EDUCATION RESOURCE FOR YEARS PREP10

Part 2

Classroom activities & resources

MAJOR SPONSOR

TOURING EXHIBITION

This exhibition is supported by Visions of Australia, an Australian Government program supporting touring exhibitions by providing funding assistance for the development and touring of Australian cultural material across Australia.

Fran Lessac, illustration from Ned Kelly And The Green Sash, text by Mark Greenwood, Walker Books Australia, 2010, gouache on paper

Contents
Introduction 3 Curriculum links Short activity ideas: Engaging with picture books Book-based activities 1. Meeting Lucy Goosey 2. Adventures with Mr Chicken 3. Enigma and the art of Graeme Base 4. Around Australia 5. Exploring Fox 6. The Arrival and other tales of migration Theme-based activities 7. My favourite picture book 8. My home, my family 9. What does tomorrow look like? 10. Telling stories through pictures 11. Making picture books 12. Ebook design and debate Resource sheets Goose template (for Activity 1) Mr Chicken template (for Activity 2) Ron Brooks: Drawn From the Heart (for Activity 5) The Arrival reference images (for Activity 6) The Arrival rotation activities (for Activity 6) My family passport (for Activity 8) Making a picture book timelines activity (for Activity 11) Contribution to discussion: assessment rubric (for Activity 11) Other resources 4 5 6 8 10 12 14 16 18 20 22 25 27 29 32 33 36 37 38 39 40 41 42

Introduction

This is Part 2 of an education resource designed to complement the State Library of Victoria touring exhibition Look! The art of Australian picture books today. It follows Part 1: Information for Teachers, and both documents are available as downloadable PDFs on the exhibitions web pages at http://www.slv.vic.gov.au/look. The short activity ideas section (p. 5) includes a number of activities designed to be used as stand-alone activities or in conjunction with any of the other more detailed activities. The more detailed classroom activities (pp. 631) cover a variety of curriculum areas and levels. The first six activities are book-based, using a particular picture book to stimulate ideas. The following six activities are theme-based, relating to various themes and picture books presented in the exhibition. All activities have suggestions for assessment and opportunities for extension, and could be enhanced by a visit to the Look! exhibition at one of the tour venues (see table below). The other resources section (pp. 4243) is a list of useful and relevant books and websites.

Elaine Russell, illustration from The Shack that Dad Built, Little Hare Books, 2004, acrylic on paper, courtesy of the artist (detail)

The classroom activities have been based upon inquiry learning and the domains of the e5 instructional model: engage, explore, explain, elaborate and evaluate. They have been designed so that you can either work through them as a series or pick and choose parts of each activity and design your own unit of work.

The exhibition is touring to six venues in four states from December 2011 to April 2013, as shown in the table below: Venue Dates Opening hours & charges (if any) Daily, 10am5pm Free entry Closed 25 & 26 December and 1 January Address & contact details

State Library of Queensland

3 Dec 2011 4 March 2012

Stanley Place, South Brisbane, QLD (SLQ Gallery, Level 2) Phone: 07 3842 9892 Email: learningparticipation@slq.qld.gov.au Web: slq.qld.gov.au Cnr London Circuit & City Square, Canberra, ACT Phone: 02 6207 3968 Email: cmag@act.gov.au Web: museumsandgalleries.act.gov.au 782 Kingsway, Gymea, NSW Phone: 02 8536 5700 Email: hazelhurst@ssc.nsw.gov.au Web: sutherlandshire.nsw.gov.au/arts_ entertainment/hazelhurst 2 Mistral Road (Cnr Tweed Valley Way) Murwillumbah South, NSW Phone: 02 6670 2790 Email: tweedart@tweed.nsw.gov.au Web: tweed.nsw.gov.au/artgallery 230 High Street, Maitland, NSW Phone: 02 4934 9859 Email: artgallery@maitland.nsw.gov.au Web: mrag.org.au Civic Reserve, Dunns Road, Mornington, VIC Phone: 03 5975 4395 Email: mprg@mornpen.vic.gov.au Web: mprg.mornpen.vic.gov.au

Canberra Museum and Gallery

24 March 2012 10 June 2012

MonFri, 10am5pm; SatSun, 125pm (124pm JuneAug) Free entry Daily, 10am5pm Free entry

Hazelhurst Regional Gallery & Arts Centre

30 June 2012 5 Aug 2012

Tweed River Art Gallery

17 Aug 2012 30 Sep 2012

WedSun, 10am5pm Free entry

Maitland Regional Art Gallery

13 Oct 2012 2 Dec 2012

TuesSun, 10am5pm (closed public hols) Free entry

Mornington Peninsula Regional Gallery

27 Feb 2013 21 April 2013

TuesSun, 10am5pm Gallery entry: adults $4, concession & NGV members $2, children under 5 free

Curriculum links

This education resource has been designed to align with the Victorian Essential Learning Standards (VELS), preceding the introduction of the new Australian Curriculum, but teachers will easily make the links to the Australian Curriculum and other states curricula. In particular, the material links to the three strands of English (Language, Literature and Literacy), as well as to the general capabilities of ICT, thinking skills, creativity, teamwork and intercultural understanding and the cross-curriculum perspective of patterns of sustainable living. The table below gives an overview of the key areas and year levels addressed in each of the classroom activities. More detailed tables outlining specific levels and connections are included later with each activity. For more information about the Australian Curriculum, visit http://www.acara.edu.au/curriculum.html.

DESIGN, CREATIVITY & TECHNOLOGY

COMMUNICATION

INTERPERSONAL DEVELOPMENT

HUMANITIES

CIVICS & CITIZENSHIP

Book-based activities Meeting Lucy Goosey Levels 12 (Years Prep2) Adventures with Mr Chicken Level 3 (Years 3 &4) Enigma and the art of Graeme Base Levels 36 (Years 310) Around Australia Level 4 (Years 5 & 6) Exploring Fox Levels 45 (Years 58) The Arrival and other tales of migration Level 6 (Years 9 & 10) Theme-based activities My favourite picture book Levels 12 (Years Prep2) My home, my family Levels 12 (Years Prep2) What does tomorrow look like? Levels 34 (Years 36) Telling stories through pictures Levels 14 (Years Prep6) Making picture books Levels 35 (Years 38) Ebook design and debate Level 6 (Years 9 & 10)

THINKING PROCESSES
4

ENGLISH

SCIENCE

ARTS

ICT

Short activity ideas: Engaging with picture books

The following short activity ideas are designed to help teachers and students to explore picture books either as part of the more detailed classroom activities in this resource, as stand-alone activities, or combined to create a lesson or unit on a chosen picture book. You can interpret, combine and transform the ideas for the most effective use in your classroom. They are not year-level specific, but some will be more suitable for your class than others. These activities have been designed in alignment with Blooms taxonomy and Gardeners Multiple Intelligences. Remembering  As a class, count the number of a particular item (eg, animals, houses) in your chosen book. I n a group, form a tableau to show the action in an illustration from the book. C  reate a list or display of favourite illustrations from picture books. F  ind information about the illustrator. Do they usually work in collaboration with particular authors? Are they an author/illustrator? Is their other work similar? E  xamine an illustration from the book and then recreate it in your own style. C  reate a glossary list or word splash of words used in your discussion of the book. Are there any new words you need to learn? F  ind interesting design features in the book, such as placement of text, endpapers, pop-ups, etc. W  ith a partner, create a storyboard of an interesting part of the story. Understanding How do the illustrations show a turning point in the story? A  re there any interesting perspectives or points of view in the illustrations? Describe the effect of this. D  iscuss how colour is used in the illustrations to show mood or feeling. Dramatise the action shown in the books illustrations. Draw a line graph charting the action in the book. D  iscuss how the illustrator has created a sense of place and setting in the book. M  ake a map of the settings, characters and events in the story. F  ind a range of examples of different illustrators using the same materials and techniques as your books illustrator. Applying  Create a new character to appear in the book. How might the story change? Now put the characters in a new setting. How does this change the story? C  reate a storyboard showing what might happen after the last page of the book. C  reate a soundtrack inspired by the illustrations in the book. R  ead the book to a student in a younger class and discuss their feelings about the book. U  sing the materials used in the books illustrations, create your own illustration of a place and event familiar to you.

F  ind out about the illustrator of your book. Make a model of what the illustrators studio might look like. Perform the story as a stage show, opera or ballet. M  ake a list of other books or stories that have a similar storyline to your book particularly ones from other cultures. Analysing  Compare other books by the same illustrator. What are the similarities and differences? W  hat is the difference between the illustrations in this book and those by the same illustrator in another book? I s there a hero and a villain in your book? How does the illustrator show what type of character they are? I nterview a parent or older relative about their favourite book or picture book C  hoose which is the most important illustration in the book, and explain why. W  hat materials have been used to create these illustrations, and why? W  hat questions do you have when you have finished reading the book? What does the characters clothing tell us about them? Evaluating Write a review of a picture book for www.insideadog.com.au. I magine your partner is the illustrator of the book; interview them for three minutes about the process of creating the illustrations. C  reate a class blog (on blogger or wordpress), where each member posts about their favourite picture book. F  ilm yourself or a partner talking about the book and why they might (or might not) recommend it to someone else. W  rite a letter to the illustrator of this book, giving them your opinion and asking some questions. S  earch the internet for reviews of the book. Create a PMI table listing the different opinions in the reviews. I magine you are starting a new library. List the top ten picture books you would include in your library and justify your choices. H  old your own picture book awards in your classroom, establishing criteria for nominations, judging and awarding prizes for different categories Creating  Design a fashion line inspired by the illustrations in the book. U  sing the illustrations for inspiration, create a film trailer for your book. D  esign a picture book and illustrations inspired by a favourite song. I f you had to create a menu for the launch of this book, what would it be? As an extension, make one of your recipes and bring the food to class to share! M  ake a puppet or model of one of the characters in the book. C  reate a special space in your classroom where students can read, share and display favourite picture books. I magine that one of the characters in the book had made a different decision. Write a new version of the book with a different ending. I s there a picture book inside you? Create your own picture book for a family member, friend or classmate.

