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WK 4 - Multicultural narratives
Jessica & Rochelle
WK 5 - Traditional tales
Maave & Julia
WK 6 - Indigenous literature
Cheryl & Marina
WK 8 - Post modern picture books/ E-book
Cheryl & Jessica
WK 9 - Realism: Historical realism
Julia & Rochelle
WK 10 - Poetry
Maave & Marina

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week 4: my 2 blankets
I'm Australian too
week 5: little red riding hood & different versions
week 6: rainbow serpent
week 8: the three little pigs
week 9: Queen Vic underpants
the littel refugee (good for realism but not necessary for 'historical')
you, me and our place (note this is good for Indigenous and realism)

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•What is a multi modal text ?

•What is a text? What does the Australian Curriculum English define as a text ?

•What is Children’s Literature ?

•Agree on definitions of these three things in your book club.

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 WK 4 - Multicultural narratives/ Jessica 

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 WK 4 - Multicultural narratives/ Jessica 

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Multicultural narratives

·      Reading for cultural context means reading for what count as ‘normal’ for the group and what customs, values and language are practised and shared.

·      the reader’s experience of the cultural context is a further significant topic for discussion.

·      Question that guide discussion about recognising how cultural is constructed in a text can lead students to reflect on the influence of culture in their lives.

Picture book

·      In quality picture book, the synergy of word and imagine creates distinctive meanings that are exclusive to the picture book form.

Quality picture book, on the other hand, are literacy texts that, intentionally, employ literacy qualities.

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WK 4 - Teaching strategies and activities of 'My Two Blanket'

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WK 4 - Teaching strategies and activities of 'My Two Blanket'

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1. Show students the cover of the book, with title, and ask what their feelings and thoughts are about the book before reading.

2. Review initial responses to the book and compare them to how students feel now, after having read the book.

3. Discuss how Cartwheel and the local girl are different and how they are similar. Ask: Why do people act differently? What do we have in common? How can you show a new student respect?

4. Jointly list with the students what Cartwheel was good at. Also describe what she did to be a friend to the local girl.

5. Repeat activity with actions of the local girl. Describe what she did to be a friend to Cartwheel.

6. Students draw pictures on square paper of ways their friends are important to them. Create a ‘blanket’ with the pictures.

7. Assist students to plan a blanket for a new student to the school. Why would the blanket be important? Would it be equally important for all new students?

8. Students jointly create a blanket that would welcome a new student to the school.

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·      Friendship

·      Belonging

·      Loneliness

·      Migration

·      Refugees

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WK4 - Multimodal techniques of 'My two blankets'

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WK4 - Multimodal techniques of 'My two blankets'

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·      Colour

In this text uses two contract colours represent Cartwheel’s two blanket.

Uses blue and orange also can help the reader better understand the character’s emotion.

Orange (create mood as cheerful, joy, light hearted) represent to the character’s own cultural

Blue (create mood as cool, clam, sadness) represent how the new cultural look through the Cartwheel’s point of view

·      Illustration

The illustration helps the reader better understand the literature also the character’s emotion facial expression, gesture and background environment.

·      Adjective

Using a huge number of adjective to express the character’s emotion. For example, ‘cold’, ‘warm’, ‘soft’.

·      First person narrative

In this book is using first person narrative to tell the story. First person narrative can help the reader stand on the character’s point of view and it will lead the reader having a better understanding of the story

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About this book...

I’m Australian Too, introduces a different family at each verse. This story celebrates the diversity of Australia and the friendliness of the community through children’s eyes.

Rhyme is used along with the thought provoking repetitive question “How about you?” after each verse, this simple question brings in the reader or listener to the story, inviting them to reflect and share on personal experiences too.

The illustrations cleverly represents families doing very Australian things like
swimming, walking and watching fireworks. Enjoy the vivid colours and look for the details, which describe each scene.
Illustrator use the repetitive rhyme pattern to capture the audiences attention to fine details

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About this story...

Cartwheel moves to a new country with her auntie, and everything is strange. An old blanket gives Cartwheel comfort when she’s sad—and a new blanket just might change her world.

This multicultural story of friendship is about leaving home, moving to a foreign and strange place, and finding a new friend. It's a story for all who have experienced change. This picture book renders an emotional and heart-warming story about two children from diverse backgrounds coming together to become new friends.

