by which people enter new stages of experience that bring growth and change  Explore different pathways into new experiences that extend an individual’s existing world  Examine knowledge, attitudes and beliefs relating to individuals who have ventured into new worlds and experiences

7  Mentors/Role models Responsibilities Growth and change Social class Gender roles Stereotypes Sexual preferences Values and attitudes Aptitude/Skill  This elective examines ways of living- lifestyles. Society provides several lifestyles to choose from and your prescribed texts deals with one of them. Then it is important for you to see how these are presented in terms of personal, social, historical and cultural contexts. Then it is important to look at how these different lifestyles are communicated and valued in the texts.  This module deals with aspects of growing up and transitions in stages of a person’s life. It is important that a student focuses on the values that these different stages represent and how the changes are portrayed and what experiences result from these transitions.

8  A person who moves into the world  Consider how the individual is represented before the move into the world and after the move into the world  The world they move from and their world they move into  Consider how the composer represents the two different worlds in the text  Who/what helps them move into this new world (catalyst, mentor)  If it is a person, how are they represented?  If it is a thing, is there a metaphor that represents it?  Is there an aspect of the individual’s personality that assists him/her to move from one world to another? How is it represented?  What is the individual’s pathway into the world? How is it represented?

9  Who/what are the barriers prevent movement into the world  If it is a person, how is the character developed?  If it is a person, how is the contrast shown between this person and the person moving between worlds?  If it is a thing, is there a metaphor that represents the barrier?  How does the individual grow or change as a result of the movement?  How does the composer represent the change in the individual?  Where are there specific points in the text when you see the individual progress?  What is the evidence of the individual’s progress?

10  Study of your prescribed text  At least TWO related texts linked to the concept of Into the World  You will need to know language techniques and quotations from each text  You will need to formulate a thesis about the concept of Into the World  The ability to write in different forms  The ability to sustain an argument

11 Growth Change Transformation Evolution Progression Reincarnation Reinvention Discovery Development Advancement Conversion Alter Shift Move Modify Obstruction Obstruct Hinder Hindrance Hamper Slow down Delay Hold back Hold up Encumber Inhibit Block Prevent Impede Stop Avert Catalyse Catalyst Facilitate Assist Help Aid Make easier Ameliorate Alleviate Benefit Support Advantage Enhance Embolden Enrich

12 Billy Elliot

13  Movement into the world can be very difficult for an individual due to contextual circumstances.  An individual may require assistance to move into the world.  Perseverance is essential to overcome obstacles when moving into the world.  The new world may prove confronting for the individual.  Some individuals are drawn into the world by intangible forces.  Movement into the world can be greatly rewarding

14  Opening of film: cutting between high-angle shots of the violence of the miners’ on strike and private world of Billy Elliot consumed by the beauty and freedom of dance. Establishes for viewer how different Billy is than other men in his town.  Juxtaposition of boxing class with ballet class. Shouting and violence of boxing in contrast to soft tutus and music of ballet.  Deeply engrained stereotypes expressed through father’s dialogue “boxing is for boys”. Billy must challenge this assumption without his father’s support initially.  Contrast between Billy and his brother and father. Language of brother is harsh compared to Billy’s softer language.  Symbolic destruction of Billy’s mother’s piano severing any connection to a world outside of the miners’ world. Sound effects – dissonant sound of piano being chopped for firewood. Close-up on destroyed piano and Billy’s face showing his sorrow.

15  The character of Mrs Wilkinson provides Billy with an ally to help him move into the world.  Metaphor of Billy and Mrs Wilkinson crossing the bridge with the music from Swan Lake in the background represents Billy’s movement into the world.  It is ultimately his father’s support, however, that sees him successful in his move into the world. Scene in which Billy’s father dramatically crosses he strike lines to earn money to pay Billy’s fees. Close ups on father’s anguished face. Father shot from high angle. Emphasis of the violence and noise from strikers. Emotional reunion of father and brother.