Meeting Lucy Goosey book-based activity 1

AIM Through the reading of Lucy Goosey by Margaret Wild and Ann James, students explore the themes of courage, bravery and family. Students participate in hands-on art activities to further explore the habitats and migration of geese. DURATION 2 hours RESOURCES Lucy Goosey by Margaret Wild and illustrated by Ann James. Little Hare, 2007 Short Activity Ideas: Engaging with picture books (p. 5) Goose template: resource sheet (p. 32) Scissors, tape, string or ribbon Interactive white board/projector and internet Websites on migration: http://www.rspb.org.uk/youth/learn/migration/index.asp and http://encyclopedia.kids.net.au/page/bi/Bird_migration OTHER RELEVANT EXHIBITION TEXTS See exhibition book list, Home section (Part 1, p. 10)
Cover of Lucy Goosey by Margaret Wild, Illustration by Ann James, Little Hare Books, 2007

KEY CURRICULUM CONNECTIONS: YEARS PREP2 Year Prep 1&2 1&2 Prep Curriculum area English Reading English Reading English Writing Arts Creating and Making Key connections read simple, predictable texts that have familiar content use illustrations to extend meaning b  egin to connect themes and ideas in texts to own knowledge and experience s  elect content, form and vocabulary depending on the purpose for writing e  xplore and use a variety of arts elements, skills, materials and equipment in a range of arts forms u  se skills, techniques, processes, media, materials, equipment and technologies in a range of arts forms d  evelop a vocabulary to describe the emotions they experience when interacting with others e  xplore personal responsibilities and rights and those of others in familiar contexts such as the family and the classroom e  xplore the roles, rights and responsibilities of various family and community members u  se senses to explore the world around them; for example, day and night, the seasons, and living and non-living things begin to generate questions about situations and phenomena

1&2

Arts Creating and Making

Prep

Interpersonal development

Prep

Civics and Citizenship

1&2

Civics and Citizenship

Prep

Science
Science

1&2

1&2

ICT

u  se ICT with assistance to locate and retrieve relevant information from a variety of sources

LEARNING PROCESS Engage Read Lucy Goosey with your class U  se the Short Activity Ideas (p. 5) for more activities for exploring the book L  ook closely at the alliteration in the book flippy, floppy feet and misty, moisty clouds. Discuss other descriptions that could have been used in the story Explore  Lucy Goosey is nervous about flying off into the never-ending sky. Discuss times when students might feel nervous, scared or worried. A  fter discussion, students draw or write in response to the prompt A time I felt like Lucy Goosey was A  t the end of the book, Lucy Goosey feels brave. Discuss what things can help you feel brave, or times when students have felt brave. S  tudents draw a picture or write a description of themselves or someone else doing something brave. Explain  Pose these questions: Why does Lucy Goosey have to leave the pond?  Where will she fly? (students predict from the pictures across forests and oceans) Will she ever come back to the pond? U  sing library resources or internet on an interactive whiteboard or projector, explore these topics: geese, bird migration, Australian migratory birds S  tudents draw or write one fact they have learned about geese or bird migration. These can be displayed around the room. Elaborate  Create a pond environment in the classroom using art materials. What should the pond have in it? Using the illustrations, students can discover other animal and plant life that might live in the pond. (If there is a water habitat within or close to the school, visit the pond and take photos and observations of the wildlife there.) S  tudents use the goose template (resource sheet, p. 32) to cut out their own migrating goose. Students attach string to the two anchor points on the wings with tape and join these to a central hanging string. S  how students images or youtube clips of migrating geese. Geese can be hung in V shapes from the ceiling in the manner of migrating geese. A  s an extension, students can create a written piece or an artwork inspired by the room display. Have students lie under the hanging geese and imagine the journey they might fly on. You could ask the students to close their eyes and guide them on a visualisation of a birds migration, before they begin their writing or drawing. Evaluate: assessment suggestions  Teacher observation and reflection on students reading and writing skills C  lass reflection and PMI on the pond and migrating geese display

Adventures with Mr Chicken book-based activity 2

While in Paris not so very long ago, I thought how interesting it might be to place Mr Chicken there, amidst the beauty and among the tourists. In a crummy little notebook, I quickly did a few sketches, doodles really, of him in, around and atop some iconic Parisian sights. On my return to Australia I showed them to Erica Wagner, my publisher. She took a look and said do it and the book developed from there. Leigh Hobbs, 2010 What do you think would happen if Mr Chicken visited other places in the world? Or even places closer to home? AIM Through reading Mr Chicken Goes to Paris, students are introduced to the character of Mr Chicken and his adventures. They are encouraged to research other places in the world that Mr Chicken might visit, and then create a story in which Mr Chicken goes on an adventure to a chosen destination. This activity would work well as part of a larger unit of inquiry into places around the world or around Australia.
Cover of Mr Chicken Goes to Paris by Leigh Hobbs, Allen & Unwin, 2009

DURATION 2 to 5 hours RESOURCES Mr Chicken Goes to Paris, Leigh Hobbs, Allen and Unwin, 2009 Short Activity Ideas: Engaging with Picture Books p. 5 Internet/library access (for destination research) Copies of Mr Chicken Templates resource sheets (pp. 3335) for each student or group Travel agency brochures (optional) OTHER RELEVANT EXHIBITION TEXTS See exhibition book list, Holidays section (part 1, p. 10) Are We There Yet?, Alison Lester, Viking, Penguin Australia, 2004 Greetings from Sandy Beach, Bob Graham, Lothian, 1996 KEY CURRICULUM CONNECTIONS: YEARS 3 & 4 Curriculum area English Reading English Writing English Speaking and Listening Humanities Humanities Knowledge and Understanding Humanities Humanities Skills Key connections r  ead and respond to an increasing range of imaginative and informative texts write narratives which include characters, setting and plot use vocabulary appropriate to context v  ary speaking and listening for a small range of contexts, purposes and audiences d  escribe the human and physical characteristics of their local area and other parts of Victoria d  raw simple maps and plans of familiar environments observing basic mapping conventions c  reate and present works in a range of arts forms that communicate experiences, ideas, concepts, observations and feelings

Arts Creating and Making

LEARNING PROCESS Engage Read Mr Chicken goes to Paris with the class U  se the Short Activity Ideas: Engaging with Picture Books resource for further activities for exploring the book Explore  Discuss the types of references to destination Leigh Hobbs includes in his illustrations E  xplore images of Paris using books, Google Maps on an interactive white board and photographs D  iscuss travel and holidays. Students can talk about times they have travelled to the country, city, interstate or overseas and what they saw A  s a class, make a list of other places in the world that Mr Chicken might want to visit. Who might he meet there? What might he do? Explain  Individually or in groups, students choose one of the places from the class list to research S  tudents use books, internet sites and other resources to research their chosen destination. Their research should include; - key facts about the place - a map - five tourist attractions - an example of local cuisine - an example of a local custom or tradition Elaborate  Students draft a story about Mr Chicken visiting their destination. They use the template sheets for inspiration, incorporating Mr Chickens actions and expressions into their story (see box). Leigh Hobbs has created some Mr Chicken pictures for you to finish! What is Mr Chicken doing in the pictures? LOOKING AT A BIG MAP: Leigh has left a space for you to draw your destination in the frame. What pamphlets and other information would Mr Chicken have to plan his trip? What language would it be in? ARRIVING: How did Mr Chicken travel to this destination? Where has he arrived and what is the word for Arrivals in the language of this destination? TAKING PHOTOGRAPHS: What would Mr Chicken be taking photos of at this destination? What are the main tourist attractions? Draw the attraction Mr Chicken is photographing. HAPPY: What makes Mr Chicken happy? Does he meet a new friend? Does he taste some of the local food? SAD: Why is Mr Chicken upset? Is it because he is leaving his friend or this new place? Is it because he lost his luggage? Draw why you think Mr Chicken is sad. WAVING GOODBYE TO THE PLACE HE HAS VISITED: Finally Mr Chicken is heading home. How does he feel? Who is there to wave him off? What kind of transport is he travelling home in? What has he brought home with him?
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A  fter sharing and drafting their stories, students use the templates, mixed media and coloured paper to create their final copy Students share their final copies with the class Extension  Explore illustration techniques and the process of picture book development as students work towards their final copy of their book S  tudents write a glossary of words specific to the journey, destination and experiences in their book. These words could be included as a glossary in their book or combined to create a giant wordsplash around the room. Students write a postcard home from their destination Evaluate: assessment suggestions  Students read the Mr Chicken books created by the class in a jigsaw activity and share their learning about the destinations explored. This can be peer-assessed. A  s a class students create assessment rubrics as they develop criteria for their picture books S  tudents create a quiz to peer-assess learning for the readers of their book

Enigma and the art of Graeme Base book-based activity 3 (post-visit)

AIM Students read and explore Graeme Bases Enigma. Using methods of research and design, they create a mood board to develop a new character and illustration for the book. As an extension, students go on to illustrate and create text for this page. DURATION 3 to 4 hours RESOURCES Enigma, Graeme Base, Viking, Penguin Australia, 2008 Short activity ideas: Engaging with picture books (p. 5) The Art of Graeme Base, Julie Watts, Viking, Penguin Australia, 2008 Internet access for students Clip of Graeme Base interview: http://www.themonthly.com.au/graeme-base-writing-andillustrating-childrens-books-tony-palmer-1311 History of the enigma code: http://www.iwm.org.uk/upload/package/10/enigma/index.htm OTHER RELEVANT EXHIBITION TEXTS See Exhibition Book List, Imagine a World section (Part 1, p. 10) KEY CURRICULUM CONNECTIONS: YEARS 310 (extension activities for older students noted) Year 3&4 5&6 7&8 9 & 10 Curriculum area English Speaking and listening English Speaking and listening English Speaking and listening English Speaking and listening