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WK 4 - Teaching Strategies & Activities of 'I'm Australian Too'

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WK 4 - Teaching Strategies & Activities of 'I'm Australian Too'

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1. Before reading, short discussion on front cover. What can we see on the front cover?
2. Using a globe/map, ask children to find where Australia is. Talk about how we can get to Australia (ship/plane).
3.  During the reading, introduce rhyme to children, ask them to point out the rhyming words.

4. Use the question 'How about you?'  to encourage children to share their personal stories about coming to Australia.
5. While reading, based on the illustrations, ask children to comment on where they think each family live and what they are doing.
6. After reading, ask children to locate Australia again, and ask them if they can remember the countries mentioned in the book, and find out on the globe/map. Ask children

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We hear the version from the Narrator who adds humor to the text, the use of punctuation's, commas, inverted commas to express the how the narrator and the characters would communicate if they were 'real', they display relationships and social positioning of taking sides.

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Exploring Lit Elements:
Style and language
Reading the picture
Looking at literature

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This is a very short version where there is no formal introduction given, the characters are not defined by their appearances and there's nothing magical about it, its straight to the point and referencing history such as 'metro-goldwyin' and 'Calvin Coolidge', short version also gave other indication that the story is modern by telling the audience what she took out to defend herself - as there was no introduction to the main character, there was no introduction into the what 'an automatic' is meant to be. The reader is suppose to understand the language or be very familiar with the 'traditional tale' to have an overview of how the story is changed.
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My reading

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Traditional tales
Set Text: Little Red Ridding Hood
The 'traditional' story I know.
Little red riding hood lives in a cottage located in forest. Traditional tales such as this, there is no surprise if the main character comes a cross a 'bear or  a wolf'. These characters are may not be given their real names instead they are given their names in accordance to their 'characteristics', this little girl always wore red and conveniently her name is 'little red riding hood' in the story.
Little red riding hood is set out to go on a journey, a pathway she may have experienced but is still advised by her mother to stay on track.
Her journey ends when she gets to her destination and meets a wolf dressed in disguised of her g/mother...
The wolf is then caught and gets cut up so the grandmother is free from the wolf's stomach.
And 'most' tradition stories from the Grimms brothers there is always a happy ending
Lets look at the other verson

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Traditional Tales:
what are your thoughts on theme? compared to the reading with different versons

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What does it mean?
I think it is important that we do read different version of the each stories, perhaps looking at the way other countries tell these 'traditional stories'.... does it always need to start with once upon a time, or a long time ago.
If we do look at the reading from McDonald pg 17, it gives conventions of folk and fairy tales. Interestingly enough, I find it hard to distinguish what year each tale is originated from e.g. Cinderella to Princess and the pea....any thoughts there?

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Little red riding hood in Spanish... same story from a different language...interesting

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Little red riding hood in Spanish... same story from a different language...interesting

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https://www.youtube.com/watch?v=4WqtJC6zpuc

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Have a read from McDonald's book pg 131.... how can the below be applied if there are some many versions of 'traditional tales'
Emotions: - :Happiness/unhappiness
: Security/insecurity
:Satisfaction/unsatisfactory
Judgement:-
Social Esteem
Social Value
Appreciation:
Impact
Composition
Social value

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What are Traditional Tales?

Traditional tales, also referred to as folk and fairy tales are apart of a spoken tradition where the stories have been told and re told orally from one generation to the next, as opposed to having them written down.

It has been said that the original intended audience of these stories were adults, but over the years have changed respectably and are now associated with children‘s literature, where they are now in use in classrooms in the form of ”picture books, illustrated collections and digital versions” (Mc Donald, 2018, p.16)

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Little Red Riding Hood - Charles Perrault 

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Little Red Riding Hood - Charles Perrault 

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What is the story about?

Little Red Riding Hood is off to deliver a basket of goods to her grandmother who lives in another village. In order to reach her grandmother, Little Red Riding Hood must go through the woods. On her journey she is encountered by a wolf who seeks to find out where she is headed, so that he can stitch up a plan to eat her without getting caught by the wood cutters. Wolf receives vital information from Little Red Riding Hood willingly and is able to slow Little Red Riding Hood on her journey to her grandmothers. Wolf proceeds with his plan, and is successful as he eats both Little Red Riding Hood and her grandmother in the end.

