Unit of Work: Representations of War

Transcription

1 English Collection 2 1 Unit of Work: Representations of War Incorporating Stage 5 Outcomes, NSW Years 7 10 English Syllabus This unit of work is based on texts and questions from English Collection 2.The texts comprise extracts from a television documentary, a picture book and a Shakespeare history play, a painting, photographs, and a poem. They are: Australians at War (page 13) When the Wind Blows (page 152) Henry V (page 34) Bomber Crew (page 49) Bomber Crew (page 48) Remembering the Anzacs (page 86) Adieu (page 86). Duration Four to five weeks Overview The purpose of this unit is to have students look at different perspectives on war presented in texts.they will identify and evaluate these perspectives, interpret the purpose behind each text, decide whether they share the points of view of the composers of the texts, and learn about the verbal and visual techniques used to create the texts. As they do this, they will also look critically at the cultural influences operating on the composer and responder. The unit addresses Outcomes 6, 9 and 10. Outcome 6 A student experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts. Outcome 9 A student demonstrates understanding of the ways texts reflect personal and public worlds. Outcome 10 A student questions, challenges and evaluates cultural assumptions in texts and their effects on meaning. Assessment There are two assessment tasks: one to be done during the course of the unit, the other at the end of the unit. The first task assesses achievement of Outcome 6 and the second assessment task assesses achievement of Outcomes 9 and 10.

2 English Collection 2 2 Step 1: Cultural attitudes to war (Outcome 10) In this step, students respond to a photograph, Remembering the Anzacs (page 86), a poem, Adieu (page 86) and an extract from Shakespeare s Henry V (page 34). The purpose here is to consider three different perspectives on war: a reverent and possibly sentimental newspaper photograph of an Anzac s daughter and grandson at an early morning memorial service a sad and possibly bitter poem written by a soldier in World War I a rousing call to arms by Henry V who, in a speech delivered to his troops before they go out to battle, glorifies participation in war as a supreme human achievement. Students answer questions 1 to 6 (page 87) and questions 1 to 7 (page 35). The purpose of the questions is to engage students with meaning, what the texts reveal of cultural attitudes and values, and the strategies composers used to shape their perspective. Note:The teacher will decide how best to arrange for students to answer the 13 questions on these texts: all students might answer all questions or the questions might be divided up among the class; students could prepare answers in groups or individually; and some answers could be discussed and marked in class and others marked by the students or by the teacher. Step 2: Visual depictions of war (Outcome 6) In this step students, continuing to look at images of war, engage closely with two visual texts a photograph, Bomber Crew (page 48) and a painting, also titled Bomber Crew (page 49), inspired by that photograph. Students analyse how the two forms photography and painting shape meaning differently. The teacher leads a discussion on the differences between photography and painting, including: the different purposes behind taking photographs and creating paintings the contexts in which viewers experience each form usually newspapers and personal albums for photographs, and art galleries for paintings the strategies that photographers and painters use to shape meaning. This raises the issue of whether photography can be considered an art form, and what more is involved than pointing the camera and pressing the button. Students should contribute personal experiences of deliberate selection of subject, deciding what to include in the shot (and what to exclude), the angle from which to shoot, and the effect sought after. Students answer questions 2 and 3 (page 48) and questions 1 to 4 (page 49). Step 3: Composing a text (Outcome 6) In this step, students respond imaginatively to the photograph and the painting, drawing on their personal response to the texts and writing for purpose in a particular context. Students answer either question 4 (page 48) or question 5 (page 49). The teacher