Graeme Base, illustration from Enigma, Viking, 2008, coloured ink and watercolour on paper, State Library of Victoria

Key connections v  ary speaking and listening for a small range of contexts, purposes and audiences i dentify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner e  xpress creative and analytical responses to texts, themes and issues i n discussion, students compare ideas, build on others ideas, provide and justify other points of view, and reach conclusions that take account of aspects of an issue i ndividually and in teams, students generate ideas based on a design brief i ndividually and in teams, students use a range of methods to research and collect data in response to design briefs u  se various strategies and sources of information to investigate and research a range of factors relevant to more sophisticated design briefs identify considerations and constraints within a design brief undertake research relevant to the design brief c  reate and present works in a range of art forms that communicate experiences, ideas, concepts, observations and feelings i nvestigate a range of sources to generate ideas and manipulate arts elements c  ombine and manipulate arts elements, principles and conventions to represent and communicate ideas and develop imaginative solutions to set tasks a  pply decision making skills to find the most effective way to implement ideas, design, create and make arts works devised from a range of stimuli
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3&4 5&6 7&8

Design, Creativity and Technology Investigating and designing Design, Creativity and Technology Investigating and designing Design, Creativity and Technology Investigating and designing Design, Creativity and Technology Investigating and designing Arts Creating and Making

9 & 10

3&4

5&6 7&8

Arts Creating and Making Arts Creating and Making

9 & 10

Arts Creating and Making

LEARNING PROCESS Engage Read Enigma aloud with the class U  se the Short Activity Ideas: Engaging with Picture Books resource for further activities for exploring the book Prompts for discussion with older students: What does enigma mean? What is the history of the enigma machine? H  ow is perspective used in the illustrations, and to what effect? Explore  Students look for Enigma, his paw prints and the missing magical items in each of the pictures. Can anyone crack the code? I n many ways this is a puzzle book. Students make a list or a collection of other books that have puzzles or games within the illustrations. Prompts for discussion  Family, home and travel are some of the key inspirations for Bases work in Enigma. D  o you share a special relationship with a grandparent or older family member? What activities do you do together? W  hat places and cultures in the world have inspired the different rooms and characters in the book? Explain  As a class, visit the exhibition and view the developmental work that Graeme Base did while preparing to draw the Mystic Maharaja AND/OR:  As a class, watch Graeme Base being interviewed by Tony Palmer (22 minutes) at http://www.themonthly.com.au/graeme-base-writing-andillustrating-childrens-books-tony-palmer-1311  Students discuss the kinds of research Graeme Base might have done for each of the different characters in Enigma Elaborate  Students choose a theme, culture or destination that could inspire a new character and page for Enigma A  mood board is a poster consisting of images, text and design components that helps a designer to develop a concept. Search for mood board on Google Images and show students the range and scope of mood boards. L  ike Graeme Base, students use Google Images, travel brochures and library research to create a mood board a collection of images that a designer, illustrator or architect might use as inspiration for a design Extension  Student use their mood board to develop a new illustration for Enigma S  tudents create a verse for this page. Graeme Base is very particular about the rhymes and meter he uses in his text. Ask students to try to replicate this in their own text. Evaluate: assessment suggestions  Informally assess students speaking and listening skills during class discussion S  tudents peer- and self-assess the mood boards, assessing the depth and breadth of research and the capacity for the board to inform design

11

Around Australia book-based activity 4

AIM Students are engaged in inquiry learning about Australian geography through Roland Harveys To the Top End. Students work in teams to research the natural and human features of a particular location in Australia. Using Harveys book as inspiration, they create illustrations based on their research. DURATION 4 hours RESOURCES To the Top End, Roland Harvey, Allen & Unwin, 2009 Short activity ideas: Engaging with picture books (p. 5) http://earth.google.com/ Search for the note-taking page on ergo: http://www.slv.vic.gov.au/ergo http://rolandharvey.com.au/ Other Roland Harvey titles: In the Bush, Allen & Unwin, 2006 In the City: Our Scrapbook of Souvenirs, Allen & Unwin, 2010 OTHER RELEVANT EXHIBITION TEXTS Are We There Yet?, Alison Lester, Penguin/Viking Australia, 2004 Possum and Wattle, Bronwyn Bancroft, Little Hare, 2008 Animal Architects, John Nicholson, Allen & Unwin, 2003 You and Me: Our Place, Leonie Norrington and illustrated by Dee Huxley, Working Title Press, 2007
Roland Harvey, illustration from To the Top End, Allen & Unwin, 2009, ink and watercolour on paper, courtesy of the artist

KEY CURRICULUM CONNECTIONS: YEARS 5 & 6 Curriculum area English Writing Key connections p  roduce, in print and electronic forms, a variety of texts for different purposes use a range of vocabulary Civics and Citizenship Civic Knowledge and Understanding Humanities Geographical Knowledge and Understanding e  xplain the concept of multiculturalism and describe the contribution of various cultural groups, including Aboriginal and Torres Strait Islander communities, to Australian identity identify and describe Australias significant natural processes c  ompare the various ways humans have used and affected the Australian environment r  ecommend ways of protecting environmentally sensitive areas in a sustainable way u  se geographic language to identify and describe the human and physical characteristics of local environments Humanities Geospatial Skills Science Science Knowledge and Understanding Thinking Processes Reasoning, Processing and Inquiry identify features from maps, satellite images, and oblique photographs i dentify and explain the relationships that exist within and between food chains in the environment d  evelop questions for investigation, collect relevant information from a range of sources and make judgments about its worth u  se the information collected to develop concepts solve problems or inform decision making ICT ICT for Communicating u  sing recommended search engines, students refine their search strategies to locate information quickly e  valuate the integrity of located information based on its accuracy and the reliability of the web host

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LEARNING PROCESS Engage Read To the Top End with your class U  se the Short Activity Ideas: Engaging with Picture Books resource for further activities for exploring the book A  s a class, discuss Roland Harveys style of illustration in this book. Brainstorm the different aspects of his illustrations. Consider: placement of text, characters, puzzles (find the football on each page), front and end pages, non-fiction aspects, perspective, point of view and humour Explore  Divide students so that each individual, partner or small group looks at one image from the book (14 images) I n their groups, students record the Australian geography, animals, plants and human features they recognise in the picture. Students devise an appropriate note-taking record for their information. The groups then share this information with the class through short presentations or a jigsaw activity. I n their small groups, students choose a destination in Australia not explored in the book. They compose five key inquiry questions to direct their own research into this destination. Examples: What kind of animals and plants live in this area? How do the plants and animals in this area interact? What is their relationship to one another? What environmental challenges face this area? How is this area different from other locations in Australia? In the world? Who are the traditional owners of this area, and what are some of their stories? What are the main human activities in this area? What are some of the key natural processes that occur in this area? Explain  In their small groups, students decide on appropriate research methods to collect information on their destination. They use internet research and books and ensure that they list their sources. An example note-taking page can be found on the ergo website. Elaborate  The task is to create a class book of a different journey across Australia, including each of the researched destinations. Your class might decide to: - use the same characters as in Harveys book - use the students in your class as the characters for each page - create a new family for your story. Is there an excellent illustrator in your class who might create a template? U  sing their research as a guide, students plan and design a double-page spread that features their destination. Students should consider Roland Harveys illustrative style when planning their illustration. Information to include in the image: -  the flora and fauna that forms a food chain in this location, eg. in a water system - the natural features of the area - some of the human features and activities in this area

- some of the plant and animal species unique to this area - a hidden image (this could be an item the entire class agrees to include in their illustrations) A  s a class, plot the chosen destinations on a map of Australia or on Google Earth. Students decide on the best route for the journey, ensuring that all destinations are reached. The book can then be arranged in this order. T  he pages of the book are put together and the class reads the book as a whole Evaluate: assessment suggestions  The book could be shared with another class and activities could be created to evaluate what was learned about Australian geography during the reading of the book S  tudents can reflect on how they worked together as a team S  tudents can each contribute a quiz question based on their research and the information depicted in the book. All students can then complete the quiz to show new learning.

