The Shape of Water Teacher Resources

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Vincent Lloyd
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1 The Shape of Water Teacher Resources Curriculum Links The Shape of Water is of particular interest to students of Secondary English and Senior Secondary Literature, Australian History, Womenʼs History and Drama. The subject matter is particularly relevant Grade 9 History Making a Nation (ACDSEH020) and reflects the through lines of Sustainability, Critical and Creative Thinking, Intercultural Understanding, Ethical Understanding. Senior Secondary Literature Curriculum In the Literature Curriculum, Unit 1 develops studentsʼ knowledge and understanding of different ways of reading and creating literary texts drawn from a widening range of historical, social, cultural and personal contexts and Unit 3 develops studentsʼ knowledge and understanding of the relationship between language, culture and identity in literary texts. Students will be challenged to reconsider what they know of C19th women who were often socially isolated and culturally adrift. The personal context of Sophia Degraves, an educated woman, was such that she was excluded from Vice Regal circles. Sophia Degraves came to Van Diemenʼs Land under the punitive governorship of George Arthur yet she maintains the wise attitude that it is best to learn from the indigenous population, sharing what she has to offer. This enlightened attitude may be somewhat anachronistic yet was prudently adopted by many isolated settlers and relates to how cultural perceptions are challenged or supported (ACELR039). The arrival of Lord and Lady Franklin heralded change. The arts and sciences were promoted and the view of Van Diemenʼs Land as a new Arcadia, rather than a penal colony, arose. It was in this context that the Degravesʼ built Hobartʼs Theatre Royal. Sophia faces the continual challenge of maintaining a rich inner life amidst the barbarism of the new colony and the personal tragedies she encounters. The Shape of Water is written in the first person and in the present tense. Peter Degraves, whom it might be argued, is the real subject of the narrative, is refracted through Sophiaʼs observation. This highlights different narrative approaches, for example, eye-witness accounts, multiple narrators, the unreliable narrator and the omniscient narrator (ACELR008). Students will be able to consider different points of view represented in texts, for example, those of characters, narrators and the implied author (ACELR006) as well as approaches to characterisation, for example, the inclusion of archetypal figures, authorial intrusion, the dramatisation of a characterʼs inner life, and the use of interior monologue (ACELR007).

2 The premise of the novel is what was it like to be Sophia Degraves? As such the authorʼs focus was to create an authentic and empathetic inner life for the main character. The characterisation of convict women is of particular interest. The Shape of Water is perfectly positioned to enable students to evaluate the ways in which literary texts represent culture and identity including: the ways in which authors represent Australian culture, place and identity both to Australians and the wider world. (ACELR040) the relationship between significant historical and cultural events and figures, and their representations in literary texts (ACELR041) the ways in which language, structural and stylistic choices communicate values and attitudes and shed new light on familiar ideas. (ACELR044) The Shape of Water endeavours to create an empathetic and fresh approach to the familiar pioneering story. Although the life of Sophia Degraves might be as transient as the shape of water, this novel about her, eloquently written and rigorously researched, is not. In fact, The Shape of Water is an important piece of Australian historical fiction about a woman who, like so many voices from below excluded from historyʼs pages, has a story to tell. Secondary English Curriculum Links The Shape of Water and In the Shadow (the play based on the novel) are populated by characters from different historical, social and cultural contexts. Conflict is implicit. Views are expressed that are not necessarily consistent with todayʼs perspectives (but in no way endorsed Mrs Degraves has been written as very enlightened for her times). Mrs Degraves has significant dealings with natives and convict servants. Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633) (ACELT1639) Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742) Evaluate the social, moral and ethical positions represented in texts (ACELT1812) The Shape of Water seeks to explore the human experience of Mrs Degraves, an experience unique to her times and situation. Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635) Students who have seen the play, In the Shadow, would find value in comparing the novel and play. Analyse text structures and language features of literary texts, and make relevant comparisons with other texts (ACELT1772)

