Year 10 English: Context / Theme Study GURUS AND CHARLATANS In this unit, students’ reading, viewing, writing, language and literacy skills are informed by their study of the Context. They are required to study at least one film and to read widely – print, non-print and multimodal texts – that explore ideas and arguments associated with the selected Context. Through their reading and exploration of the Context, students will continue to develop and consolidate their learning in English: (1) knowing about English language; (2) understanding, appreciating, responding to, analysing and creating literature; (3) expanding their repertoire of literacy in English usage. These are undertaken through the processes of listening, speaking, reading, viewing and writing. Students will read and view the selected film and other texts in order to identify, discuss and analyse ideas and arguments associated with the selected Context. They will reflect on the ideas and arguments suggested by these texts and explore the relationship between purpose, form, audience and language, and examine the choices made by authors in order to construct meaning. Through their examination of the effects of form, purpose, audience and context on the authors’ choice of structure and language, students will draw on the knowledge gained from this study to create their own imaginative narrative and a comparative essay in a process which includes planning, reviewing and editing. Students will write for specified audiences and purposes and draw on their experience of exploring texts to explain their own decisions about form, purpose, language, audience and context. For authentication purposes, planning, drafting and re-writing are mainly undertaken mainly in class time and developed throughout the semester. Assessment Task: Writing – Creating and Presenting From the list of prompts, students are to choose two for the creation of two original texts with an approximate length of 800 words per piece of writing: 1. One imaginative narrative created in an appropriate form for a specific purpose and audience. 2. One comparative essay that argues through a position, drawing appropriately on the set film text and one or more other texts to illustrate and support the developing point of view through comparative analysis of the texts. For each text, students are required to compose a written explanation of decisions made in the writing process and how these demonstrate understanding of the Context and the text(s). Approximate length per written explanation is 150 – 200 words. Prompts for Comparative Essay and Creative Narrative Writing From the list of prompts, students are to choose two for the creation of two original texts: • Wisdom comes at price. • To find your guru, you must not question whether they may be a charlatan. • Sometimes its necessary to be a charlatan in order to do good. • A charlatan will always be found out. • A true guru will not see themselves as such. • Money is incompatible with wisdom. • A guru will not be loved by all. • True wisdom is sometimes obscured by appearances. • Society only tolerates gurus so long as they remain impotent. • One can only be a saint after one dies. (Year 10 English Context Electives. © 2014 English Faculty Melbourne High School) 1 READING AND VIEWING Content Descriptions Language Text structure and organisation Compare the purposes, text structures and language features of traditional and contemporary texts in different media Text structure and organisation Evaluate the impact on audiences of different choices in the representation of still and moving images Language for interaction Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication Literature Literature and context Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts Responding to literature Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response Examining literature Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text Examining literature Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts Examining literature Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses Responding to literature Evaluate the social, moral and ethical positions represented in texts Literacy Texts in context 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 Interpreting, analysing, evaluating Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences Interpreting, analysing, evaluating Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts Interpreting, analysing, evaluating Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence WRITING Content Descriptions Language Text structure and organisation Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects Expressing and developing ideas Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts Expressing and developing