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Exploring Fox book-based activity 5

Fox is a powerful and challenging picture book that can be read at many levels. Brooks describes the challenges of illustrating the book in his memoir. He broke away from his conventional illustration method for Fox, including hand-lettering the text with his left hand to get the feel he wanted. Fox has won many awards and has recently been re-released in a special 10th anniversary edition. AIM Students engage with the picture book Fox and explore their responses in a variety of activities. Students work towards a dramatic interpretation of an element of the book. The activities in this section do not need to be followed sequentially; they are designed to be used individually or as a series. DURATION From 20-minute activities to 3 to 4 hour activities RESOURCE LIST Fox, Margaret Wild and Ron Brooks, Allen & Unwin, 2000 Ron Brooks: Drawn From the Heart resource sheet (p. 36) Short activity ideas: Engaging with picture books (p. 5) John Brown, Rose and the Midnight Cat, Jenny Wagner and illustrated by Ron Brooks, Bradbury Press, 1977 Drawn from the Heart, Ron Brooks, Allen & Unwin,2010 Teachers notes for Fox, in the Teachers section at: http://www.allenandunwin.com www.allenandunwin.com/teaching/images/FoxA1.pdf MonkeyBAA production of Fox extract http://www.youtube.com/watch?v=wyngqMkXcOM KEY CURRICULUM CONNECTIONS: YEARS 58 Level 5&6 5&6 7&8 Curriculum area English Reading English Speaking and Listening English Reading Key connections a  nalyse imagery, characterisation, dialogue, point of view, plot and setting plan, rehearse and make presentations for different purposes i dentify the ideas, themes and issues explored in texts, and provide supporting evidence to justify their interpretations  express creative and analytical responses to texts, themes and issues a  ccept and display empathy for the points of view and feelings of their peers and others c  ollaborate and apply skills to plan, develop and refine an artwork d  iscuss the purposes for which arts works are created in different cultural contexts c  ombine and manipulate arts elements to communicate ideas and develop imaginative solutions to set tasks r  esearch and reflect on skills, techniques, processes, media, materials, equipment used to create artworks

Cover of Fox by Margaret Wild, illustrated by Ron Brooks, Allen & Unwin, 2000

7&8 5&6

English Speaking and Listening Interpersonal Development Building Social Relationships Arts Creating and Making

5&6

5&6

Arts Exploring and Responding

7&8

Arts Creating and Making

7&8

Arts Exploring and Responding

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LEARNING PROCESS Engage Read Fox with your class U  se the Short Activity Ideas: Engaging with Picture Books resource for further activities for exploring the book Explore  As a class, compare Fox with John Brown, Rose and the Midnight Cat, which is also illustrated by Ron Brooks. Use a Venn diagram to explore the similarities and differences in the stories and illustrations. Discuss any similar themes and how they are explored in the books. D  iscuss the themes of loyalty, friendship, betrayal and trust. How are these explored in the book? How does Brooks position the characters in the illustrations to show their relationships? What kind of qualities do you look for in a friend? A  s a class, play a trust game such as blindfold obstacle field: students forms pairs and one student must instruct, without touching, their blindfolded partner to get across an area while avoiding any obstacles (paper plates, bean bags, furniture). Ask students: How do you feel when you are blindfolded and have to put your trust in your partner? What do you expect of your partner? A  sk students: How do the illustrations in this book make you feel? Describe your response to the hand-lettering, images, texture, use of colour. Explain  Students discuss which of the illustrations in Fox they think is the most powerful. Students choose an illustration and then justify their decision to the class. A  sk students to examine the Ron Brooks extracts in the resource sheet. As a class, in small groups or as individuals, students discuss or answer the prompt questions. A breathtaking story of friendship, love, risk and betrayal. Students come up with a reading and viewing list of books, films or plays that centre on these themes. Which ones are most similar to Fox? F  oxes are often portrayed as a particular type of character in books and films. Students make a list of books and films they know that have a fox as one of the characters. Are there similar traits that all of these characters share? List and describe these. Research the typical behaviours of a fox living in the wild. Does this research give any clues as to why foxes might be portrayed in a particular way?

Elaborate Years 5 & 6: In small groups, students choose three scenes from the book to role-play. They rehearse and perform to the class, then discuss: Why did your group choose these scenes? I s it difficult to perform the character of an animal? Are their any scenes that you could translate to a human story/ context? Try acting these out. V  iew the clip from the operatic version of Fox. How would you stage a theatrical version of this book? Consider costuming, lighting, dialogue, set. Years 7 & 8: Students write a monologue from the perspective of one of three characters: Magpie, Dog or Fox Rehearse the dialogue and consider costuming and props A  s a class, agree on criteria for assessment of the monologues. Consider fluency, expression, evidence of rehearsal, engagement with audience, costume and/or props. S  tudents perform their monologues to the class and are peer-assessed Evaluate: assessment suggestions  Students written responses could be assessed as part of a reading journal T  he role-play and the monologue can be peer-assessed according to agreed criteria

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The Arrival and other tales of immigration book-based activity 6

AIM Students explore the concept of human migration through Shaun Tans book The Arrival. This activity is suitable for an English or History class or in any integrated studies that combine the two. DURATION 100 mins (rotation activities); 45 mins to 2 hours (follow-up activities and homework time) RESOURCE LIST The Arrival activity instructions resource sheet (p. 38) The Arrival, Shaun Tan, Lothian, 2006 (multiple copies if possible) Classroom set up for five rotation activities Computer/internet access Headphones or listening post Coloured pens and pencils A3 white paper IMAGE COMPARISON The Arrival images resource sheet (p. 37) Copyright information for students: http://www.education. vic.gov.au/management/governance/copyright/schools/ infostudents.htm Ellis Island photographs: http://www.ellisisland.org/photoalbums/ellis_island_then.asp Coming South by Tom Roberts on the NGV website: search at http://www.ngv.vic.gov.au/explore/ngv-collection Over London by Rail by Gustave Dore: search for images VIDEO AND AUDIO Shaun Tan interview podcast: http://www.ozcomics.com/ podcast/OzComics_ShaunTan20061109.mp3 My Place clip: Speaking the Language: http://www.myplace. edu.au/teaching_activities/1968/1/speaking_the_language.html Excerpts from The Arrival by Red Leap Theatre: http://www.youtube.com/watch?v=GpoKXTqQYjg BACKGROUND READING Tales from a Suitcase, Will Davies & Andrea Dal Bosco, Lothian Books, 2001 http://www.slv.vic.gov.au/ergo/organise_notes http://museumvictoria.com.au/discoverycentre/websitesmini/immigration-timeline/ http://www.immi.gov.au/ http://www.immi.gov.au/media/fact-sheets/02key.htm http://www.ellisisland.org/immexp/wseix_4_3.asp OTHER RELEVANT EXHIBITION TITLES The Rabbits, John Marsden and illustrated by Shaun Tan, Lothian, 1998 Tales from Outer Suburbia, Shaun Tan, Lothian, 2008 Leaf, Stephen Michael King, Scholastic Press, 2008 Midsummer Knight, Gregory Rogers, Allen & Unwin, 2006

Shaun Tan, illustration from The Arrival, Lothian, 2006 (detail)

16

KEY CURRICULUM CONNECTIONS: YEARS 9 & 10 Curriculum area English - Reading Key connections r  ead, view, analyse and discuss a wide range of informative and persuasive texts explain how texts are shaped by time, place and cultural setting English - Speaking and Listening c  ritically analyse the relationship between texts and contexts in a range of situations w  rite sustained and cohesive narratives that experiment with different techniques write persuasive texts dealing with complex ideas and issues Humanities: History - Historical Knowledge and Understanding Civics and Citizenship - Civic Knowledge and Understanding Communication - Listening, Viewing and Responding ICT for Creating a  nalyse events which contributed to Australias social, political and cultural development, including immigration e  xplain the development of a multicultural society and the values necessary to sustain it w  hen viewing and responding, students consider alternative views, recognise multiple possible interpretations and respond with insight u  se different strategies for organising and managing resources involved in problem solving and creating information products

English - Writing

LEARNING PROCESS Engage:  On an A3 piece of paper, students are to create a mind map with an inquiry question at the centre: What are some of the key experiences of migrants? The mind map needs five branches; one for each of the rotation activities listed on the activity instructions sheet. Students copy down the name of each activity. E  xplain that students will be divided into groups and will rotate through each of the activities over the next few lessons. Their job is to record key ideas at each rotation. T  his fact-finding mission will ultimately form the basis of a creative response on the topic Explore:  Split students into five groups, one for each rotation activity. Give students copies of the activity instructions sheet. At the end of 20 minutes, groups will rotate to the next activity. D  epending on length of sessions, the five activities will be completed in two or three sessions E  ach rotation session could include a review of previous learning at the beginning and a summary at the end Explain:  As a class, collate any questions that have been generated from the rotation activities D  ivide the questions among the students. They search for the answers in a mini-inquiry. S  ome questions may be addressed by the teacher in discussion

Elaborate:  Using their mind map and mini-inquiry, students plan and develop a creative response. Possible responses include: - multimedia presentation on the experience of immigration - series of letters between an immigrant and family left behind -a   nalytical essay on the topic Reducing immigration will solve - Australias population dilemma -a   udiovisual or written summary of an interview with an immigrant to Australia Extension  Students compare the illustrations in The Arrival to those in other Shaun Tan books. What are the similarities in Tans works? What are the differences? How does he use colour? How would you describe his style? S  tudents can also compare The Arrival with other wordless picture books from the exhibition such as Leaf and Midsummer Knight. How does each book tell its story? What are the similarities and differences? Evaluate: assessment suggestion Teacher, peer and/or self-assessment via negotiated rubric on creative response

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My favourite picture book theme-based activity 7 (post-visit)

AIM Students participate in a variety of activities based on their own favourite picture books. Using the exhibition as inspiration, students categorise their books and exhibition curators, creating some exhibition text and displaying their favourite images around the room. DURATION 1 to 5 hours RESOURCES A variety of picture books

Gregory Rogers, illustration from Way Home, text by Libby Hathorn, Random House Australia, 1994, chalk, charcoal, pencil and torn paper, courtesy of Books Illustrated

KEY CURRICULUM CONNECTIONS: YEARS PREP2 (this activity is aimed at early years but can be adapted for any year level in response to the exhibition) Year Prep Curriculum area English Reading Key connections read simple, predictable texts that have familiar content u  se context and information about words, letters, combinations of letters and the sounds associated with them to make meaning, and use illustrations to extend meaning Prep 1&2 1&2 1&2 Prep English Speaking and Listening English Reading English Writing English Speaking and Listening Arts Creating and Making l isten to and produce brief spoken texts that deal with familiar ideas and information b  egin to connect the themes and ideas in texts to their own knowledge and experience. s  elect content, form and vocabulary depending on the purpose for writing d  emonstrate the ability to speak clearly using simple utterances and basic vocabulary t alk about aspects of their own arts works, and arts works and events in their community i dentify, describe and discuss characteristics of their own and others arts works describe basic skills required to work cooperatively in groups