3 The male actor in the play takes on a range of diverse characters. The characterisation, use of language and physicality of the performance are worthy of note. Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text(acelt1642) In The Shape of Water Sophia Degraves has a unique voice. It is worth noting that the novel is written in the present tense and first person. There are many examples of voice in the various male characters in the play, In the Shadow. Some scenes evoke pathos and some are highly confrontational. The means whereby this is achieved is of interest to English and Drama students. Compare and evaluate how ʻvoiceʼ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643) Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749) Secondary History Curriculum Links Anne Blythe-Cooper spent ten years researching The Shape of Water. She went to the UK twice to access the British Library. The project began for her with the question, What would it have been like to be Sophia Degraves? It was important to the author to create empathy with people from past times. The research process may be of interest to the student of history. The author encountered much erroneous and misleading information, an oral history from an elderly grandchild of Sophia, corrupted records in India, prejudicial information and widely held apocryphal truths. Mrs Blythe-Cooper is available as a speaker to address the process she undertook. The Shape of Water directly addresses the descriptors below. It identifies the motivations, social and economic, for settlement. It considers the perspectives of migrants, forced or otherwise, adapting to a new environment. It highlights the nature of daily life and the achievements of the significant individual who was Peter Degraves. Identify and analyse the perspectives of people from the past (ACHHS190) Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184) the nature and extent of the movement of peoples in the period (slaves, convicts and settlers) (ACOKFH015) Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience (ACDSEH083) Changes in the way of life of a group(s) of people who moved to Australia in this period, such as free settlers on the frontier in Australia (ACDSEH084) The role that a significant individual or group played in shaping a colony (ACHASSK110) The reasons people migrated to Australia and the experiences and contributions of a particular migrant group within a colony (ACHASSK109) The impact of a significant development or event on an Australian colony (ACHASSK108)

4 The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed (ACHASSK107) Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800 (ACHASSK106) Historical issues raised in the novel are these: What is it like to move from one country to another? How do you prepare for such a journey? The nature of the journey in Colonial times- shipwreck and loss. Why people chose to come to Van Diemenʼs Land (in this case, to escape debt and dishonour). What was it like for women and children to make this journey? What was it like to encounter natives, bushrangers and convicts? The nature of Colonial industry and endeavour. Management of the environment - especially water management. Colonial society and the recreation of England in Van Diemenʼs Land - the inception of the Theatre Royal. Suggested Activities for Year 5 HASS 1. You are living in 1821 and plan to travel to Van Diemenʼs Land (Tasmania). Make a list of 20 things that you would consider essential to take with you. Now discuss your list with your group. Agree on the essential 20. Share this with the class. Have good reasons for your choice. 2. Mrs Degraves meets an aborigine who is taking her carrots. What should she do? List some options. How did people in the C19th usually respond to this situation? What would you do? Advise Mrs Degraves. You may wish to research The Black Line and find out what Governor Arthur did. 3. One summer some constables came to break down Mr Degraves water wheel and dam. When it was all over, Mr Degraves was compensated for the loss of his property. Why did the town want to break down the dam? Who owns the water on Mount Wellington? Who has a right to water? Why did the child in the play die? 4. Peter Degraves is famous for making beer. He did many other things. Peter had a sawmill, theatre, grain mill, he built ships, traded in goods including fabric, he said he was a lawyer and architect, he did pipe work, he built a theatre and many other business ventures when most people farmed. His business partner, Captain Hugh MacIntosh brought out merinos and farmed up near Bridgewater. What would you choose for your career in 1824? Hobart is only 20 years old. What would it need most? 5. Mrs Degraves never met Matthew Brady but Peter says that he did. This may not be true as Peter liked to tell tall stories. He says it was a group of bushrangers. Who were the bushrangers? How did they become bushrangers? Why were they a problem? 6. The only thing Peter Degraves did that did not make money was to build a theatre. In the 1830ʼs do you think this was a good idea? Why would Mrs Degraves be in favour of such a thing?