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Teaching strategies...
With a 'traditional hard cover' version
Aga 3-5 year
1. Encourage the children to answer what they might think the story is about
2. Ask if anyone has read, seen or knows something about the story
3. What characters they might find, where will the character lead the journey
4. Invite the children to explore their imagination on what else they might find in the 'forest' or discuss what is a 'cottage' house or compare to their own living style.
5. Introduce their own thoughts regardless of the ending of the story.
6. Talk about emotions, physical states - if red riding had a broken leg, arm, blind etc....how would the story change
7. If they could change the story, how would they do it
8. Does anyone represent red riding hood in their environment
9. If they were little red riding hood, grandmother, wolf, mum what would you different
10. If you could add or change anything what will it be and wh

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Conventions that classify the story as a Traditional Tale

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Conventions that classify the story as a Traditional Tale

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How do we know the story is a Tradiotnal Tale?

Located in a deliberate vague time and place

The story is located in a deliberate time and place e.g “Once upon a time there lived in a certain village…”

Characters are defined by their appearance

Little Red Riding Hood is defined by her appearance e.g “...the prettiest creature who was ever seen…”

Characters have disguises to hide their ‘true nature’

Wolf disguises himself as the grandmother to follow through with his plan to eat Little Red Riding Hood e.g he “got into grandmother’s bed, expecting Little Red Riding Hood…”

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Little Red Riding Hood

- She is immediately portrayed as the protagonist in the book as she is described with attractive qualities e.g “the prettiest creature is was ever seen”

- She is caring and loving towards both her mother and grandmother as she does what her mother asks of her and is willing to go and take care of her grandmother without hesitation e.g “go my dear and see how your grandmother is doing…” “ she set out immediately to go see her grandmother”

- there is a sense of her being naive and vulnerable as she shares confidential information with a stranger (wolf) e.g “the poor child, who did not know that it was dangerous to stay and talk to the wolf”

Wolf

- he is sneaky and calculating as he approaches Little Red with intentions to eat her, but does not want to get caught, so he acts nice towards her and creates a plan to do so e.g ”had a great mind to eat her up, but he dared not, because of some woodcutters working nearby…”

- Has taken on the role of the antagonist in the story because of his ill intentions.

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- The story is descriptive as you are able to visualise the words on the page, as they distinctly describe the actions of the characters, as well as the scene and setting e.g “The good grandmother, who was in bed, because she was somewhat ill, cried out, "Pull the bobbin, and the latch will go up."

- There is use of onomatopoeia when the wolf knocks on the door “tap, tap”. You are able to visualise the wolf knocking on the door and affiliate it with the sound

- The use of quotation marks in the story, signifies where the dialogue  between characters take place e.g

“Does she live far off?“ said the wolf

“Oh I say” answered Little Red Riding Hood

- The story is a narrated in third person. The narrator allows the reader to explore the different perspectives, and grasp a deeper understanding of the characters and their traits e.g “Her mother was excessively fond of her; and her grandmother doted on her still more.”

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- Discuss with the students what they think the story is about.

- Upon completion of the book, discuss with students the characters in the story. Talk about the feelings and emotions of the characters and predict why they may have acted the way that they did. Why do you think Little Red Riding told the wolf where she was going? What are your thoughts on Little Red Riding Hood’s mother letting her out of the house on her own?

- Ask students to talk about their relationships with their family and friends, and talk about their characteristics. Get students to write them down on a piece of paper.

- Using the different versions of the story, discuss the similarities and differences that each story may present

- Ask students to recount the events of the story in the correct sequence. This could be done orally, or with the use of pictures.

- Have students discuss the dangers that we might encounter in our own lives today, and discuss strategies for children if they feel a sense of danger

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Home
This is a safe place for Little Red Riding Hood as she shares this space with her mother.

Woods
This is where Little Red and the wolf meet for the first time. The wolf is the predator as he seeks to eat Little Red. The woods is also described to be a fun and exciting place for Little Red to explore as as she is “...gathering nuts, running after butterflies, and gathering bouquets of little flowers…”, which suggest that the woods a positive and familiar place for her to trek through.

Grandmother’s House
This was the final destination for Little Red, and another safe place for her. This is also where the wolf puts into action his plan to eat Little Red which is done so successfully

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This activity enabled us to recount and organise the structure of the narrative in sequence. The opportunity to explore the story with the use of colours and drawing of the pictures in this activity provided a fun and engaging experience. This would be a great way for students to further develop their understanding of stories such as narratives as they identify the different concepts that are involved in writing a story.

