WEEK 6- FLY AWAY PETER SUMMARY

The book I read this week was ‘Fly Away Peter,’ by David Malouf, which is primarily suited for adolescence, as it involves the reader to comprehend the story by making meaning of the descriptive text. In this book David Malouf makes the audience experience the life of a soldier that goes to war. Throughout the book the author illustrates his ideologies that people within a war setting are doomed, explaining to the readers that wars do not solve anything, they simple just destroy numerous lives. The techniques used to show man is doomed are writing the book in first person, using very descriptive writing (by using verb, adjective groups) and how the narrative is structured. 
David Malouf uses the character, Jim Saddler, to explore how man is doomed. He did this by showing Jim’s life before going to the war. This was shown to display how his personality and thoughts changed before he goes to the war and during the war. Jim was an innocent person who would never hurt any one and never wanted to turn out like his father and be aggressive, but, during the war, he felt that he was being more aggressive, as he wanted to hit Wizzer. During the war, his thoughts change, as he believed that there was no hope for him to survive, as all his friends were dead and Jim was left to fight the battle without them. The author wrote 'fly away peter' in first person of Jim Sadler. This allowed the readers to get inside his head and understand all the thoughts and feelings Jim Sadler is feeling. By illustrating the characters viewpoint whilst being at the war, the audience received a strong negative towards the war setting. 

the technique of making the text extremely descriptive was very effective, as it created the text to have more meaning. Malouf used many adjective and verb groups to accomplish this , producing the readers to have a more distinctive image of the event and emotions that are occurring in the narrative.   

Another technique Malouf used was the way the narrative was structured. It simply did not illustrate the common structure, which involves an Exposition, Developing Conflict, Climax and a Resolution, however the book was structured to show how life changes once a war occurs. The first half of the novel explains to the reader how well created the land is and how we should appreciates its beauty. When war was declared not only did it affect the people but the land and environment. Beautiful paddocks of grass were soon transformed into fields of mud and trenches. All creatures were killed or vanished. Blood of innocent men was spread over fields. Malouf wants the reader to realise war was nothing but destruction. 
 

Jeanie Baker’s Where the Forest Meets the Sea

Jeanie Baker’s Where the Forest Meets the Sea addresses cultural, political, social (both context and issues) and perspective.  As it is told from the point of view of a young boy, it immediately asks the question “Why has the author done this?” Baker could have chosen to written it in third person narrative, however, this did not occur. In a classroom, I would ask the children about this and perhaps raise the issue of the story being different if it was told by a young girl or adult. Would it make a difference? 

The texts central idea is that of an environmental one. A boy and his father visit an island, which we learn as an audience is fairly secluded. It is an ancient place and the collages show it to be extremely beautiful. However, as the story develops, there are images of motels and swimming pools. These are feint, but undeniably present. The text concludes with “But will the forest still be here when we come back?” (Baker, J 1987, p. 27). In this sense, there is a strong political and social context. The issue of the Daintree rainforest is also a social one, as it is affected directly by humans. 

Where the Forest Meets the Sea uses a simple structure and words with easily understandable sounds. There is nothing unconventional in regards to how Baker has written the text. It is easy to follow and designed so that children can follow along with ease. The images help to emphasise the written text and as it is so visually rich, children can experience everything directly. There is a strong sensory prominence. Children are able to see what is there, what is missing and then discuss the effects these things have on them. 

Under the strand Literacy, Sub-strand Interpreting, Analysing and Evaluating the Australian Curriculum requires year six students to “Analyse strategies authors use to influence readers” (ACARA, 2012). This could be achieved through deconstruction and analysis with reference to Luke and Freebody’s model (1999, p.8) specifically ‘breaking the code’. Hence, allowing students to determine how the semiotic systems have come together in particular ways to create the ‘meanings’ (Bull & Anstey 2004, p.282) and portray feeling and emotions intended by Tan. “Visual literacy is more than the ability to decode images (to work out what images mean), it is the ability to recognise and analyse the power of the image and the how of its meaning in it particular context” (Winch et al, 2010, p.601).The narrative can be understood largely through the codes (colour, line, shape & form) within the imagery-based text’s semiotic systems.