ideas Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction Expressing and developing ideas Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences Expressing and developing ideas Understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots Text structure and organisation Understand conventions for citing others, and how to reference these in different ways Literature Creating literature Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts Creating literature Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience Creating literature Create imaginative texts that make relevant thematic and intertextual connections with other texts Literacy Creating texts Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues SPEAKING & LISTENING Content Descriptions Language Language variation and change Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve Language for interaction Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people Literature Responding to literature Reflect on, extend, endorse or refute others’ interpretations of and responses to literature Literacy Interacting with others Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage Interacting with others Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences Interacting with others Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action Creating texts Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects Creating texts Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user For a thorough breakdown of the learning focus, strands, sub-strands and course standards, see pages 37– 46 in the AusVELS Year 10 English Syllabus. (Year 10 English Context Electives. © 2014 English Faculty Melbourne High School) 2 YEAR 10 ENGLISH – SEMESTER 2 CONTEXT Writing Task 1: Imaginative Writing Student's Name: ................................................................................................... Class: …………. Criteria Barely meets the task Meets some of the task Meets most of the task Meets the task Content, Ideas and Engagement Limited or little understanding of basic arguments and/or ideas relevant to the Context and presented in selected text(s). Some understanding of basic arguments and/or ideas relevant to the Context and presented in selected text(s). Clear understanding of arguments and/or ideas relevant to the Context and presented in selected text(s). Sophisticated understanding of complex ideas and arguments relevant to the Context and presented in selected text(s). Some evidence of ability to draw on these in the creation of own text that shows some evidence of originality and imagination. Demonstrated ability to draw purposefully on these in the creation of an imaginative text that holds some interest for the reader. Demonstrated ability to draw on and develop these creatively and imaginatively in a highly original text that engages the reader. Knowledge and understanding of the ideas and arguments relating to the Context and presented in the selected text(s) to produce an original imaginative text that engages readers Little evidence of an ability to draw on these in the creation of own text that lacks originality, flair and imagination. 1–4 marks Structure, Coherence and Form Coherent linking of ideas and information Effective use of narrative techniques shaped skilfully and coherently. 5–6 marks 7– 8 marks Lacks coherent organisation and sequential ordering of ideas and information. Ideas and information are selected and ordered adequately. Limited or no use of narrative techniques. Adequate use of narrative techniques. Limited awareness of the form and its stylistic features. Adequate understanding of the form and its stylistic features. Achieves a well ordered text, developing interesting ideas Expression and Language Mechanics Basic expression; simple vocabulary and sentences. Expressiveness and fluency. Sentences lack structure; appear incomplete or rambling and rarely vary in length. Limited vocabulary that does not communicate strongly. Jargon or clichés may be present and detract from the meaning. Accurate control of language mechanics. Apt choice of vocabulary. HD2 18 – 17 Above the standard 10.5 D1 16 – 15 D2 14 – 13 At the standard 10 Skilful use of narrative techniques shaped coherently. Some clear awareness of the form with some clear attempt at using the appropriate stylistic features. 3 marks Shapes content in a recognisable form, confidently adopting its stylistic features appropriately. 4 marks 5 marks Adequate expression of ideas; some variation in vocabulary and sentences. Accurate expression of ideas; challenging vocabulary and complex sentences. Sophisticated writing style; precise language is used expressively and fluently. Most sentences are wellconstructed but have a similar length. Includes words that communicate clearly, but the language lacks variety, punch or flair. Most sentences are wellconstructed with varied length. Includes wide and varied vocabulary, but occasionally the words are used inaccurately or seem overdone. All sentences are wellconstructed with varied length. Confident use of broad, apt and varied vocabulary. 