1&2

Arts Creating and Making

Prep

Interpersonal Development

1&2

Interpersonal development Working in teams

s  tudents work in teams in assigned roles, stay on task and complete structured activities within set timeframes

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LEARNING PROCESS Engage  Read one of your own favourite picture books to the students A  sk students to think about their favourite picture books. Make a list on the board or butchers paper. Are any the same? Are there any by the same author or illustrator? Explore  Choose a day when students are to bring their own favourite picture book from home, their local library, the school library or the classroom. Its okay if students choose the same book. S  tudents share their chosen picture book with the class or a small group. Students could read, describe, show pictures or read the story with assistance. Extension  On favourite picture book day, students could bring a special item to help celebrate their book. This might be a dress-up, a special food that links to the book, a prop, a pillow or blanket they usually read their book with, etc. Explain  Students consider the themes of the Look! exhibition: Home, Play, Holidays, Wild Things, Imagine a World and Night. Students group their books into the six themes. Are there any books that do not fit a theme? Can you think of another theme for this book? Y  ears 1 & 2: Students describe materials and techniques that may have been used in the illustrations of their book. Students familiarise themselves with relevant vocabulary: painting, drawing, collage (cut and paste), shapes, colour, pattern, texture, types of lines straight, curved, wavy, thick, thin, zigzag, wobbly, long, etc. Elaborate:  Explain to students that a person called a curator chooses what goes into an exhibition. Read the description in the box to the class. Curating an exhibition is about using other peoples images to tell a story. Sometimes you dont always find the image you really want, so you settle for something that is as right as it can be, even though it isnt perfect. You get to discover because you will always have more pictures than you will use in the end. Sometimes taking things out makes the story better more isnt always better. Mike Shuttleworth, curator, Look! The art of Australian picture books today H  ow is an exhibition like a story? What do you think would be easy about putting together an exhibition of childrens illustrations? What would be hard? T  he class is going to create its own exhibition just like the Look! exhibition. Each student chooses a favourite image from their favourite picture book O  n a card they record the books title, the author and the illustrator. They could also include the materials used to create the image, and why this image is their favourite S  tudents display their favourite images with their information cards. As a class they could discuss the best way to arrange the exhibition by theme, by illustrator or another way S  tudents can invite another class or other members of the school community to come and view their exhibition S  tudents can stand with their selected image and explain why they chose this one
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Evaluate: assessment suggestions  As a class, students record the new words they have learned during the activity S  tudents can be informally assessed on reading skills during the sharing of their favourite picture book T  eachers can observe students teamwork skills during the exhibition activities

My home, my family theme-based activity 8

AIM Students share their experiences of their own family with their classmates. Students learn more about the diversity of the family experience and value the experiences of others. Students further develop reading, writing and vocabulary skills. DURATION 1 hours (plus extension time) RESOURCES Short activity ideas: Engaging with picture books (p. 5) My family passport resource sheet (p. 39), copied at A3 size for each student A range of home or family themed picture books (see below) Art materials for illustration (extension) OTHER RELEVANT EXHIBITION TEXTS See exhibition book list, Home section (Part 1, p. 10)

KEY CURRICULUM CONNECTIONS: YEARS PREP2 Year Prep 1&2 Prep Curriculum area English Reading English Reading English Writing

Craig Smith, illustration from My Sister and Me, text by Rachel Flynn, Puffin Books, 2009, gouache on paper, courtesy of the artist (detail)

Key connections read simple, predictable texts that have familiar content use illustrations to extend meaning b  egin to connect the themes and ideas in texts to own knowledge and experience write simple texts about familiar topics to convey ideas or messages u  se conventional letters, groups of letters, and simple punctuation such as full stops and capital letters

1&2 Prep 1&2 Prep

English Writing English Speaking and Listening English Speaking and Listening Arts Creating and Making

 select content, form and vocabulary depending on the purpose for writing contribute relevant ideas during class or group discussion  through class discussions, consider the opinions and viewpoints of others e  xplore and use a variety of arts elements skills materials and equipment in a range of arts forms u  se skills, techniques, processes, media, materials, equipment and technologies in a range of arts forms t hrough reading and listening to narratives, including personal stories, and participating in celebrations students begin to learn about the cultures and histories that have contributed to Australian society e  xplore responsibilities and rights and those of others in familiar contexts such as the family i dentify the range of groups to which they, their family members and their class belong a  ppreciate the similarities and differences between individuals and groups, including the language, cultural and religious groups which make up the Australian nation

1&2

Arts Creating and Making

Prep

Humanities

Prep

Civics and Citizenship

1&2

Civics and Citizenship

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LEARNING PROCESS Engage  Choose one or more of the books from the list or others that you have in your room or library to read with the class U  se the Short Activity Ideas: Engaging with Picture Books resource for further activities for exploring the book Explore  The books in this section of the exhibition explore many different homes and many different families. As a class, list or discuss the different types of families and homes shown in the books and experienced by the students. A  s a class, list and describe the activities and special things the families in the books do together A  sk students to discuss the types of activities or special things their families do together. Consider: holidays, celebrations, car trips, sports games, eating meals, rituals or traditions. Have students write or draw some of these. Explain  Students complete the My family passport worksheet. (Teachers will be aware of any students for whom this task may be difficult or confronting due to their home situation. An option for these students is to choose a family from one of the books to complete the passport for they can predict any answers that are not specific in the book.) D  isplay and share student family passports. Use these prompts for discussion: How are families different? What similarities do the students families share?  How many of the students families come from countries other than Australia? C  reate a list of vocabulary words generated from the family passports Elaborate  Based on their previous thinking about their family, each student creates an illustration of their family doing something they love. Common phrases that could be used: My family is special because. My family loves My family is unique because S  tudents consider the techniques, materials and style of some of the illustrations they have seen so far. They choose materials they would like to work with to create their illustration Students create their art works I llustrations can be displayed around the room (exhibitionstyle) or collated to form a picture book Evaluate: assessment suggestions Observation of participation in class discussion Teacher assessment of writing skills Peer assessment of illustrations (extension)

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What does tomorrow look like? theme-based activity 9

Can you imagine a world where everything is recycled? Jackie French and Sue de Gennaro can. In The Tomorrow Book they have created a vision of tomorrow where the little prince and his library come up with solutions to environmental problems. Sue de Gennaro used only recycled materials in her illustrations for the book. AIM Students explore local environmental issues and, like the little prince in The Tomorrow Book, come up with possible solutions to these problems. Students use techniques and materials as observed in picture book studies to create an illustration of what tomorrow might look like. As an extension, students create an action plan to implement their sustainable solution. DURATION 2 hours RESOURCES The Tomorrow Book, Jackie French and illustrated by Sue de Gennaro, Harper Collins Australia, 2010 Short activity ideas: Engaging with picture books (p. 5) Jackie Frenchs teaching notes: http://www.harpercollins.com.au/resources/teachers.aspx and http://www.jackiefrench.com/ Sue de Gennaros profile: http://www.scholastic.com.au/common/books/contributor_ profile.asp?ContributorID=576&channel http://sustainability.ceres.org.au/ http://bubbl.us/ OTHER RELEVANT EXHIBITION TEXTS Possum and Wattle, Bronwyn Bancroft, Little Hare, 2008 Where Theres Smoke, Robin Lovell and illustrated by David Miller, Lothian, 2005 Isabellas Garden, Glenda Millard and illustrated by Rebecca Cool, Walker Books Australia, 2009 Animal Architects, John Nicholson, Allen & Unwin, 2003 The Rabbits, John Marsden and illustrated by Shaun Tan, Lothian, 1998 Leaf Litter, Rachel Tonkin, Harper Collins Australia, 2006 What the Sky Knows, Nina Bourke and illustrated by Stella Danalis, University of Queensland Press, 2005 Diary of a Wombat, Jackie French and illustrated by Bruce Whatley, Harper Collins Australia, 2002 To the Top End, Roland Harvey, Allen & Unwin, 2009 Not a Nibble, Elizabeth Honey, Allen & Unwin, 1997 Leaf, Stephen Michael King, Scholastic Press, 2008

Elizabeth Honey, illustration from Not a Nibble, Allen & Unwin, 1997, watercolour and ink on paper, courtesy of the artist

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KEY CURRICULUM CONNECTIONS: YEARS 36 Year 3&4 Curriculum area Arts Creating and Making Key connections c  reate and present works in a range of arts forms that communicate experiences, ideas, concepts, observations and feelings i nvestigate a range of sources to generate ideas and manipulate arts elements, principles and/or conventions in a range of arts disciplines and forms as they explore the potential of ideas c  ooperate in teams for agreed purposes, taking roles and following guidelines established within the task. d  escribe and evaluate their own contribution and the teams progress towards the achievement of agreed goals 5&6 Interpersonal Development Working in Teams Civics and Citizenship Civic Knowledge and Understanding Civics and Citizenship Community Engagement w  ork effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity e  xplain why protection and care for the natural and built environment is important w  ork with other students to identify a local issue and plan possible actions to achieve a desired outcome p  articipate in activities to protect and care for the natural and built environment 5&6 Civics and Citizenship Community Engagement Humanities Humanities Knowledge and Understanding Humanities Geographical Knowledge and Understanding p  resent a point of view on a significant current issue or issues and include recommendations about the actions that individuals and governments can take to resolve issues  describe how aspects of places in their local area have changed over time d  escribe how people use and affect different environments in Victoria c  ompare the various ways humans have used and affected the Australian environment r  ecommend ways of protecting environmentally sensitive areas in a sustainable way 3&4 Science Science Knowledge and Understanding Science Science at Work Science Science at Work d  escribe natural physical and biological conditions, and human influences in the environment, which affect the survival of living things. e  xplain how scientific knowledge is used, or could be used, to solve a social issue or problem e  xplain how sustainable practices have been developed and/or are applied in their local environment

5&6

Arts Creating and Making

3&4

Interpersonal Development

3&4 3&4

3&4

5&6

3&4 5&6

LEARNING PROCESS Engage Read The Tomorrow Book with your class U  se the Short Activity Ideas: Engaging with Picture Books resource for further activities for exploring the book Explore  In small groups or as a class, students create an AZ of vocabulary words they already know that relate to the topic sustainability. This works well as a timed activity. S  tudents brainstorm the environmental issues in the school or local area. Are these issues specific to the local area, or are they issues that are more general, like water saving and energy saving? Explain  In small groups, students choose one of the issues and discuss possible solutions. Use http://www.bubbl.us or other brainstorming software or materials to explore your ideas. Elaborate  What does tomorrow look like? What might a sustainable future look like? Individually or in small groups, students illustrate their vision of a sustainable future in their school or local area. They can check out the Sustainable Hub on the CERES website for inspiration. How might the environmental issue they have explored be addressed? Students can use the illustrations in the books they have explored as inspiration; for instance, they could use recycled materials in collage as part of their illustration, as Sue de Gennaro did.