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The significant message of this story is to ensure that we are always aware of our surroundings, and to not trust strangers as they are not always as they seem. It is common for people to make judgement on someone based on their appearance and to say that they are not good people, but it is not always the case and anyone can be the ‘bad wolf’ which is why the more gentle ‘wolves’ with bad intentions are more unassuming and dangerous which is made apparent in the story.

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This activity allowed us to explore and critically analyse the different versions of the story. We had found that the message for each story would change along with the intended audience. This activity provided us an opportunity to voice our opinions on each story, and express our own ideas of what the author intended for each version of the story, hence why this would be a great activity for students to engage in.

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In this story we are introduced to Bzou who is a werewolf. The werewolf tricked ‘the little girl’ on her journey, and slowed her down on her path. The werewolf makes it to the grandmothers and kills her leaving her flesh and blood on the shelf. The little girl, is tricked into eating grandmothers body by the wolf unbeknownst to her. The cat in the story shames the little girl by saying “the slut is eating her grandmothers body”. The little girl is told to get undressed and into the bed with the werewolf who is disguised as her grandmother. The little girl  figures out that it is not her grandmother in her bed, tricks werewolf into letting her go outside and treks  back to her house before the werewolf could recapture her again.

The intended audience would be for adults. There are some sexual innuendos in this story that would reference that this story is for adults e.g taking off her clothes, cat slut shaming which would make this story inappropriate for children. There is a sense of adult humour from the narrator's point of view. In this story the little girl showed that she was able to pick up on the signs to say she was in danger, and was able to identify the wolf as an imposter. This enabled her able to save herself from harm, and to know not to be tricked.

It can also be suggested that we are left with a cliffhanger at the end of the book, as there is no certainty from the narrator as it ends with her in her house. The author could have done this for us  to question and create our own ending to the the story.

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1. Little Red Riding Hood - Charles Perrault 

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1. Little Red Riding Hood - Charles Perrault 

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In this story Little Red Riding Hood is off to deliver a basket of goods (cake and little pot of butter) to her sick grandmother and is approached by a wolf in the woods who wants to eat her. Little Red Riding Hood tells the wolf confidential information, resulting in the wolf eating and disguising himself as the grandmother, and then eventually eating Little Red Riding Hood. There is no happy ending in this version.

The author wanted to end the story in that way to make it much more of an impact on the message that he was trying send. But it can also be said that if there was a happy ending that it would resulted in a resolution, and suggested ways of how Little Red Riding Hood could have overcome this adversity.

The intended audience for this story would be for both teenagers and adults. Little Red Riding Hood represents a girl who is young and naïve to the dangers of speaking to strangers, as she willingly speaks to the wolf and distributes information that is used against her.  The wolf represents a man who preys on young girls, in an unassuming and dangerous way, as he detours Little Red on her journey so that he can follow through with his plan of eating her without getting caught.

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LR is told by her mother to deliver her grandmother a slice of cake and wine. As she walks into the woods she is distracted by the wolf. The wolf then eats the grandmother and disguises himself as her. He then eats LR and falls asleep. The wolf then falls asleep with a loud snore and is heard by the huntsman. The huntsman skins the wolf while he is sleeping, saves the grandma and LR and puts stones inside the wolf’s stomach to where he fell to the ground and beat himself to death. LR comes to realise that she will follows mothers commands from now on”

The intended audience for this story would be for children. This could be classified as a fairy tale as there is a happy ending to the story. This story would also be a great way to analyse the story structure of a narrative, e.g start, middle, end. There is conflict and complications in the story which is then overcome with redemption and a resolution. The wolf also represents what can happen fi you do bad things to people. If you do bad things to people you could die.

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In this story the wolf once again eats the grandmother. LR arrives at her grandmothers house and is immediately hit with a bad feeling as she sees the door open. As she continues into the house she finds her grandmother, who is really the wolf disguised as her, and witnesses the difference in her stature. The wolf then eats LR and falls asleep and snores loudly enough for the huntsman to hear him. The huntsman cuts open the wolfs belly and out come LR and her grandmother. They then fill the wolfs belly up with heavy stones. The wolf awoke, tried to run away but fell and died. LR realises that she will not disobey mothers instructions and will not stray from the path. The story continues, where the same thing happens with a different wolf, but LR and the grandmother are able to learn from their mistakes and do are able to flip the script and try the wolf in his lies.