3 English Collection 2 3 should unpack the question for the students, helping them to understand what is involved in the task. This includes: the purpose and context of the text to be created the length and type of information to be included the language and design conventions to be used. Step 4: War as documentary (Outcome 9) In this step students engage with the extract from the television documentary, Australians at War.They interpret the perspective on war presented in the extract and learn about the film techniques used to shape and present this perspective. Students research Australian involvement in the Vietnam War and in particular the Battle of Long Tan. Students view all of Episode 7, Trying not to remember. The teacher leads a general discussion on the story told in the episode, students ask questions and express first reactions to what they have viewed. Students read questions 2 to 5 (page 20) and then view the extract, following the script and observing how the Vision directions are translated on to screen. Students answer questions 2 to 5 (page 20) and, in groups or as a whole class, discuss their answers. The teacher leads the class in a joint construction of an analytical text that identifies and illustrates how film techniques are used in the extract to shape meaning. Points covered should include: how the story line is shaped by choice of characters and events how characters are revealed, which characters are similar and which are different and the impact this similarity and difference have on the viewer how the war setting is created and shaped to create particular effects how the narrator shapes meaning what he says, the tone of his voice, why a male voice was chosen instead of a female voice, and how a female voice would have created a different effect effect of incorporating still photographs, original footage and voice-over from interviews camera angles and movements, and how these shape meaning techniques for separating and linking shots (fade, dissolve, flash) how editing has shaped meaning through links and contrasts between shots use of music and sound effects. Step 5: Personal interpretation (Outcome 6) Students are to represent part or all of the script extract in another form in a way that reveals their personal response to the events in the episode. They might decide to write a poem, a personal essay, a prose poem, a speech, or part of a film script that fictionalises the events in the extract.

4 English Collection 2 4 Assessment assignment 1 : Outcome 6. Choose one of the texts studied so far, and write about its insights into war, and the composer s imaginative powers and ingenuity in translating ideas into words or images. Step 6: Summary writing and reflection (Outcome 10) Before moving on to the next text Raymond Briggs s When the Wind Blows students need to recap on the texts studied so far. The purpose is for students to bring together the various perspectives on war and to reflect on how those texts connect with their own point of view and their culture. Students complete Worksheet 1 (included in this document, see pages 6 7). Step 7: The two worlds of When the Wind Blows (Outcome 9) The final text in the unit is the extract from When the Wind Blows (page 152). The subject of the text is nuclear war presented from the point of view of two innocent victims of international power play. This text also presents two worlds of contrasting personal and cultural values. This is the focus of activities in this step. Students answer questions 1 to 5 (page 155) in order to engage with the text and analyse the content, format and language. The teacher and students work together to describe and illustrate the contrasting cultures revealed in this text the world of the Bloggses, and the world of international affairs. Points to be covered could include: the world of the Bloggses is an exemplary and idealised world in which decent human values prevail: a simple, unsophisticated and trusting world where human beings love and care for each other, are friendly and neighbourly, responsible citizens who respect and trust authority, simple folk brave enough to be optimistic; their naïve reference point is WWII it ll take more than a few bombs to get me down, always look on the bright side the world of international affairs is a world of dishonesty, irresponsibility and stupidity; cliché and euphemism prevail in communication that is intended to hide rather than reveal truth: ultimate deterrent, international situation, pre-emptive strike deteriorating international situation ; a world in which duty of care is sacrificed to destructive power plays; a world in strong moral contrast with the simple truths and decencies in the lives of Jim and Hilda the way in which irony constantly exposes the vulnerability of the Bloggses to forces over which they have no control: for example, It s all been worked out by brilliant scientists, It ll probably all blow over, It s lucky I got more leaflets from the Public Library only this morning humour that reveals a tragic scenario. Students answer questions 6 and 7 (page 155).

5 English Collection 2 5 Assessment assignment 2: Outcomes 9 and 10. Select another text in English Collection 2 that presents a perspective on war. Write an essay in which you explain and illustrate the cultural values represented in this perspective, and discuss the language and/or visual techniques that the composer uses to represent these values.

6 English Collection 2 6 Worksheet 1: Perspectives on War 1 Complete the following table about each of the texts listed. Text Title Composer Perspective on war Social Context Purpose Remembering Simon Schluter War as producing a On Anzac Day Australians To reflect and support in a the Anzacs (photographic tradition of honouring remember with respect newspaper the dominant journalist) soldiers who served; a those who died in battle cultural attitude to Anzac beautiful and enriching and express their Day experience for later gratitude to them generations Adieu Anon (WWI soldier) Henry V Shakespeare

7 English Collection 2 7 Text Title Composer Perspective on war Social Context Purpose Bomber Crew Name unknown (photograph) (Official war photographer) Bomber Crew Stella Bowen (painting) (Official Australian WWII artist) Australians David Goldie at War (Director)

8 English Collection Which of the perspectives on war in these texts is closest to your own view? Explain your point of view in your own words. 3 What cultural values is the composer upholding in your chosen text?

9 English Collection What relevance does this text have to the world in which you live?