WEEK 4 READING SUMMARY- SOUL SURFER

The novel 'Soul Surfer’ is an inspiring true story about a teen surfer called Bethany Hamilton, who lost her arm in a shark attack while surfing with her best friend Alana. Bethany's injury unfortunately disqualifies her from the Rip Curl photo shoots, however the Rip Curl team is supportive and provides her with a prosthetic arm. Bethany was grateful, but due to fact that the arm isn’t weight bearing she doesn’t use it. In the end Bethany gets back in the water and learns how to surf with one arm, with her determination and bravery she overcomes all odds and becomes a champion surfer again. By the novel being in 1^st person it gives the readers the chance to experience opinions, thoughts, and feelings made by the main character. This created me to produce a strong connection with Bethany, feeling certain emotions as soon as she felt them. The novel ‘Soul Surfer’ expresses how faith and the support from family and friends can help an individual through the overpowering and unexpected challenges life throws at you. Bethany’s story is an inspiration to keep hope alive against all odds, no matter what struggle or obstacle we are face with, it is possible to overcome them, as we need to remember we are never alone.

'The Gallipoli Story’ by Patrick Carolyn

The 'Gallipoli Story' is an adolescent novel which exlplores the ways in which representation of our Nation’s and family’s past through stories, histories, official and unofficial, fictional and non-fictional, helps to define our personal paradigms or world view, the concepts we hold of ourselves and our surroundings.

“There is more to Gallipoli than legend (2003 vii). Carolyn encourages his readers to consider the difference between history and legend, facts, and the fictions derived from those facts. To illustrate this Carolyn notes that, “Simpson the legend and Simpson the man are not the same thing (2003 P.71).” John Simpson Kirkpatrick did in fact find the courage to go between battle lines to rescue wounded soldiers and take them back to atop his donkey. “In 24 days, Simpson had brought in about 300 soldiers, most of them with leg wounds (2003 p70).” Simpson’s tale took off with the public back home. It was an effective story. ‘Simpson was a Christ-like figure. He didn’t kill anyone. He helped the weak. Recruiters used Simpson’s story to encourage men to enlist... A few Anzacs rewrote their diaries to say they had met him (2003 p70).” Ironically for a national Australian hero of the time, in non-military life, Simpson was an illegal immigrant who lied about his Arabic citizenship to get into the Australian Army. He also had a history of drunkenness and violence. The idealised ‘Australian’ myth surrounding this legend is an example of romanticising images and partial truths, being used to form the foundation of our ‘national identity’. Today, Simpson’s personal ‘imperfections’ and ‘migrant status’ may make his deeds appear more heroic as we extend our definition of what it is to be Australian.  

Annie.

Week 4 Reading Summary

The Red Tree written by Shaun Tan

This week I read a picture book called The Red Tree. At first, I found it somewhat difficult to interpret the context of the book as it is a story without any particular narrative. The powerful images show a series of make believe worlds, which allow readers to make their own meaning of the text without any written explanation. I believe that the book is about a girl who passes through a time of darkness and despair, yet ultimately finds hope and growth at the end of her journey. This book would be appropriate for middle primary and upper primary students as it encourages children to express their feelings by means of metaphors e.g. monsters.

Week 3 Reading Summary

The Three Dizzy Ducklings written by June Woodman and illustrated by Pamela Storey

This week I read a children’s literature book called The Three Dizzy Ducklings. It tells the story of three ducklings on an excursion to the zoo. The colourful illustrations within the book help children to visualise, understand and connect with the events of the story. I believe that this fiction book would be appropriate for lower primary students, as the text is repetitive and the large print is easy to read and follow. Woodman (1990) encourages children to enhance their reading ability by way of a revision section at the end of the book. This includes a list of challenging words that are exercised within the text, and pictures which show certain animals and the actions they perform during the book.

Little White Dogs can't Jump by Brice Whatley

'Little White Dogs Can't Jump' written by Bruce Whatley and Illustrated by Rosie Smith.

'Little Dogs Can't Jump' is a children's literature book. The pictures are the main focus of the book with the illustrations being the real feature that brings the book to life. The Illustrator Rosie Smith has drawn the pictures by hand which contributes to the expression and detail within the pictures.

The narrative structure begins with an exposition/orientation where the main character of the book being ‘Bruce’ (the dog) is introduced. The complication soon arises where it’s noted that Bruce the little white dog cannot get into his owners car. A series of events then occurs which focuses on engaging and entertaining the reader, where the child of the family devises a series of ingenious ways to get Bruce into the car. This is the central focus of the book and reveals the importance of trying to resolve the complication by building suspense. Then finally the resolution in conjunction with the climax entails the mother of the family solving the problem.

With these hilarious pictures along with the literature, the book has a comical approach to a dog who cannot get into his owner car. Primary students would love listening to this book being read to them.