Has similar qualities to the second story ‘Little Red Hood’ except that in this story we are able to see how LR and even the grandmother are able to redeem themselves from their previous experience with the wolf.

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A great activity for a group leader to use, this activity relies on the readers knowledge on the character or other associated characters from the author.
I think it's great because when your in the 'hot seat' you had to put yourself in the characters shoes and think about all your surrounding and be ready to answer any questions and have your reasons why you've answered those questions.
E.g. As the character (wolf) I had to talk about my childhood or how was my relationship with my mother and father.
In terms to my answer to the childhood, I said as a child I was told that girls were in one place and boys were in a different place, my thoughts were - in the era the story took place in a different time to now, where genders were separated and more stereotype - males were stronger or the hunter while females would be at home cooking and the children gain more trust from the mothers to go out to their grandmothers place (or friend) even if was a fair walk away.
I think its great activity to use because you have to 'talk' and 'think' about the external situation that could or did happen and I took ownership of my own decision

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A great activity for a group leader to use, this activity

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| Male Behaviour | Female Behaviour
| Wolf
Greedy and dangerous, fast and furious, manipulative, cunning and ruthless, doesn't have any sympathy unless the intention is for him, selfish, lonely, cheat, lier
| LRC: Passive, easily fooled, naïve, innocent to her surroundings, powerless,
young, caring towards others who are kind to her, confident in her environment, able to decision on her own, not yet competent in time management, easily manipulated,
| Huntsman Caring, empathy, nosey, fit and strong, gets along with the LRC and her grandmother, has a sense of awareness to his surrounding,
| Grandmother Powerless, Caring mother and grandmother, likes to please her granddaughter, proud and independent, physically sick and weak, thoughtful and appreciates her treats.
| Mother Bakes cakes, thoughtful and caring, allowing trust between her and her daughter, she gives wise advise, has an awareness about the environment but still trust her daughter

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Cultural is recognized as diverse, it  consist of practice, custom, attitudes and beliefs from generation to generation which significantly has a time and place that is shared and learned in that particular group.
Reading cultural context is what might be normal for that particular group. It is evident in a way of life, if the reader is an 'outside' reader (not from that culture) the cultural context can be easy to discern, but if the reader is from the 'inside' the cultural context can be taken for granted.
- Modern Australia literature is muliti-cultral and not mono-cultural.
- looking at the text from page 40 in the text:
the same questions are asked but different answer are given because of different culture.
- An interpretation depends on the environment and the culture of the reader
- the writer and the illustrator's projects to the reader the 'common' behavior and interaction  of cultural e.g. Australia beach culture with family's having a picnic, flying a kit
- look deeper into the image to find out more about the culture - e.g. the multicultural common activities going on e.g. the man doing tai-chi
- Cultural makers will tell the story from their point of view and can sometimes portray stereotype e.g. Australian stories does not have the real representation of
Australian Indigenous and Torres Strait Island people.

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Questions and strategies  that may help young readers think 'culturally' in their own way.
What is the Australian culture?
What is the Australian history?
Reading from a book that portrays Australian culture - identify what representation of Australia and its culture does it display
Looking at the text and images, can you identify what values does the writer have and the impact that it may have on the reader.

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Dr Brooke Collins-Gearing, Imagining Indigenality in Romance andFantasy Fiction for Children available on LEO

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Dr Brooke Collins-Gearing, Imagining Indigenality in Romance andFantasy Fiction for Children available on LEO

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Fantasy & romance for children is assumed that all readers are from Western society
- Indigenous people and their culture are secondary to non-Indigenous ideas of natural, the primitive, the explicable and the mystical.
-The use of Indigenous is usually known for 'traditional' without the empirical reality of Indigenous society,  such as invasion, genocide and assimilation.
- 19th Century characters were 'termed' as Aborigines for the purpose of the story
- Non-Indigenous authors found it hard to put goblin, fairies and pixies because it didn't create the Australian setting.
-Ferres (see text) ignored the idea of culture and identity of Indigenous children when entertaining the idea of an Australian child, what they needed and wanted
-In Ferres's story 'The Wallabies' ball, was about having a ball to celebrate the death of the last dingo (a totem for some Indigenous people), purposely created the characters to speak standard English and living in Western style home with English social practices.
- The Quack Doctor' a bird doctor from Africa charms all birds except for the 'goburr' who speaks in the manners of a 'blackfellow' 'Him bery big pella-too muchee
-Kangaroo or koala depicted speaking and bahaving in an English manner, but mistical Australian bush were represented by the images of Indigenous people