5 Research Topics: 1. The 1967 bushfire at Cascade 2. The fire at the Theatre Royal 3. Lawrence Olivier and Vivienne Leigh at the Theatre Royal 4. Bushrangers 5. The launch of the ship, the Tasman. 6. Hobartʼs water system 7. The Wreck of the Royal Charter in The wreck of the Hope off South Arm 9. The Female Factory at Cascades 10. Relationships of early settlers and Indigenous Drama Curriculum Links In the Shadow was written in Tasmania in It is an Australian work but does not presume to represent the indigenous experience (apart from comments from Mrs Degraves on her engagement with the natives she has encountered). The play does seek to explore past times and to explore viewpoints from those times. Identify and connect specific features and purposes of drama from contemporary and past times to explore viewpoints and enrich their drama making, starting with drama in Australia and including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR046) The dramatization, In the Shadow, based on the novel, The Shape of Water. The play arose initially from a film made with students under the now defunct Essential Learnings Curriculum and subsequently became a novel, The Shape of Water. The Shape of Water is suitable for students in grades 9 upwards. The premise of the novel is What would it have been like to be Sophia Degraves?. The role of women is history is often ignored and this novel attempts to redress the imbalance. A recent review of The Shape of Water calls Anneʼs work an important piece of Australian Historical Fiction, thoroughly researched and beautifully crafted and eloquently written and rigorously researched. Anne Blythe-Cooper is available to speak to school groups about the novel, the research involved, the process of writing it and its second incarnation as a play. The Shape of Water review Rohan Wilson (Author, Judge Erica Bell Award 2014) A work of historical fiction in the truest sense is how I would describe The Shape of Water. It takes the brute facts of history and weaves them into a narrative thread that is no longer purely historical, but also not quite purely fictional. It focuses on the life of Sophia Degraves, wife to Peter Degraves, the founder of Cascade Brewery and one of Tasmaniaʼs most prominent early entrepreneurs. Like many other historical wives living in the shadow of their husbands, Sophia has received little scholarly attention over the years. The Shape of Water sets about righting this injustice. We follow Sophia as she makes the long journey to Van Diemenʼs Land, children in tow. She suffers, she learns, and eventually makes a home on the island.

6 The manuscript is full of perfectly chosen details that never overwhelm or interfere. The Hobart town of 1824 feels fully realised. The modes of dress, of thought, and of speech are captured in ways that never fail to convince. Overall, the effect is of a historical verisimilitude that sweeps us along as if we were walking beside Sophia in the shadow of Mt Wellington. It is a thoroughly charming book that brings to life a woman and a period that are both fascinating. Ideas for English and Drama The play In the Shadow 1. The male actor plays several characters with only the aid of a hat or a prop. How does the male actor differentiate his characters? 2. The play arose from a book. How does the play distil the essence of the book in 45 minutes? 3. In the Shadow and The Shape of Water both seek to inform, however there are several universal themes at the heart. Comment on these ideas: the role of women in history when history tends to be written by and about men. How to maintain your integrity and inner life in difficult circumstances. Who owns the land and the water? Starting again and reinvention. Loyalty. Parenting and education (particularly of girls). 4. Talk to Anne Blythe-Cooper about the process of research and writing of the book and play and of performing in it. 5. There are two songs in In The Shadow. What is the purpose of these? Would the play still work without them? Review of ʻIn the Shadowʼ: Stage whispers ( This is a tightly crafted, emotionally charged piece of theatre. Anneʼs portrayal of Sophia is so finely drawn, delicate yet strong, that the audience is drawn into and buffeted by her story. James Colbourn-Keogh whose powerful voice, stagecraft and adaptability belies his youth... At only 18 years, James is destined for big things. With a striking presence on stage, James introduces an array of characters. Performance of ʻIn the Shadowʼ Schools can organise for students to see In the Shadow at the Cascade Visitor Centre in Hobart or through Anne Bythe-Cooperʼs company, Reimagined Histories Van Diemenʼs Land. Anne Blythe-Cooper is an experienced teacher of some 30 years. Registration Number WWVP Number ABN: Contacts Anne Blythe-Cooper reimaginedhistories@gmail.com MOBILE: WEBSITE: Cascade Visitor Centre:

REINTERPRETING SHAKESPEARE with JACKIE FRENCH Education Resources: Grade 9-12

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