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Elaborate  Each group investigates and writes a plan for how their sustainable solution might be achieved. These plans could be sent to a relevant person or organisation. For example, a plan for eradicating rubbish in the school yard might be sent to the principal. A plan for creating a community vegetable garden could be sent to the local council. For their plans, students could consider: What is the problem? Who or what is causing the problem? How might the problem be fixed? What resources are needed to fix the problem? Think about people, materials, equipment. What is the estimated cost of these resources? Would any other environmental issues be caused by the new solution? F  or school-based solutions, students become part of the action team to create the solution Evaluate: assessment suggestions  Create a gallery of student illustrations and have students walk around the gallery and peer-assess for creativity, materials and technique etc F  or the extension task, have students and the school community evaluate the effectiveness of the solution

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Telling stories through pictures theme-based activity 10

AIM Students explore the roles of author and illustrator in the making of a picture book. They come to understand that text and image can often convey different or multiple meanings.
This activity is based on Lesley Reeces (Fremantle Childrens Literature Centre) framework for studying picture books: https://www.det.wa.edu.au/education/cmis/eval/fiction/classroom/picturebooks/

DURATION 1 to 2 hours RESOURCES A selection of picture books Word document with text only from chosen picture book Making Picture Books, Libby Gleeson, Scholastic Press, 2003 Other relevant exhibition texts The Boy and the Toy, Sonya Hartnett and illustrated by Lucia Masciullo, Penguin Books Australia, 2010 Beneath the Surface, Gary Crew and illustrated by Steven Woolman, Hodder Headline Australia, 2004 Diary of a Wombat, Jackie French and illustrated by Bruce Whatley, Harper Collins Australia, 2002 The Rabbits, John Marsden and illustrated by Shaun Tan, Lothian, 2008 Harry and Hopper, Margaret Wild and illustrated by Freya Blackwood, Scholastic Press, 2009 KEY CURRICULUM CONNECTIONS: YEARS PREP6 Level Prep 1&2 3&4 Curriculum area English Reading English Reading English Reading

Lucia Masciullo, illustration from The Boy and the Toy, text by Sonya Hartnett, Penguin Books Australia, 2010, acrylic and ink on paper, courtesy of the artist

Key connections read simple, predictable texts that have familiar content use illustrations to extend meaning b  egin to connect the themes and ideas in texts to their own knowledge and experience r  ead and respond to an increasing range of imaginative and informative texts interpret the main ideas and purpose of texts read, interpret and respond to a wide range of literary texts contribute relevant ideas during class or group discussion consider the opinions and viewpoints of others in class discussion ask clarifying questions, volunteer information and justify opinions i dentify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner r  espond, in both formal and informal settings, to a variety of stimuli; for example visual texts share the meaning they make of these texts with their peers e  xperience, respond to and begin to interpret a variety of aural, written and visual texts, discussing alternative meanings and perspectives when they arise l earn how to identify the main message, develop their own interpretation, and provide evidence to support it e  xplore reasons for other interpretations not being the same as theirs and learn to respect the right of others to express opinions

5&6 Prep 1&2 3&4 5&6 Prep

English Reading English Speaking and Listening English Speaking and Listening English Speaking and Listening English Speaking and Listening Communication

1&2

Communication

3&4

Communication

5&6

Communication Listening, Viewing and Responding

 develop interpretations of the content and provide reasons for them explain why peers may develop alternative interpretations

25

LEARNING PROCESS Engage  Choose one of the books from the exhibition list or another picture book that your students are not familiar with W  rite out the text of the book in a Word document and read it to the students in this way Use these prompts for discussion: What is the main message of this story? What is the tone? How does the story make you feel?  Does the story tell you exactly what should happen in each illustration? D  ivide up the phrases or sentences as they are in the book and give one to each student S  tudents then create an illustration for this phrase or sentence Explore  Students share their illustrations with the class. Discuss any similarities and differences between the illustrations. Are there any illustrations that show something different to the text? Students discuss what they found challenging or enjoyable about illustrating the text. Explain Now read the original picture book with the students. Use these prompts for discussion:  How are the illustrations similar or different to what you expected?  What kind of media, materials and techniques has the illustrator used?  What do the illustrations include that is not specified in the text?  Do the illustrations change or add to the message of the text? Elaborate  Use one of the following books (or another of your choosing) to further examine the mismatch of text and image: The Boy and the Toy, Sonya Hartnett and Lucia Masciullo  The Watertower and Beneath the Surface, Gary Crew and Steven Woolman Diary of a Wombat, Jackie French and Bruce Whatley The Rabbits, John Marsden and Shaun Tan Harry and Hopper, Margaret Wild and Freya Blackwood A  sk students to rule up two columns on a sheet of paper. In the first column, they should copy the text from one page of one of the books. In the second column, they should list all the things shown in the corresponding illustration. A  s a group, discuss how an illustrator might come up with the ideas beyond the written text. Use these prompts for discussion: Who is more important the author or the illustrator?  Do you think that authors and illustrators ever disagree on the words or the pictures?  When you look at a page, do you read the words or the illustrations first? Evaluate: assessment suggestions  Responses to discussion questions can be assessed via a reading journal or through observation of speaking and listening skills

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Making picture books theme-based activity 11

AIM Students gain an understanding of the process of making a picture book. From a variety of sources, they learn about some of the behind the scenes work that happens during the journey from idea to finished book. DURATION 1 to 1 hours RESOURCES Short activity ideas: Engaging with picture books (p. 5) Contribution to discussion: assessment rubric resource sheet (p. 41) Making Picture Books timeline resource sheet (p. 40) Video clips of illustrators in their studios, available at http://www.slv.vic.gov.au/look Making Picture Books, Libby Gleeson, Scholastic Press, 2003 The Great Bear, Libby Gleeson & Armin Greder, Walker Books, 1999 http://www.libbygleeson.com.au/great_bear_vs_school_reader.html http://www.picturingbooks.com/elements-of-art.html http://www.picturingbooks.com/artistic-media.html RELEVANT EXHIBITION TEXTS Leaf, Stephen Michael King, Scholastic Press, 2008 The Arrival, Shaun Tan, Lothian, 2006 Midsummer Knight, Gregory Rogers, Allen & Unwin, 2006 KEY CURRICULUM CONNECTIONS: YEARS 38 Year 3&4 Curriculum area English Reading Key connections r  ead and respond to an increasing range of imaginative and informative texts Interpret the main ideas and purpose of texts 5&6 7&8 English Reading English Reading read, interpret and respond to a wide range of literary texts i nfer meanings and messages in texts, analyse how social values or attitudes are conveyed, compare the presentation of information and ideas in different texts ask clarifying questions, volunteer information and justify opinions i dentify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner w  hen listening to others, students ask clarifying questions and build on the ideas of others i dentify main issues in a topic and provide supporting detail and evidence for opinions 3&4 Communication Listening, Viewing and Responding l earn how to identify the main message, develop their own interpretation, and provide evidence to support it e  xplore reasons for other interpretations not being the same as theirs and learn to respect the right of others to express opinions 5&6 Communication Listening, Viewing and Responding Communication Listening, Viewing and Responding develop interpretations of content and provide reasons for them explain why peers may develop alternative interpretations i nterpret complex information and evaluate the effectiveness of its presentation
Gregory Rogers, illustration from Midsummer Knight, Allen & Unwin, 2006, ink, pencil and watercolour on paper, courtesy of the artist

3&4 5&6 7&8

English Speaking and Listening English Speaking and Listening English Speaking and Listening

7&8

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LEARNING PROCESS Explore View the clips of illustrators talking about their work. Use these prompts for discussion: What inspires these illustrators? What do they enjoy about their job? What are the greatest challenges of their job? What kinds of material and equipment do they work with?  What kinds of material do these illustrators have in their studios? Explain  As a class, brainstorm the steps that have to be taken to make a picture book D  istribute the timeline activity resource sheet to students. Read over the vocabulary words in bold to ensure students understanding. Individually or in small groups, students cut out the steps in the timeline and arrange these in an order that makes sense there are many possibilities! A  s a class, discuss students timelines. What are the differences and similarities? What can we learn about the way a picture book is created? Elaborate The story behind the creation of Libby Gleeson and  Armin Greders The Great Bear demonstrates the collaborative process between author and illustrator. Find the story at http://www.libbygleeson.com.au/great_ bear_vs_school_reader.html, or in Making Picture Books pp. 4952, or at the back of The Great Bear. Read The Great Bear with your students D  iscuss with your students the story behind this book. In particular, discuss the fact that the illustrator asked the author to remove all the text at the end of book, so he could better illustrate the story. What kind of relationship did this author and illustrator have? A  sk students to compare The Great Bear with other wordless picture books: Leaf by Stephen Michael King, The Arrival by Shaun Tan, Midsummer Knight by Gregory Rogers, or others you might know. How is the story conveyed? Do you think the books would be improved with words? Evaluate: assessment suggestions  Responses to discussion questions can be assessed via a reading journal or through observation of speaking and listening skills. Refer to the assessment rubric (p. 41)