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Striking feature:
1. Culture
2. Colours
3. The names of the characters
4. Plot structure
5. The main character is anthropomorphism
Literary elements or device:
1. Cultural awareness - dreamtime through story telling, gives information about the stories are passed on without literate devices e.g transformation of the people into animals and respecting the animals and the space around.
2. Colour - natural and earthy colours that the reader will find if exploring rural area, the meaning of colour is diff
3: The 'noun' pronunciation is very different to the reader  or text analyst.
4. the plot structure of the story flows through, the images are good for a strong
5: The use of animals with human humor make the story interesting for the children to stay intunned and focis

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Indigenous Literature portray diversity and importance of the Indigenous stories as it explores their lives and who they are as individuals. Throughout many years, children only learned about their history through told stories by their elders.

Children now have the ability to broaden their cultural knowledge by discovering the many literary Indigenous texts around the world. The book ‘Rainbow Serpent’ uncovers the significant traditions and the importance of dreamtime stories that are told by Aboriginal individuals.

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Understanding the historical context will help with the analysis of a text. When we are reading an article or listening to music, we seek to understand the meaning behind it. We may have an understanding of what the artist of the song may be going through when they had written that song, and enables us to gain deeper meaning of the message. We are then able to relate it back to our lives, or to past experiences. In children’s literature looking to the historical context of literary texts will help students have a deeper understanding of the authors message where they can use their own experiences, prior knowledge and values to contribute to their identity formation (Maave)

Included the values and benefits of a cultural

Can be a story passed down through generations or it can be a time back to historical period.

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Social Context explores the setting in which people live in or which something happens or develops. The context portrays the differences of daily lives, power and status which allow for people to be categorised in social classes. Social context also brings awareness of diverse beliefs, activities and social interaction. Social context differentiates between culture, education and society. Unlike cultural context, social context may differentiate over time, for example, you may get richer or poorer. Social context may also differentiate by the perspective of the matter.

“A man is but the product of his thoughts; what he thinks, he becomes.” – Gandhi

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Australia Aboriginal Culture

The serpent also has a significant role for the culture as it represents an immortal being and creating God of the earth in Aboriginal mythology.

Respecting Indigenous cultural, listening is the god of their creation

Having water is the base of the live, using the spear to tell the story about respecting the environment.

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The display of artwork on each page

The rocks, body art

The Serpent could be the totem of the country

Dreaming story

Kinship

Respecting the animals.

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What values attitudes or beliefs about the culture are portrayed?

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What values attitudes or beliefs about the culture are portrayed?

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Who benefits from these representations?

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Who benefits from these representations?

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People who have no knowledge about Indigenous cultures may benefit as they perceive their beliefs and interpretations of the earth and living things

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Do you need cultural knowledge to understand the text?

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Do you need cultural knowledge to understand the text?

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Insight on Aboriginal culture can help the way people interpret the text as it may be difficult for someone to read the text without having background knowledge on Aboriginal culture. Such as, understanding the reasons for turning into living things, or body paint and many other cultural factors.

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Thank you everyone for your support. I really hope that some of the strategies we've talked about will be used in the future. Through the gate, when I was little and my two blanket were all great books to share with everyone. Relationships with environment, community and friends is an important part of life cycle for every child.
See you all Monday.
P.S I'm in! ha ha ha

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The Three Pigs - Postmodern Picture Book

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The Three Pigs by David Wiesner is a unique tale of the journey of three pig brothers who end up with some new friends and a new view of life! Beginning like the traditional story of the three little pigs and the big, bad wolf, the brothers set out to build three houses of straw,...