1–2 marks HD1 20 – 19 Develops a coherent and logically shaped and sustained text. Uses and shapes narrative techniques appropriately. Understanding of form and its stylistic features 1–2 marks 9 – 10 marks 3 marks C1 12 – 11 4 marks C2 10 – 9 S1 8–7 Below the standard 9.5 NA • Task not undertaken • Task not submitted or incomplete S2 6– 5 Well below the standard 9 5 marks L1 4 L2 3 9 BS 2–1 8.5 NA * • Late submission • Task redeemed (Year 10 English Context Electives. © 2014 English Faculty Melbourne High School) 3 YEAR 10 ENGLISH – SEMESTER 2 CONTEXT Writing Task 2: Comparative Essay Student's Name: ................................................................................................... Class: …………. Criteria Barely meets the task Meets some of the task Meets most of the task Meets the task Content Limited or little understanding of basic arguments and/or ideas relevant to the Context and presented in selected texts. Some understanding of basic arguments and/or ideas relevant to the Context and presented in selected texts. Clear understanding of arguments and/or ideas relevant to the Context and presented in selected texts. Sophisticated understanding of complex ideas and arguments relevant to the Context and presented in selected texts. Demonstrates a limited or basic knowledge of the issues in the topic and the texts. Demonstrates adequate knowledge of the issues in the topic and the texts. Demonstrates some clear knowledge of the issues in the topic. Demonstrates a perceptive exploration of the issues in the topic. Draws on some textual evidence or some aspects of the texts and makes some basic connection with the topic. Selects some appropriate textual evidence to support a developed response. May treat texts disproportionately or unevenly. A close reading of two or more texts is demonstrated through comparative discussion of selected textual evidence. A close and perceptive reading of two or more texts is demonstrated through careful selection and a sophisticated comparative analysis of textual evidence. Knowledge and understanding of the ideas and arguments relating to the Context and presented in the selected texts Understanding of the topic and relevance of response Appropriate selection and comparative analysis of relevant textual detail from two set texts. 1–4 marks Structure and coherence Effectiveness of introduction, main body and conclusion. Effective ordering of ideas into developed and substantiated paragraphs supported by comparative evidence from two texts Coherent linking of ideas and information. Introduction lacks detail and exploration of topic. Topic sentences are lacking or not clearly stated; offers some support for its ideas which are largely underdeveloped. Evidence from two texts is very thin and/or largely lacking; little or no attempt to compare or contrast evidence. Lacks connections between paragraphs and/or sentences and quotations. Lacks coherent organisation and sequential ordering of ideas. Conclusion is absent or lacks conviction. 5–6 marks Introduction is present but does not fully explore the topic or the make the position clear. Topic sentences may not be clearly evident or relate directly to the topic; ideas tend to lack development. Evidence from two texts is not adequately compared or contrasted and often not used well to fully illustrate the argument. Relevant use of metalanguage and apt choice of vocabulary. Accurate control of grammar and punctuation. Expressiveness and fluency. Introduction engages with all parts of the topic and provides a convincing and controlled position. Topic sentences state the main issues which are developed in some detail. Topic sentences identify and explore the main issues for discussion. Paragraphs are well-controlled with substantiated and developed arguments. Arguments are supported with textual evidence from two texts with some evidence of comparative analysis. Appropriate evidence from two texts are compared and contrasted to support and illustrate each main argument. Coherent paragraphs, sentences and quotations are linked and ideas logically sequenced and structured. Conclusion clearly restates the position of the argument. Conclusion is strong and effectively restates the position of the argument. 