16  Metaphor of walls in the streets when Billy is forbidden to dance by his father and brother.  His frustration is expressed through his dance. Close-ups on his feet furiously dancing and the intensity of the music illustrate his passion. OpY  Repetition of shot of Billy trying to land the pirouette with Mrs Wilkinson reinforces his persistence.

17  Emphasis of Billy and his father being “out of place” in the halls of the ballet school. Repeated shot from a high angle emphasizing their powerlessness in the world.  Use of costume to emphasise Billy and father’s difference. Both wearing darker colours in the face of the lighter colours of the school.  Repeated shots of the refined architecture dwarfing both figures  Billy’s audition – clearly not what was expected by judges. Close-ups on their faces and their silence belies their shock.

18  Daldry emphasizes Billy’s affinity for dance – song lyrics – “Danced myself right out of the womb” – slow motion of Billy jumping on bed. Close up on elation of his face.  In boxing ring, close up on Billy’s foot tapping to ballet music.  The grace with which Billy moves through his routine of making grandmother’s breakfast.  Intertextual references to Swan Lake and Ugly Duckling story suggest Billy was meant to pursue this dream

19  Final scene of the film – Billy’s triumphant and majestic leap in slow motion onto the stage in Swan Lake performance.  Close up on father’s tears of pride in Billy’s success.

20 Outside Texts

21  You will need at least TWO related texts for this module. Remember to select different text types to enhance the depth of your response. For example, if you are studying poetry as your core text, consider using a film and a novel as related material.  Try to choose texts which are weighty and significant – of some literary merit. It adds sophistication to your response and is well- regarded in the marking centre.  Consider choosing texts you have studied in previous years.

22 sometimes you climb out of bed in the morning and you think, I'm not going to make it, but you laugh inside remembering all the times you've felt that way, and you walk to the bathroom, do your toilet, see that face in the mirror, oh my oh my oh my, but you comb your hair anyway, get into your street clothes, feed the cats, fetch the newspaper of horror, place it on the coffee table, kiss your wife goodbye, and then you are backing the car out into life itself, like millions of others you enter the arena once more. you are on the freeway threading through traffic now, moving both towards something and towards nothing at all as you punch the radio on and get Mozart, which is something, and you will somehow

23 get through the slow days and the busy days and the dull days and the hateful days and the rare days, all both so delightful and so disappointing because we are all so alike and so different. you find the turn-off, drive through the most dangerous part of town, feel momentarily wonderful as Mozart works his way into your brain and slides down along your bones and out through your shoes. it's been a tough fight worth fighting as we all drive along betting on another day. ©2001 Linda Lee Bukowski reprinted with permission of Black Sparrow Press

24  Family Footsteps – documentary series on ABC – follows four young people  Australian Story  Mao’s Last Dancer, Li Cunxin – autobiography  A Thousand Splendid Suns, Khaled Housseini – novel  Children of Heaven, Majid Majidi – film  To Kill a Mockingbird, Harper Lee – novel  Catcher in the Rye, JD Salinger – novel  The Great Gatsby, F. Scott Fitzgerald Into the Wild, Sean Penn – film  Motorcycle Diaries, Walter Salles – film  Brokeback Mountain, Ang Lee – film  Jane Eyre, Charlotte Bronte – novel  David Copperfiled, Charles Dickens – novel  Great Expectations, Charles Dickens – novel  The Adventures of Huck Finn, Mark Twain –novel  A Room with a View, James Ivory – film  Darjeeling Limited, Wes Anderson – film  Slumdog Millionaire, Danny Boyle – film  Lost Salt Gift of Blood, Alistair McLeod – short stories  Picture books can work well as related texts.