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Ebook design and debate theme-based activity 12

AIM Students engage with the debate around ebooks and evaluate the effectiveness of childrens picture books in this format. As an extension, students design a version of a favourite childrens book in ebook form. DURATION Research and debate 1 to 2 hours; design and production (extension) 5 to 8 hours RESOURCE LIST http://notebook.zoho.com Search fo note-taking page: http://www.slv.vic.gov.au/ Background reading 7 things you should know about ebooks: http://net.educause.edu/ir/library/pdf/ELI7020.pdf 7 things you should know about ereaders: http://net.educause.edu/ir/library/pdf/ELI7058.pdf Ebooks v. pic books: http://kidlit.com/2010/05/19/ebooks-e-readers-and-thekidlit-market-a-short-version/ Mark Pesce on the future of books: http://blog.futurestreetconsulting.com/?p=282 Its a Book by Lane Smith, trailer: http://www.youtube.com/watch?v=x4BK_2VULCU
Shaun Tan, The Lost Thing, Lothian Press, 2000

Examples of ebooks Alice for the ipad: http://www.youtube.com/watch?v=gew68Qj5kxw Dr Seuss ebook: http://www.youtube.com/watch?v=j3uZq8S6oJc Extract of The Lost Thing: http://www.mirroroftheworld.com.au/imagination/begins/ Audio of traditional tale Puss in Boots: http://www.mirroroftheworld.com.au/imagination/begins/ Search via title or author on: http://www.gutenberg.org/wiki/Main_Page Variety of international childrens books free online: http://en.childrenslibrary.org/

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KEY CURRICULUM CONNECTIONS: YEARS 9 & 10 Curriculum area English Reading Key connections r  ead, view, analyse and discuss a wide range of informative and persuasive texts e  xplain how texts are shaped by the time, place and cultural setting in which they are created English Speaking and Listening English Writing Design, Creativity and Technology Investigating and Designing c  ritically analyse the relationship between texts, contexts, speakers and listeners in a range of situations w  rite sustained and cohesive narratives that experiment with different techniques undertake research relevant to the design brief. l ocate and use relevant information to help their design thinking and identify the needs of a variety of client/user groups m  ake products/systems that meet the quality, aesthetic, functionality and performance requirements outlined in the design brief u  se evaluation criteria and critically analyse processes, materials, systems components and equipment used generate questions that explore perspectives m  ake informed decisions based on analysis of various perspectives and, sometimes contradictory, information Communication Listening, Viewing and Responding ICT for Creating i dentify the ways in which complex messages are effectively conveyed and apply this knowledge to their communication s  tudents appraise different strategies for organising and managing resources involved in problem solving and creating information products

Design, Creativity and Technology Producing

Design, Creativity and Technology Analysing and Evaluating Thinking Reasoning, Processing and Inquiry

LEARNING PROCESS Engage:  Bring a selection of childrens picture books into the classroom and allow some time for students to look, read and share S  tudent use laptops, interactive whiteboard, phones or an ereader to sample some ebooks (see resource list) S  tudents use a graphic organiser to compare and contrast the two formats (Venn/PMI) Explore:  Pose the question Are ebooks better for children than traditional printed books? S  tudents research current debate on this topic and record their findings using the ergo note-taking template, an online note-taking tool such as zoho notebook, or another preferred note-taking tool See the box below for examples of possible arguments Ebooks + Easily portable Environmentally friendly Interactive E  asy to read (backlit, zoomable) E  books cheap to purchase after initial outlay for ereader  Battery life (although e-ink is very efficient) N  ot as durable for smaller children Initial cost of ereader Difficult to lend to others + Tactile format C  hilds ability to own and collect books Easily portable Easy to purchase Relatively cheap A  llows for childrens imaginations to create movement and action Easy to lend to others
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Printed books Environmental cost of production N  eed a light source to read them M  ore than a couple of books are difficult to carry around

Use these prompts for discussion: How does an ebook change the experience of reading?   Would imagination develop differently in a child who read ebooks only?   What might be some of the copyright concerns in an ebook?  What is the environmental cost of publishing a traditional childrens book? How is the quality of freely available ebooks controlled? Explain:  Students develop their position on this debate in a formal essay or oral presentation, or: S  tudents review an ebook designed for children, or a traditional childrens book, or both an electronic and printed version of the same book Elaborate (extension):  Students plan and design their own ebook for children. They may design an ebook version of an existing picture book or come up with a new idea S  tudents use animation software to produce one of their designed pages or their entire book. (This activity could be integrated with an ICT/Design and Technology class.) S  tudents arrange to show their ebook to a younger audience and devise an evaluation tool for the audience to assess the ebook. They then incorporate the evaluation into a reflection on the effectiveness of their design. Evaluate: assessment suggestions Self-reflection on ebook design and product Peer evaluations of ebooks Teacher assessment rubric for essay/oral presentation

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Goose template resource sheet for Activity 1

(Enlarge image if required)

Instructions: 1. Cut around goose 2. Decorate the underside (not marked with x) 3. Attach string with tape to x marks 4. Tie string to a central point so that the goose flies!
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Mr Chicken templates resource sheets for Activity 2

With thanks to Leigh Hobbs and Allen & Unwin.

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Ron Brooks: Drawn From the Heart resource sheet for Activity 5
Ron Brooks has illustrated many classic Australian childrens books, including Rose and the Midnight Cat, Old Pig and Fox. Drawn From the Heart (Allen & Unwin, 2010) is his autobiographical account of the creation of many of his picture books and the personal experiences that accompanied each book. In this extract, Ron Brooks writes about the process of creating the illustrations for Fox: That first picture was a real mixed-media job: a multilayered collage of bits and pieces of different papers, heavy impasto, oil paint, acrylic, ink, watercolour, shellac, oil sticksand instead of drawing with pens, pencils or whatever, I gouged, scratched and scraped my way through all this stuff using kitchen forks, bits of wire, old dental tools, bits of rusty tin, sandpaper whatever seemed to work to find my lines. I then worked the oil sticks into and over the whole picture, working and rubbing them in across the entire surface, obliterating the whole image under deep black, red, blue, brown or green oil. After allowing this to dry a little, I rubbed and polished off the higher, flatter, smoother surfaces with soft cloth; laid glazes of acrylic and wash over the top, gouged back in again, varnished again with shellac, added more colour here and there until I felt the image had everything I was able to find. Until I felt it matched the voice in the writing the texture of the language. (pp. 282283) Prompt questions  What kind of techniques and materials did Brooks use to create the illustrations for Fox? Find meanings for unfamiliar words such as; impasto, shellac, gouged, glazes. See if you can identify these different materials in the illustrations L  ook at the illustrations from Fox again. What effect does using these techniques have on the viewer? B  rooks writes about the texture of the language. In your own words discuss and describe what he might mean C  onsider some of Ron Brooks illustrations in other picture books. Has he ever used this technique before? Describe why you think this may be the case In the following extract, Brooks describes part of his illustrating process: With every book my first rule of thumb has been to not draw what is there already in the words. I try to find something from behind or between the words, something unsaid, something from the moment behind and beneath the moment, something about where those words come from, something from and about the heart, to then add to the words. (p. 296) Prompt questions  Look at the illustrations from Fox again. Describe how Brooks draws something from the moment behind and beneath the moment, and not what is already there in the words Why might an illustrator have this rule? C  onsider any books you know where the illustrations match what is written precisely. Is there a reason this might happen?

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The Arrival images resource sheet for Activity 6

Images reproduced with permission from The Arrival by Shaun Tan, Lothian Childrens Books, an imprint of Hachette Australia, 2006.

Compare with Coming South, 1886, Tom Roberts

Compare with photographs of Ellis Island, New York, 18921954

Compare with 1912 photograph of a newsboy announcing the sinking of Titanic

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Compare with Over Land by Rail. Gustave Dore, 1870

Activity 1. Read The Arrival 2. O  n your mind map, include feelings, ideas, questions, notes about the artwork, etc 1. V  iew some of the images that inspired Shaun Tan in his illustrations. Search the internet/follow the links for: a) Coming South, 1886, Tom Roberts b) Over Land by Rail, Gustave Dore, 1870 c)  Photographs of Ellis Island, New York, 18921954 d)  1912 photography of a newsboy announcing the sinking of Titanic 2. L  ocate the illustrations where Tan has referenced these images, and compare them 3. O  n your mind map, record questions, similarities and differences in the images, the effect of visual referencing, why those particular images may have been used 1.  Listen to the podcast of Shaun Tan in conversation with Ozcomics 2.  On your mind map, include questions and information about Tans methods, materials and inspirations 1. View the Speaking the Language clip 2. Discuss and record on your mind map:  what kind of language difficulties might immigrants face? 3.  View excerpts from The Arrival by Red Leap Theatre 4. Discuss and record on your mind map:  How is Tans book adapted in this theatre production?  What methods are used for expression and communication? Any questions you have 1. Search for key facts in the history of immigration to Australia and the United States 2. On your mind map, record questions, information you find regarding reasons for migration, statistics and trends

Resources

Instructions

Completed

A: Reading The Arrival

The Arrival by Shaun Tan

B: Images and Inspiration

Computers/smartboard (with internet access) or printed images One copy of The Arrival or: Colour photocopies or scans of relevant pages

The Arrival: Activity rotation instructions resource sheet for Activity 6

C: Shaun Tan interview

Listening post/ interactive whiteboard/computers Podcast of interview with Shaun Tan (29 mins; students decide how much to listen to): http://www.ozcomics.com/podcast/OzComics_ShaunTan20061109.mp3

D: Speaking the Language

Smartboard/computers My Place Speaking the Language clip http://www.myplace.edu.au/teaching_activities/1968/1/speaking_the_language.html Red Leap Theatre excerpts from The Arrival http://www.youtube.com/watch?v=GpoKXTqQYjg

E: Immigration

Computers and internet access  http://museumvictoria.com.au/discoverycentre/websites-mini/immigrationtimeline/ http://www.immi.gov.au/ http://www.immi.gov.au/media/fact-sheets/02key.htm

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My Family Passport resource sheet for Activity 8

MY FAMILY PASSPORT
My family liv es in ...
... but origina lly comes fro m ...

esnt like My family do

...