3 marks 4 marks 5 marks Simple written expression and limited, perhaps basic, or no use of relevant metalanguage. Adequate written expression and use of some relevant metalanguage. Expressive and fluent writing and appropriate use of relevant metalanguage. Highly expressive and fluent writing and highly appropriate use of relevant metalanguage. Sentences lack structure; appear incomplete or rambling and rarely vary in length. Uses a limited vocabulary that does not communicate strongly. Jargon or clichés may be present and detract from the meaning. Most sentences are wellconstructed with some length variation. Uses relevant vocabulary to express ideas. Some tense inconsistency. Most sentences are wellconstructed with varied length. Uses wide and varied vocabulary, but occasionally the words are either ‘commonplace’, used inaccurately, or seem overdone. Consistent use of present tense. All sentences are wellconstructed with varied length. Uses accurate, wide and varied vocabulary. Consistent use of present tense. HD2 18 – 17 Above the standard 10.5 Introduction covers the topic and provides a clear position. Conclusion leaves a sense of incompleteness. 1–2 marks HD1 20 – 19 9 – 10 marks Paragraphs, sentences and quotations are clearly linked with clear sequencing and structure of ideas. Some clear linking of paragraphs, sentences and quotations; some adequate sequencing and ordering of ideas. 1–2 marks Expression and language mechanics 7–8 marks D1 16 – 15 3 marks D2 14 – 13 At the standard 10 C1 12 – 11 4 marks C2 10 – 9 S1 8–7 Below the standard 9.5 NA • Task not undertaken • Task not submitted or incomplete S2 6– 5 Well below the standard 9 5 marks L1 4 L2 3 9 BS 2–1 8.5 NA * • Late submission • Task redeemed (Year 10 English Context Electives. © 2014 English Faculty Melbourne High School) 4 This unit is currently under development by the course writing team, Ross Barham (Leader) Grimwade. & Alex The Context GURUS AND CHARLATANS This context looks at a number of fantastic fantastical texts that consider the ambiguous distinction between luck and fate, wisdom and foolishness, genius and madness. The central focus will be on how particular literary forms and devices have been used to create an aura of wisdom and profundity. As Friedrich Nietzsche wrote: ‘It is not enough to prove something, one has also to seduce or elevate people to it.’ The ability to distinguish between seduction and elevation, then, will be the primary focus of the context. Essential Question • How might language alone determine whether someone is a guru or a charlatan? Key Questions How might differences in language affect perceptions of wisdom? What are the characteristic characteristics of gurus and charlatans? What literary forms and devices might be used to convey (or create the illusion of) words of wisdom? How might certain tropes be used to create satires of sagacity? What is the relationship (if any) between obscurity and profundity? Are ad hominem considerations valid when it comes to evaluating words of wisdom? What is the role of language in the attainment of wisdom and understanding? Why is the written word taken to have greater authority than the spoken? What is it about ancient texts that give them an aura of wisdom? Why do people/cultures seek advice from written texts? What is the relationship between wisdom and trust? Can a charlatan nevertheless have a positive impact on people’s lives? How are charlatan’s able to borrow the tropes of the wise to bamboozle? Who are our contemporary gurus, and by which forms of media are they presented to us? How might new technological forms of media change the nature and portrayal of gurus? Are modern cults of music, fashion, etc., related to more traditional forms of cults? Why are we so fascinated by the exposure of charlatans and those they have misled? What is charisma? How are authors able to convey charisma in their texts (even if they are devoid of it in their own lives?) • Is magic, as Isaac Asimov said, just science not yet understood? • • • • • • • • • • • • • • • • • • General Questions A range of activities that provide stimulus for inquiry into and exploration of the Context • • • • • • • • Role play your best attempt at being a guru (costumes encouraged). Class discussion regarding gender differences between male and female gurus. Brainstorm known gurus/charlatans, noting characteristics, contexts, claims, etc. In groups, develop and present a brief for a contemporary marketing campaign for an upcoming guru. In pairs, come up with 10 questions you would ask in order to determine if someone was a guru or a charlatan. Write a description of the ideal setting you would create if you were starting a cult. Create an invitation to an event promising enlightenment. Write contrasting personality profiles of both a guru and a charlatan. (Year 10 English Context Electives. © 2014 English Faculty Melbourne High School) 5 Core Text: Mr. Vertigo by Paul Auster Analysing & Exploring the Text 1. Questions on the text Characters Walter Claireborne Rawley • In what ways is Walter a miscreant? What is the significance of Walter’s background