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Wk 8 -  Post modern literature &   e-Book

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Wk 8 -  Post modern literature &   e-Book

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Postmodern Literature is a form of literature which is marked, both stylistically and ideologically, by a reliance on such literary conventions as:
- fragmentation
- paradox
- unreliable narrators
- unrealistic & downright impossible plots
- games
- parody
- dark humor
- authorial self-reference

Postmodern Authors:
- reject outright meaning in their novels, stories and poems
- highlight and celebrate the possibility of multiple meanings, or a complete lack of meaning, within a single literary work

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Intertextuality in postmodern version of The Three Pigs

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Intertextuality in postmodern version of The Three Pigs

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David Wiesner’s The Three Pigs is a hugely important book that experiments with form and content by playing with the traditional story of The Three Little Pigs and the Big Bad Wolf. Wiesner’s book starts innocently enough: the three pigs go off and build their respective houses out of straw, twigs, and brick and the wolf comes huffing and puffing along. However, the traditional tale is soon disrupted as the wolf blows the pigs out of the story.

The traditional text continues as if the story is following the original tale but the illustrations and speech bubbles disrupt the conventional narrative. The pigs escape their pursuer by leaving the pages of the book and go off exploring other stories and other styles of storytelling and illustration.

David Weisner uses a traditional fairy tale frame to subvert our expectations and break free from the normative conventions of storytelling and picture books.

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This story crosses not only the textual but also the iconic boundaries of the original tale: the story shifts from traditional storyboard frames and typical pictorial representations to a

metafictional world where the pigs become more realistically depicted and gain autonomy by escaping the linear plot.

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Representing & retelling the Three Little Pigs' story : words and images in postmodern variations

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This paper will examine three fractured picture books retelling the story of the Three Little Pigs. As one of the most famous folk tales, it has been adapted many times but the recent postmodern variations are particularly interesting if one

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Wk 8 - Common Themes &  Techniques in Postmodern Literature

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Wk 8 - Common Themes &  Techniques in Postmodern Literature

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- Irony, playfulness, black humor
- Pastiche: the taking of various ideas from previous writings and literacy styles and pasting them together to make new styles
- Intertextuality: the acknowledge of previous literacy works within another literary work
- Metafiction: the act of writing about writing or making readers aware of the fictional nature of the very fiction they're reading
- Temporal Distortion: the use of non-linear timelines and narrative techniques in a story
- Minimalism: the use of characters and events which are decidedly common and non-exceptional characters
- Maximalism: disorganised, lengthy, highly detailed writing
- Magical Realism: the introduction of impossible or unrealistic events into a narrative that is otherwise realistic
- Faction: the mixing of actual historical events with fictional events without clearly defining what is factual and what is fictional
- Reader Involvement: often through direct address to the reader and the open acknowledgment of the fictional nature of the events being described

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LW 9 Theoretical considerations: masculinity, critical literacy Class room activities
Book club: Historical realism & realism5 Brochure presentations continue The Silver Donkey Bull, G. (2002).

The postmodern picture book: its place in post literate pedagogy. In Bull, G. and Anstey, M. (Eds.),Crossing the Boundaries. Frenchs Forest: Pearson Education, pp. 49-64

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How are the characters influenced by history?
Whose history is portrayed in the story
What can be investigated in the story?
Who is favored in the story?
Who is left out of the narrative?

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Historical Fiction is defined on 11 of the text: 

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Historical Fiction is defined on 11 of the text: 

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Our group discussion
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I google doc but couldn't get anyone, Maave and Marina at the library for our meeting, sorry guys I left my phone at dance class and the place will only open up on Thursday morning to get my phone back. Unable to text or contact everyone but as per our last meeting Marina and I will be doing our book club on realism. Now that everyone's read the book about the Silver Donkey it will be a great discussion in class

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Queen Victoria's underpants
The characters are influenced by history in the sense that 'underpants' was not necessary but as time went by it became a part of underclothing
The history portray a woman who doesn't wear underpants
We can investigate that the time  line shows the different events happening, including their clothes worn at the time
The person favored in the story is the Queen
the people left out in the narrative are the children and other family members

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Imagination

Acknowledges the poet’s inventiveness and ingenuity at work – and how he reader’s own imagination is tricked into working too. (McDonald, p. 141)

How is the poet making you explore your imagination? Are you able to imagine what they’re describing?

Emotions

are concentrated on the vocabulary of the poem. Vocabulary is the source of the emotions the poem projects (McDonald, p.141)

How do you feel when you read the poem? Is there something that may evoke this emotion?