My Place by Nadia Wheatley

My Place written by Nadia Wheatley & Illustrated by Donna Rawlins

The book ‘My Place’ by Nadia Wheatley is an Australian children’s literature book taking the reader on a voyage through time. With each turn of the page, a new story begins in a new decade, all taking place in Sydney, Australia from 1788 to 1988. The illustrator Donne Rawlins, maps a new era which is ‘drawn’ by the child protagonist demonstrating the things which have changed.

Wheatley’s (2008) book is a central concept of ideology as Wheatley (2008) depicts history throughout Australia with the book being about families, settlers, multiculturalism and the traditional owners of Australian land. Both the writer and the illustrator create themes which are both ideologically constructed as these themes emerge out of specific society beliefs about the happenings within the past. These beliefs, attitudes and ideas all seep into the text from part of the author’s world.

As each new page tells a new child’s story there is a focus on the exposition rather than a complication, climax, resolution etc. My place can be seen as many different text types, as this narrative shows aspects of a recount/information report, where information is being presented to the reader to recall what happened etc and the text has an orientation (all in the same place). My Place is written on fiction but can give any child an appreciation for Australian history, as many of the stories told within the book can depict many families within Australia.

Week Three Dicussion

Chapter thirteen of "reading writing & children's literature" explores the role of writing from a social and cultural perspective. The evolution of writing and modern multiliteracies are unpacked according to purpose within the relevant society.
Audience and purpose of text i.e. the field, tenor and mode were discussed,  this content was covered in Language and Multiliteracies last year, however i found it useful to refresh our memories.

The second text assigned was "Narrative: narration and structure" which covered a huge array of writing styles and approaches which can be found within children's literature. This reading is a great source of ideas for our final assignment and gives insight into how certain styles influence the readers perception of the text and why the author has chosen such styles.
The 'Story Shapes' activity was an interesting way of analysing and representing narrative presentation. Most  of the group members found that their chosen literature did not follow the traditional story shape example. Some books had long and winding plots with multiple climaxes and resolutions, others simply had no resolution, instead an open ended approach seemed to be taken. 

These two readings prepared us to tackle our author studies, giving us new vantage points from which to view children's literature and a deeper understanding of how and why authors strategically present their stories.

Annie.

Memorial by Crew & Tan

Memorial is by internationally acclaimed children's choice author Gary Crew and multi-award-winning illustrator Shaun Tan.

Gary and Tan’s (1999) ‘Memorial’, tells the story of a tree planted in memorial and stone monument erected many generations ago. By placing emphasis on the old Morten bay fig, Crew and Tan create a sense of time passed and an eternal spirit which remains, even in the heart of a busy city. The fig was planted in 1918, after Old Pa came home from the Fist World War as a ‘Shrine of Remembrance Lest we forget’ (Crew& Tan 1999 unpaged).

The authors attempt to provoke thought in a way that is ‘interesting and understated’ with regards to the enduring topics of war, remembrance and the nature of memory itself even as it takes the form of a collective memory and comes to form a national narrative. Tan and Crew’s picture book demonstrates the “Anzac” spirit as it continues to exist in the youth of today, relating the sometimes futile struggles of the present to that of the Gallipoli Campaign.

Introduction

Hi my name is Annie and i am also studying a Bachelor of Education- Middle Primary student. I'm 21 years of age and enjoy reading, cooking, traveling and being with family and friends.  My course major is English, specialising in children's' literature and my minor is Science. I'm passionate about both of these subjects and look forward to contributing some of my prior literature experience to this group.

Annie.

This Weeks Reading

This week I read a children's picture book called Little Rascal To The Rescue by Paul Jennings. This book was about a small dragon called Rascal who was excluded from the other dragons because he was a lot smaller and had smaller features than them. I believe the book illustrates a message to the young readers, which is 'the importance of including everyone'. Little Rascal To the Rescue would be a great book to incorporate in lower primary classroom, as many activities, such as getting the children to think about how they wold feel if they were Rascal, could be used to generate the students to include other peers into their groups.
The language within the book is well written for children to understand, as there is no greater than five words on each page, which are all quite simple words. However the use of illustrations help tell the story. 

This Weeks Reading

This week i read a children's picture book called Possum Magic by Mem Fox. The language within this book is well written for children to understand and the illustrations help tell the story. This book illustrates a tour of Australia, emphasising distinctive foods our country are known for and which states they represent. The book Possum Magic is about two possums called Hush and her Grandma Poss, setting out on an adventure, travelling through all the different states to find the magic food so Hush can be visible again. Hush became invisible because Grandma Poss used her magic to keep her safe, but Hush no longer wanted to be invisible.