1. let’s practise… Critical ‘Text’ Analysis
Kate Elliott New Era International Bilingual Secondary School ‘Off Campus’ session – scheduled for: June 20, 2013

2. Today’s Objectives
Knowledge: -To use Kate’s critical ‘BOLTSS’ model to discuss the subject matter contained by a picture, a policy document, a poem, OR a song. Skills: -Critical analysis -Informal, written response Values: -Respect and value opinions and perceptions which differ from your own YOUR RESPONSE TO: in-lieu of attending class on Thursday (20/6/13), as I (Kate) will be absent.

3. The BOLTSS of Critical Analysis
BORDER – what’s in the picture/song/article, and what’s left out? ORIENTATION – who’s the intended audience? LEGEND – who signifies / acts as a symbol for what? TITLE – any hints about the author’s objective? SOURCE – who produced, directed, wrote, etc. the piece? SCALE (if relevant) – how widely might this text be dispersed?

4. Now, browse the following ‘texts’ and analyse ONE of them (e. g
Now, browse the following ‘texts’ and analyse ONE of them (e.g. one of the songs) using BOLTSS, with reference De Bono Hats thinking styles, or another model of your choice. You may choose to try to frame your answer using ‘TEEL’ or ‘PEEL’ models for response writing (i.e. topic sentence, then explanation, then evidence, then linking sentence that leads into the next paragraph…)

5. Visual

6. New Delhi, India

7. LEGEND
‘The Rabbits’ signifies whom?
By John Marsden and Shaun Tan

8. blog.cunysustainablecities.org 

9. Poetry

10. Stop All the Clocks, Cut off the Telephone
By W. H. Auden
Stop all the clocks, cut off the telephone, Prevent the dog from barking with a juicy bone, Silence the pianos and with muffled drum Bring out the coffin, let the mourners come. Let aeroplanes circle moaning overhead Scribbling on the sky the message He Is Dead, Put crepe bows round the white necks of the public doves, Let the traffic policemen wear black cotton gloves. He was my North, my South, my East and West, My working week and my Sunday rest, My noon, my midnight, my talk, my song; I thought that love would last for ever: I was wrong. The stars are not wanted now: put out every one; Pack up the moon and dismantle the sun; Pour away the ocean and sweep up the wood. For nothing now can ever come to any good.

11. Policy Document

12. Teachers’ code of conduct (Victoria, Australia)
URL: of-Conduct-June-2008.pdf CHOOSE TO ANALYSE 2 PAGES ONLY

13. Song (verse, lyrics)

14. ‘Colours of the Wind’ (Disney Movie: Pocahontas) Lyrics: http://www
‘Colours of the Wind’ (Disney Movie: Pocahontas) Lyrics: YouTube:

15. ‘Zombie’, by The Cranberries
(please note: this song is not actually about zombies or vampires…)
Song lyrics:
YouTube clip:

16. ‘Thank-You’, by Alanis Morrisette Lyrics: http://www. lyrics007
‘Thank-You’, by Alanis Morrisette Lyrics: ou%20Lyrics.html YouTube clip:

17. Academic (extension)

18. ‘The Nacirema’ by Horace Miner https://www. msu. edu/~jdowell/miner
‘The Nacirema’ by Horace Miner (An anthropological account of the dangers of ‘exoticising’ and ‘othering’ the subjects (persons) in focus)

19. ‘The Seven Lesson Teacher’ by John Gatto
(critical pedagogy. An award-winning teacher laments his frustrations that he ‘teaches school’)