25 Application

26  Conceptual understanding of venturing into the world and its challenges  Integrated discussion of texts  Deep analysis of themes and techniques  Selective in their choice of related material  Answered all aspects of the question  Careful links between texts  Ability to construct purposeful thesis  Students with independently selected material were able to discuss their thesis with greater confidence and clarity  Sustained voice and argument  Showed strong knowledge of forms and features of langauge

27  Weaker responses relied on recounting the actions of characters or making statements about attitudes or venturing into the world.  These responses often dealt with text(s) in isolation with little attempt to link their discussion to the question or the texts to each other.  Weaker responses often relied on recounting the narrative or making broad generalisations about the text or the concept of moving ‘into the world’.  Difficulty in supporting these observations with relevant textual reference.  Many weaker responses relied on supporting texts which were of little relevance to the concept of the elective.

28 In your answer you will be assessed on how well you: ■ demonstrate understanding of the ways texts and meaning are shaped by context ■ organise, develop and express ideas using language appropriate to audience, purpose, context and form Question 9 — Elective 2: Into the World (20 marks) Individuals venturing into new experiences may encounter obstacles, but may also gain significant rewards. Do you agree with this perspective? In your response, refer to your prescribed text and at least ONE other related text of your own choosing.

29  PEAL in each body paragraph  Point – This is your topic sentence or the main idea of your paragraph.  Evidence – The quotations, close reference and techniques drawn from your text.  Analysis – This is where you will explain how the evidence you have selected proves the point you have made in your topic sentence.  Link – Here you will ensure your concluding sentence links back to your question or thesis statement from the introduction of your response.

30 Individuals venturing into new experiences may indeed encounter obstacles; therefore perseverance is required when attempting to move into the world. Billy is inhibited by his social and cultural context, as dancing is not viewed as a valid expression of feeling for a male in 1980s Durham. Billy’s frustration is expressed through his dance that follows a heated discussion on his future between his mentor, Mrs. Wilkinson, his father and his brother. Close-ups on his feet furiously dancing and the intensity of the music illustrate his passion, while the metaphor of walls represents the obstruction that he…

31 suffers. This suggests that even when Billy’s transition into the world is hindered, his commitment to dance as an emotional release enables him to at least explore his thwarted ambitions. Another persona whose transition into the world is featured in Charles Bukowski’s poem gamblers all. This poem shows that moving into the world can be a daily challenge that requires perseverance. His persona “leaves home backing the car out into life itself/like millions of others you enter the arena once more” and metaphor is used to compare life’s daily challenges with gladiatorial conflict. Bukowski is suggesting that even though the challenges we face are significant, we must face them and bet “on another day”. While Billy’s challenge is based on a transition into the adult world, the persona of the poem shows that once in the adult world perseverance remains a vital asset when meeting obstacles.

32  2006 Question 10 — Elective 3: Into the World (20 Marks) Your texts offer various representations of familiar experiences and new horizons. Compare these representations, referring to your prescribed text and at least one other related text of your own choosing.

33 When an individual moves ‘into the world’ he moves from familiar experiences to new horizons. The process of moving from the familiar into the new can be challenging and is not always a continuous process. It may be marked by obstacles and failures before the new horizons are successfully reached. Individuals may require assistance to achieve the new horizons and may be forced to leave behind the comforts of the familiar as they move into their new world. The film, Bill Elliot, directed by Stephen Daldry represents the movement of a young boy from his familiar world of the 1984 miners’ strikes in Durham, England to the world of the ballet. This move was fraught with difficulty for both Billy and his family due to the deeply engrained beliefs about what it is to be a man. Similarly, Harper Lee represents the movement of her protagonist Scout in her novel, To Kill a Mockingbird, from the familiar world of childhood into a more mature and enlightened state of mind. Like Lee, Seamus Heaney represents the move from the world of childhood into the realities of adulthood in his poem, “Mid-term Break” in which his persona is faced with the death of a sibling. All three texts represent the familiar and the new differently.

34  2005 Question 10 — Elective 3: Into the World (20 Marks) ‘An Address to the Next Generation’ Using this title, present your views on growing up and making transitions into society. In your response, you should refer to your prescribed text and at least two other related texts of your own choosing.

35  Know your texts well  Include language techniques in each paragraph  Include quotations in each paragraph  Integrate your discussion of the texts  Be confident in your response to the text.

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