to his eligibility as the Master’s pupil? • How does Walter develop as a character throughout the novel? • Is Walter’s revenge a relapse to his previous self? • Why does the adult Walter wish for a new method? Master Yehudi • What are Master Yehudi’s qualifications? • Is Master Yehudi a good teacher? If so, why? • What are Master Yehudi’s motivations? • How do we learn of Master Yehudi’s softer-side? Do we suspect him of double-dealing? • Why does Master Yehudi have to die? Aesop • • • • Why are Aesop’s handicaps so threatening to Walter? How is Aesop’s race a counterpoint to Walter’s socioeconomic status? How do Aesop’s characteristics of race, handicap, and intellect combine to result in tragedy? What role does Aesop’s demise play in Walt’s capacity to become the Wonderboy? Mrs Marion Witherspoon • Is Mrs Marion Witherspoon a philanthropist? • What is the relationship between Mrs Witherspoon’s wealth and Master Yehudi’s authority? • What sense can we make of Walter’s marriage to Mrs Witherspoon? Mother Sioux • How is Mother Sioux’s maternal role manifest in her physical characteristics? • What is the significance of Mother Sioux’s ethnic background to Master Yehudi’s legitimacy as a guru? Uncle Slim • How does Uncle Slim serve as a counterpoint to Master Yehudi? • Why, really, does Walter kill Uncle Slim? Settings • What is the significance of the contrasts between rural and urban settings? • What does the farm look, sound, and smell like? • How do the theatres of yesteryear differ from today? • What is the relevance of the era to the story? (e.g. Great Depression; WWI; isolationist foreign policies; prohibition; racial and cultural segregation; etc.) • What has racism to do with flying? Language • Does Master Yehudi’s ethnic background and ethnolect suggest more credibility to his claim as a guru? • How does Auster’s language change to convey the arduousness of Walter’s trials? • How does Auster’s language use authentically convey the atmosphere of the era? • Why is the novel divided into four parts? • What is the role of taboo words and concepts in the text? • What is signified by Auster’s choice of character names? Symbols • What is the metaphorical meaning of flying? • Why are Walter’s trials so physically demanding? • What is signified by Walter’s being buried alive and losing his little finger? (Year 10 English Context Electives. © 2014 English Faculty Melbourne High School) 6 What is being said? How is it being said? • What is the book’s attitude to childhood? (i.e. rights, obligations, education, naivety, etc.) • What does the book teach us about the Other/Stranger, in terms of mystique and fear? (e.g. racial, ethnic, physical, socio-economic, gender, etc.) • What does the book suggest about the nature and dynamics of relationships, especially in terms of claims and obligations (e.g. vengeance; Walt’s hope for finding a ‘new method’; Domestic configuration; Walt’s relationship with Mrs. Witherspoon.) Issues/Themes • Why did Walter follow Master Yehudi? • Are the costs too high for the gains won? • Is unquestioning obedience necessary for success? • What is the supposed significance of Walter’s progress from the city to the country and slowly back into the city again? • KKK • What role do other motivators (e.g. money, fame, spiritual, etc.) play in the quest to fly? • Why is Walter driven to murder his failed hero, Dizzy Dean. 2. Activities • ‘Google Image’ search a number of cover designs and explore how the image depicts the nature of the text. Resources • Google Images • Search era-specific posters of analogous events (e.g. Houdini) to then create a poster (with era-appropriate text) • Google • Compare the language use of Paul Auster’s other novels with that of Mr. Vertigo to see how he has intentionally created an are-specific atmosphere and particular characters. • Any other Paul Auster novel. • Research and write a brief summary of a historical case of a performer portrayed as a circus spectacle. • Internet • Write and orally perform your own theatrical introduction to Walt’s performance. • Recording App? • Create and describe your own trial for Walt to undergo. • • Create a conversation or correspondence between yourself and a long-admired hero which eventually leads to disappointment. • • Use a map of the USA to trace the geographical journey of Walter; annotate with main events and character development • Map of USA • Write a diary entry by Mother Sioux on her attitudes and concerns for Walter, Aesop and their relationship. • • Create a map of the main events in the novel, colour-coding according to timeframe. • Popplet App • Read, compare and summarise two reviews of Mr Vertigo, before writing your own review. • http://www.independent.co.uk/artsentertainment/books/book-review--tricks-ofa-gamblin-man-mr-vertigo--paul-austerfaber-pounds-1499-1370407.html • http://www.nytimes.com/books/99/06/20/sp ecials/auster-vertigo.html (Year 10 English Context Electives. © 2014 English Faculty Melbourne High School) 7 3. Analytical Context Essay Topics • ‘Although Walter’s career of flying comes to a halt early on, in many ways this is just the beginning of his training.’ Discuss. • ‘Auster’s story of a boy who learns to fly would be deprived of much of its meaning and significance if it weren’t for the surrounding characters and social climate.’ Do you agree? • ‘Mother Sioux’s caring role is just as important as Master Yehudi’s harsh discipline in Walter’s development.’ Discuss. • ‘Walter’s trials and development serves an allegory of America’s own modernisation.’ Explore. • ‘Mr Vertigo’ explores the idea that individuals are free to transcend social, class and economic boundaries, by developing one’s own talents and abilities.’ Do you agree? • ‘In order for Walter to fly, his spirit must first be crushed.’ Do you agree? • ‘The characters in Mr Vertigo are more stereotypes than real-life individuals.’ Discuss. Supplementary Texts – Wider Reading Activities & Tasks Resources Film Text 1: Being There • Analyse and describe Chancy’s appearance and diction, exploring the significance of his presentation with regard to his credibility. • Read Kevin Rudd’s Apology to Stolen Generations, identifying and discussing the effect of rhetorical devices, especially metaphors. http://www.theage.com.au/articles/2008/0 2/12/1202760291188.html?page=fullpage #contentSwap2 • Take a recent political interview, and replace the politician’s responses with adages and clichés. • Watch the final scenes of The Life and Death of Peter Sellars and discuss how new meaning has been created by the recreation of the filming of Being There. The Life and Death of Peter Sellars (film) • Watch the interview of Dustin Hoffman discussing the process of recording the audiobook of Being There. Discuss the imagery and ideas employed by Hoffman. http://www.youtube.com/watch?v=etOutRcJxo Film Text 2: Kumare Literature: novels, plays, poetry, short stories Read and analyse the depiction of ‘The Rime of the Ancient Mariner’, discussing the role of experience. S. T. Coleridge, ‘The Rime of the Ancient Mariner’ (http://www.poetryfoundation.org/poem/17 3253) Read and discuss Japanese Zen koans Zen Koans (http://www.ashidakim.com/zenkoans/zeni ndex.html) Read and contrast the original poetic verse, with the contemporary parody of George W. Bush. Students may also wish to investigate and correct some of Bush’s numerous ‘Bushisms’. Certain sections of The Profit by Kelog Allbran can be instructive here, also. Kahil Gilbran, The Prophet; Jason Coe, The Propheteer. Top-50 Bushisms (http://politicalhumor.about.com/od/bushq uotes/a/dumbbushquotes.htm) (Year 10 English Context Electives. © 2014 English Faculty Melbourne High School) 8 Explore and discuss the development of Gandhi’s self-portrayal. Gandhi (film) Contrast the various visual, cultural, and literary portrayals of Buddha, exploring the differing values expressed in each. Tezuka, Osamu. Buddha (graphic novel); Hesse, Herman. Siddhartha (novel); Herold, A. Ferdinand. The Life of Buddha (novel); Chopra, Deepak. Buddha (novel); Compare and discuss opposing points of view on iconic figure, Mother Teresa Excerpts from Christopher Hitchens’ book, The Missionary Position: Mother Teresa in Theory and Practise; & Simon Leys In Defence of Mother Teresa Dahl, Roald, The Wonderful Story of Henry Sugar (short-story) Read and discuss The Wonderful Story of Henry Sugar. Plan and write your own account of what you would do with Henry’s superpowers. Read a handful of fables, and identify the personalities of the characters by their animalistic nature. Nominate suitable animals for human characters in, say, Mr Vertigo. Aesop’s Fables (www.umas.edu/aesop/fables.php/) Read, summarise and compare a number of excerpts from sources of questionable authority, before writing your own new-age self-help manual. • Redfield, James. The Celestine Prophecy (‘novel’) • Niven, David. The 100 Simple Secrets of Happy People • Kiyosaki, Robert. Rich Dad, Poor Dad; what the rich teach their kids about money – that the poor and middle class do not! • Hubbard, L. Ron. Dianetics • Daniken, Eric von. Chariots of the Gods? • Cheetham, Erika. The Prophecies of Nostradamus • Byrne, Rhonda. The Secret • ‘An Indian Life’ in Herman Hesse’s Glass Bead Game Read and discuss the short-story, ‘An Indian Life’, focussing on the characterisation of wisdom and wickedness. Compare the role played by magic with that of The Wonderful Tale of Henry Sugar. Read and discuss the chapter, ‘The Buddha’, focussing on the characterisation of wisdom and autonomy. Compare the moral of selfenlightenment of the main characters here and in Henry Sugar, and ‘An Indian Life’ Media Texts (articles from newspapers, magazines, etc.) Read about real-life Jonestown cult and massacre, and discuss the ethical implications of Paul Auster’s fictional condoning of certain practices. Read excerpts on the psychology of cults, and design your own. Multimodal Texts (e.g. video clips, blogs, web, graphics, cartoons, documentaries, current affairs etc.) Watch and discuss documentary on modern, Victorian cult, Kenja. Watch and summarise Aboriginal Dreamtime stories/animations. Art Works (provide URLs) Explore the affinities between magic realism in literature and art. (Year 10 English Context Electives. © 2014 English Faculty Melbourne High School) • ‘The Buddha’ in Herman Hesse’s Siddhartha www.wikipedia.org/wiki/Jonestown Excerpts from Kathleen Taylor’s nonfiction work, Brainwashing: the science of thought control Beyond Our Ken Dust Echoes Website (www.abc.net.au/dustechoes/) A Short History of Magic Realism (www.tendreams.org/magic-art/htm) 9 Creating and Presenting Prompts for Comparative Essay and Creative Narrative Writing 1. Wisdom comes at price. 2. To find your guru, you must not question whether they may be a charlatan. 3. Sometimes its necessary to be a charlatan in order to do good. 4. A charlatan will always be found out. 5. A true guru will not see themselves as such. 6. Money is incompatible with wisdom. 7. A guru will not be loved by all. 8. True wisdom is sometimes obscured by appearances. 9. Society only tolerates gurus so long as they remain impotent. 10. One can only be a saint after one dies. Scenarios (prompts with specified purpose, audience and form) • Write a Tribune article on ‘Walter the Wonderboy’ This could be written in the style and for audiences of the era. Begin by researching the era of the 1920’s in the United States at : http://library.thinkquest.org/C005846/categories/worldnews/worldn.htm You could then look at what the newspapers at the time looked like and consider the societal values and ideas that are reflected in the journalism of the time. View the introductory film from the Newseum in Washington D.C. Will your story be a first report ? Will it shout or whisper? http://www.newseum.org/exhibits-and-theaters/permanent-exhibits/news-history/news-history-gallery-video.html You can research news reports of Lindberg’s crossing the Atlantic in the ‘Spirit of St Louis’ at: http://www.charleslindbergh.com/ny/1.asp More specifically you can look circus posters from the collection held at the Arts Center here in Melbourne : http://collections.artscentremelbourne.com.au/paminter/imu.php?request=browse&irn=2206 • Write your own collections koan, fable, or parable Read a selection of koans from Zen Flesh, Zen Bones (https://www.google.com.au/?gfe_rd=cr&ei=PMm9UPnEsGN8Qe7y4HQBg&gws_rd=ssl#q=koans+from+Zen+Flesh%2C+Zen+Bones) Read a selection of Aesop’s fables (http://www.aesopfables.com/) Read a selection of parables (http://www.theparableteller.com/; http://www.circleofreason.org/) Take notes on the written form, characters, settings, plot structures, etc. (Year 10 English Context Electives. © 2014 English Faculty Melbourne High School) 10 Attempt to retell a few of your favourite examples in different settings and with different characters. Reflect on the successes and limitations affected by such changes. Choose a purpose suited to your chosen form (e.g. monks, children, newspaper readership, etc.) Choose a suitable moral for your chosen form to address (e.g. not all value can be given in monetary terms) Choose suitable characters, settings, time-frame Compose a brief comprehension and evaluation sheet specific to your work Share and seek feedback on your drafts with audiences that most closely approximate your intended audience. Redraft your work in light of suggestions and criticisms. • Write the manifesto of an imaginary cult Research a number of manifestos (e.g. http://www.manifestos.net/titles/) Analyse the structure, language, claims, aims, etc. of your favourite manifestos Research the practise of ‘brainwashing’ (e.g. Taylor, Kathleen. Brainwashing: The Science of Thought Control (Oxford Uni. Press; Oxford, 2004) http://science.howstuffworks.com/life/inside-the-mind/human-brain/brainwashing.htm; etc.) Compile a list of the central devices cults employ to cow their members. Choose a movement, goals (both open or esoteric), and vision that your manifesto will champion. (e.g. universal education, tax-free government, idol-worship, etc.) Choose a particular, suitable demographic, era, context that your cult will target. Determine which brainwashing strategies will best suit your aims, paying particular attention to the literary elements (imagery, symbolism, etc.) Draft your manifesto, paying particular attention to presentation (fonts, images, formatting, etc.) • Write a handbook of