Student Outcomes:
Students are to:
Students are to:
- use and describe language forms, features and structures of the text to a range of purposes, and audiences and context (EN4-3B)
- demonstrate how The Arrival expresses aspects of the broadening world and their relationships within in (EN4-7D)
- create written critical analysis of The Arrival and express their imaginative interpretations by incorporating multimedia (EN4-1A)
- effectively use appropriate skills and knowledge to respond to and compose different media and technologies (EN4-2A)
- work collaboratively to reflect on individual learning (EN4-9E)
Context:
Students are to use the context page to explore the personal context of Shaun Tan and the historical context of the book, 'The Arrival.' Teachers would use this page to allow students gain an understanding of the context through creating a collage. This would engage students because it is their visual representation of the context.
Visual Techniques:
Although it is assumed that teachers have already provided students the knowledge of techniques, the ‘Visual Techniques’ page provides both teachers and students an additional range of visual techniques. The page divides the techniques by certain categories i.e. layout, angles, and range, allowing easy access to browse through the required techniques. When the specific heading is clicked, a list of techniques will appear on a separate document. In addition, to test students’ knowledge, a short quiz has also been attached, to determine what students know and don’t know in an entertaining manner.
Themes:
The page titled “themes” allows for students to create their own theme for “The Arrival” by Shaun Tan. These activities can be used as a stepping stone to the composition of essay body paragraphs. Overall, there are two activities that students are to complete in individually and in pairs. Firstly, students will work together to create their theme by following the four steps. Next, individually, they will fill in a table with relevant images and techniques that represent their themes. Since students will be posting their answers to a Google document, it is essential to monitor the content being posted.
Creative Task:
For this page, allow students to explore the two websites provided and have free enriching discussions about the power of music and non-diegetic sounds. This will be a good activity set for one lesson and can easily be used to reiterate film techniques, particularly sound. Students are to use their highest cognitive thinking by creating and justifying their own interpretations.
In order to reduce the time spent on students forming groups, we suggest you to form students into pairs and groups of roughly four, prior to the start of the lesson. Make sure students have headphones or earphones so they are not to create too much noise. Monitor students’ work on the Google Doc link provided and inform students that you are doing so. This will increase the engagement of students and we believe it will create high quality work.