I live with ...

but in my WHOLE family there is ...

My family loves to...

eat ...

play ...

and ...

oops! a family secret is ...

togeth er

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Making a picture book: timeline activity resource sheet for Activity 11

Each book has a different journey, from the initial idea to selling the book in a bookshop. Sometimes one person is both author and illustrator; sometimes an author and illustrator come up with an idea together. But often, an author begins with an idea and the journey begins from there. Cut out the possible steps in the process of making a picture book, and see if you can put them in an order that makes sense. (There is no single correct order they should go in.) The finished book is produced Publisher approaches an illustrator to collaborate on the text Author and/or illustrator develop ideas

Author has an idea

Illustrator generates ideas

Author completes the final draft of the story Illustrator creates a dummy book or a series of ideas to show to publisher and author Designer works on the overall design of the book including the cover, endpapers, size and format of the book Artwork is finished and checked again by the editor

Author writes a draft

Author works with an editor and drafts the story Publisher, author and illustrator agree on payment; royalties or a one-off fee Illustrator, publisher and author meet to discuss the illustrations, any changes to the text or illustrations Publisher has an idea

Publisher approaches an author

Author passes the manuscript on to a publisher

The finished book is sold in bookshops When the book sells, the author and illustrator are paid a small percentage (royalty) for each book sold Illustrator has an idea

Publisher accepts the manuscript for publication

Printer creates proofs

Illustrator reads the text and accepts the manuscript

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Contribution to discussion: Teacher assessment rubric resource sheet for Activity 11

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Contribution to discussion: Assessment rubric English Speaking & Listening; Communication Listening, Viewing & Responding

Students name: Years 7 & 8 5 points Listens to others, asks clarifying questions and builds on the ideas of others Expresses creative and analytical responses to discussion Provides supporting details and evidence for opinions Justifies relevant opinions and extends ideas Offers and justifies opinions Beginning to offer opinions Summarises information from discussion Volunteers information and recalls discussion accurately Understands familiar ideas and makes relevant comments Listens attentively to others, can identify and extend viewpoints Listens attentively and can ask clarifying questions Listens and responds appropriately to others Years 5 & 6 4 points Years 3 & 4 3 points Approaching Years 3 & 4 2 points Points

Criteria

Beyond Year 8 6 points

Listening to others

Listens to others while engaging in discussion, comparison of ideas and identifying a point of view

Ideas and understanding

Critically analyses material presented

Evidence for opinions

Provides and justifies different points of view and reaches conclusions

TOTAL

/18

Comments:

Signed:

Date:

Other resources

The following books and websites will be useful research aids for students and will complement the resources listed for each classroom activity. You can find all the online resources bookmarked at www.delicious.com/lookeducation. Books Antsey, Michele & Bull, Geoff, Reading the Visual: Written and Illustrated Childrens Literature, Harcourt Australia Pty Ltd, 2000 Brooks, Ron, Drawn from the Heart, Allen & Unwin,2010 Davies, Will and Dal Bosco, Andrea, Tales from a Suitcase, Lothian Books, 2001 Gleeson, Libby, Making Picture Books, Scholastic Press, 2003 Gleeson, Libby, illustrated by Armin Greder, The Great Bear, Walker Books, 1999 Graham, Judith, Pictures on the Page, Melbourne: National Association for the Teaching of English, 1991 Harvey, Roland, In the Bush, Allen & Unwin, 2006 Harvey, Roland, In the City: Our Scrapbook of Souvenirs, Allen & Unwin, 2010 Horning, Kathleen T, From Cover to Cover: Evaluating and Reviewing Childrens Books, Harper Collins Publishers, 1997. Nikolajeva, Maria and Scott, Carole, How Picturebooks Work, Routledge, 2006 OConor, Juliet, Bottersnikes and Other Lost Things: A Celebration of Australian Illustrated Childrens Books, Melbourne University Publishing, 2010 OSullivan, Colleen, The Challenge of Picture Books: A Teachers Guide to the Use of Picture Books with Older Students, Methuan Australia Pty Ltd, 1987 Wagner, Jenny, illustrated by Ron Brooks, John Brown, Rose and the Midnight Cat, Bradbury Press, 1977 Watts, Julie, The Art of Graeme Base, Viking, Penguin Australia, 2008

Online resources The delicious account http://www.delicious.com/lookeducation contains additional websites not listed below. Look! section of State Library of Victoria site: www.slv.vic.gov.au/look Migration resources: http://www.rspb.org.uk/youth/learn/ migration/index.asp http://encyclopedia.kids.net.au/page/bi/Bird_migration Clip of Graeme Base interview: http://www.themonthly.com. au/graeme-base-writing-and-illustrating-childrens-bookstony-palmer-1311 History of the enigma code: http://www.iwm.org.uk/upload/package/10/enigma/index.htm http://earth.google.com/ Ergo note taking page: http://www.slv.vic.gov.au/ergo/uploads/docs/note-taking_ outline.pdf http://rolandharvey.com.au/ Teaching notes for Fox: www.allenandunwin.com/teaching/images/FoxA1.pdf MonkeyBAA production of Fox extract http://www.youtube.com/watch?v=wyngqMkXcOM Copyright information for students: http://www.education. vic.gov.au/management/governance/copyright/schools/ infostudents.htm Ellis Island photographs: http://www.ellisisland.org/photoalbums/ellis_island_then.asp Search National Gallery of Victoria for Tom Roberts Coming South: http://www.ngv.vic.gov.au/explore/ngv-collection Podcast Shaun Tan in interview: http://www.ozcomics.com/podcast/OzComics_ ShaunTan20061109.mp3 Clip from My Place - Speaking the Language: http://www.myplace.edu.au/teaching_activities/1968/1/ speaking_the_language.html Excerpts of The Arrival by Red Leap Theatre: http://www.youtube.com/watch?v=GpoKXTqQYjg Ergo: Organising notes: http://www.slv.vic.gov.au/ergo/organise_notes Museum of Victoria: Immigration Timeline: http://museumvictoria.com.au/discoverycentre/websitesmini/immigration-timeline/ Department of Immigration and Citizenship: http://www.immi.gov.au/ Department of Immigration and Citizenship: Immigration Fact Sheet: http://www.immi.gov.au/media/fact-sheets/02key.htm Ellis Island photographs: http://www.ellisisland.org/immexp/wseix_4_3.asp? Jackie Frenchs teaching notes: http://www.harpercollins.com. au/resources/teachers.aspx and http://www.harpercollins. com/harperimages/ommoverride/tomorrow_book_teacher_ notes.pdf

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Jackie Frenchs website: http://www.jackiefrench.com/ Sue de Gennarod illustrator profile: http://www. scholastic.com.au/common/books/contributor_profile. asp?ContributorID=576&channel= Sustainability hub at CERES: http://sustainability.ceres.org.au/ Bubbl. Us: Collaborative mind mapping tool: http://bubbl.us/ Lesley Reeces (Fremantle Childrens Literature Centre) framework for studying picture books: https://www. det.wa.edu.au/education/cmis/eval/fiction/classroom/ picturebooks/ Libby Gleeson: The Great Bear Vs the School Reader: http://www.libbygleeson.com.au/great_bear_vs_school_ reader.html Picturing Books website: http://www.picturingbooks.com Zoho Notebook: Collaborative note taking tool: http:// notebook.zoho.com Educause blog: 7 things you should know about E-books: http://net.educause.edu/ir/library/pdf/ELI7020.pdf Educause blog: 7 things you should know about Ereaders: http://net.educause.edu/ir/library/pdf/ELI7058.pdf Kidlit blog: ebooks v pic books: http://kidlit. com/2010/05/19/ebooks-e-readers-and-the-kidlit-marketa-short-version/ Mark Pesce on the future of books: http://blog. futurestreetconsulting.com/?p=282 Its a Book trailer: http://vodpod.com/watch/4065472-its-abook-trailer Alice for the ipad trailer: http://www.youtube.com/ watch?v=gew68Qj5kxw Dr.Suess ebook trailer: http://www.youtube.com/ watch?v=j3uZq8S6oJc Extract of The Lost Thing: http://www.mirroroftheworld.com. au/imagination/begins/lostthing/pagebypage.php Audio of traditional tale Puss in Boots: http://www.mirroroftheworld.com.au/imagination/begins/ pussinboots/pagebypage.php Search via title or author on: http://www.gutenberg.org/wiki/ Main_Page Variety of international childrens books free online: http://en.childrenslibrary.org/

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A STATE LIBRARY OF VICTORIA TOURING EXHIBITION slv.vic.gov.au/look

MAJOR SPONSOR

This exhibition is supported by Visions of Australia, an Australian Government program supporting touring exhibitions by providing funding assistance for the development and touring of Australian cultural material across Australia.
SUPPORTED BY

love2read.org.au

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