magic spells Compose a list of famous magicians, wizards, witches, and warlocks in literature, film, theatre, etc. Research the works your list references, locating and recording the spells, incantations, etc., they perform. Research also, any other spells books you can find (e.g. Waite, Arthur Edward. The Book of Black Magic (Weiser; Maine, 1993) http://www.spellsofmagic.com/spells.html). Compile a ‘recipe book’ of magic spells (The Creative Book Builder (CBB) App might be suitable) Analyse a number of your favourite spells, paying particular attention to the role of time, season, nature, etymology, symbolism, etc. Choose a theme (e.g. education, consumerism, sport, etc.) for the composition of your spell-book. Determine appropriate literary devices to incorporate into your spells. Perform some of your (more viable and safe) spells, paying particular attention to their authenticity. Redraft as appropriate. (Year 10 English Context Electives. © 2014 English Faculty Melbourne High School) 11 • Adapt a real-life rise-to-stardom in terms of magical realism Research the biographies of stars such as Shirley Temple. Find a minimum of 3 original articles discussing the star’s vertiginous rise to fame, influence, and fortune. Research at least 2 contemporary celebrity publications, and write an analysis of their difference in style and content. Adapt your chosen original article for submission to a contemporary publication. Provide an analysis of your adaptation in the form of editor’s notes. • Rewrite a key chapter with a female lead in the context of a convent. Research convent life in America in the 1930s Undertake an analysis of the particularly masculine traits in Walt and Master Yehudi, finding feminine counterparts for each. Write character profiles for your female surrogates. • Write original Dreamtime story Use the Dustechoes Website developed by the ABC to explore 12 dreamtime stories: http://www.abc.net.au/dustechoes/dustEchoesFlash.htm Write a list of the themes that these stories explore. The list will include mythical explanations for the creation of landforms and waterways, for natives animals and plants, powerful symbolic commentaries on the nature of fire and about human nature, as animals and plants are often personified in these Dreamtime stories. Adapt your Dreamtime story for a particular audience, such as Australian school children in 2012, or an adult literary audience. Imagine where the story will be published. Will it be in a literary journal? On a website for educational purposes? In a children’s book? As part of a travel brochure to Australia? Have a purpose in mind when creating your story; -‐ the reconciliation movement -‐ custodianship of the land -‐ celebrating indigenous spirituality and culture. -‐ Motivating people to travel to Australia -‐ Teaching a code of moral values and ethics through the narrative What does Paul Auster hope to achieve in his novel Mr Vertigo? Briefly describe his purpose, audience and form. Research more stories by Black Australian writers at www.austlit.edu.au/specialistdatasets/ • Rewrite a real political speech as delivered by Chancy Gardiner Research and choose a famous political speech, looking in particular for the use of imagery and extended metaphor. Rewrite the speech either by bringing the metaphor and imagery to the fore, or by exchanging the original metaphor for that of gardening. Focus on attempting to make the metaphor achieve the aura of broad wisdom. Present the speech as an oral presentation to the class. (Year 10 English Context Electives. © 2014 English Faculty Melbourne High School) 12 • Write a short story involving the introduction of either a guru or a charlatan In 500-800 words, introduce your own image of a guru or a charlatan (or both!) drawing on (though possibly subverting) the stereotypically traits of either. Try to be original, perhaps by introducing a twist to the story. Be sure to set the scene properly, describing an authentic place and time, with fleshed-out characters that have pasts, goals and complex personalities. Enrichment / Extension: Extended Research Project 1. Using iPads, select 6 images of American life in the 1920s evocative of Mr Vertigo. Write a brief paragraph connecting each to the text. 2. Write an investigative report into the KKK’s political significance in the 1920s. (www.spartacus.schoolnet.co.uk/USAkkk.htm) 3. Read or watch differing biographies of a guru, such as Buddha or Jesus, constructing a mind-map of the shared and unique events portrayed in each. 4. Research myths about human flight (must include Australian Dreamtime) 5. Research and present a biography of a ‘guru’ (e.g. L. Ron Hubbard, Joseph Smith) (Year 10 English Context Electives. © 2014 English Faculty Melbourne High School) 13
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