Complexity

highlights the skill, the craft involved in the art of the poem – typically in the figurative language and imagery, in the idea of the poem, in its form, its use of rhythm and rhyme and even its layout. Often complexity and imagination are entwined. (McDonald, p. 141)

Look at the different layers of the poem, what else does it offer other than being a poem

Considering the figurative language, what ideas are being proposed in the poem?

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E books
Traditional tales
multicultural narratives
historical realism
poetry

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Historical context is about a time, place, event and the attitudes that is happening around the time in the story. Historical context can turn out positively in many ways such as promoting diversity in society, sports, careers and ways of living (greener and ecologically living), but it can also have its negative side for an example if children and maybe some adults are not educated about the Indigenous people and their land, they will continuously won't not consider Australian Indigenous people and this will have an impact on the Aboriginal people of Australia and their inheritances.
Who benefits from these stories? Shall the historical features portray what is happening now or should it be foucus

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Having different layout to express the notion visual imaginary, the use of figurative language, complexity is in the trick of the metaphor, it recognizes the everyday experiences with the imagination.
drawing the imagination of the artist and expressing their thoughts into a rhyming system
page 141

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Imaginative

“One day we went walking”. I am able to imagine myself walking. As I continue to read the rest of the paragraph I imagine that I am in a dark cave with my friend “Ruth” as I discover a “dreadful tooth” that looks like a “locust thorn”, which I envisioned as long and sharp.

Emotions

I feel a sense of serenity as the “mermaid” is discovered, as mermaids are perceived as beautiful, mystical creatures.

Complexity

The thing that stands out in the poem is when the discovery is made of the different objects. The characters at the end say their one liner such as “a dry pea pod”, or a “mullein leaf” to describe the object that was found.

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look at the layout and the use of verbs,use of the languages, illustration,  rhyming words, it allows your imagination to think about how the images move, the environment because it's given the reader a structure by using the illustration - such as having 'seal' shape (layout), using action verbs such as dive, swim.
Emotion: its related to the reader - e.g. 'I'm lucky' it gives us the reader a sense of humor but the girl in the in poem is describing 'hurt' and that's not funny but the deliverance gives it more humors
complexity; illustration, layout, use of languages - the seals on the rocks - living environment, it creates a space for imagination, you need to look at multiple ways of understanding the poet.

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Poetry can play a big role in children’s development as they help promote children’s language and self expression etc. This could be through rhymes, songs, and different musical instruments. Poetry can evoke various emotions and feelings as well as the opportunity to explore their imagination.

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This poem explores the imaginative aspect, as it introduces the reader to be engaged in the poem by saying “we went walking”, allowing the reader to be strung along the journey of the poem. “I found a dragon’s tooth” allows us to imagine in our minds the image of a dragon’s tooth and the end of the sentence brings us back to reality when we discover that it is a “locust thorn”

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The poem seems to be addressed to those people who do negative things. The use of “hey, sidewalk pacers” “muggers, sluggers” and so on would insinuate this. It also seems that the poet wanted to send a message to these people and to stop what they were doing by saying “oh please, cease for a moment”

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This poem looks at the different experiences that children may be able to relate to such as climbing a tree and  falling off onto the “soft dirt” or breaking their arm on the “monkey bars”.

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In this poem we are able to explore the life of a seal. The use of adjectives such as “green seaweed” gives us the opportunity to use our imagination through the use of descriptive language. The illustrations around the poem also enables us to explore the shape of the poem and conclude that it takes the shape of a seal.

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“see how he dives, from the rocks with a zoom”. You are able to imagine the seal diving into the water from the rocks very quickly, you are able to imagine the life of a seal and the community - it is descriptive

Verbs  - dive, swims, twists

Adjectives - watery, green seaweed

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Multi modal text is a text that uses more than one mode, e.g picture books, film

What is a text?
According to the Australia Curriculum, students can listen, read, view and interpret spoken, written and multimodal texts which are designed to entertain and inform. These encompasses oral texts including Abotinginal Stories, pic books, various types of stories, rhyming verse, poetry, non-fiction

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They are fun, fast animals. Look at the use of language and explore how it makes you feel

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The illustrations and layout of the poem. The poem is shaped as a seal. You can see there living environments and how they live, when they are on the rocks.

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hopefully this helps

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123 AAAPost Structural Reading EDLA 168 (1).pdf