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Teachers Notes by Janet Anderson Margaret Wild Illustrated by Ron BOOK PUBLISHERS Teachers Notes by Janet Anderson Fox Margaret Wild Illustrated by Ron Brooks ISBN hb 9781864484656, pb 9781864489330 Recommended for ages 8 up These notes may be reproduced free of charge for use and study within schools but they may not be reproduced (either in whole or in part) and offered for commercial sale. Introduction .......................................... 3 Activities............................................... 3 Introduction .................................... 3 Immediate responses to the story ...... 3 Feelings evoked by the story........ 3 Friendship ................................. 4 Lettering ................................... 4 Pictures .................................... 4 Exploring the Narrative Structure ....... 4 Reading Journal ......................... 5 83 Alexander Street PO Box 8500 Crows Nest, Sydney St Leonards NSW 2065 NSW 1590 ph: (61 2) 8425 0100 [email protected] Allen & Unwin PTY LTD Australia Australia fax: (61 2) 9906 2218 www.allenandunwin.com ABN 79 003 994 278 Prologue ................................... 5 Sound Collage............................ 6 Written Diary............................. 6 Verb Tense................................ 6 Hot Seat................................... 6 Polarised Debate ........................ 6 Literary Sociogram ..................... 7 Epilogue.................................... 7 Soundscape............................... 7 Tableaux/Freeze Frames.............. 7 Discussion of Narrative Stages ........... 7 Extending Visual Literacy .................. 8 Layout ...................................... 8 Viewer positioning ...................... 9 Body language ..........................10 Lettering ..................................10 Reading path............................10 Font and directions of text ..........11 Extension Activities Working on Fox: the editor’s view ...........11 Fox: Linnet Hunter looks at a publishing landmark................14 Meet the People ....................................16 Margaret Wild ...........................16 Ron Brooks...............................16 Janet Anderson.........................16 - 2 - INTRODUCTION “As with most of my stories, it is the emotions in the text which interest me most.” Margaret Wild. Children of all ages engage with Fox, as do adults. This brilliant narrative explores an intense emotional drama of love and belonging, temptation, risk and betrayal. The text and illustrations work together seamlessly to evoke a powerful and lasting response in the reader. Fox is a modern classic: it has won many awards and been translated into numerous languages. Teachers and students may be interested to read the editor’s description of the process of preparing the text for publication and one of the early reviews of the book, discussing its visual features in particular. These can be found at the end of these teachers’ notes. ACTIVITIES Introduction Fox is an excellent example of a narrative which is short enough to make dissection of structure possible and with enough depth to challenge more sophisticated readers. Its qualities make it an ideal example of a picture story book to be studied in secondary English or graphics classes, in addition to its use in the primary classroom. Teachers should pick and choose activities that suit the age level they are teaching. The suggested activities are grouped as follows: • expressing immediate responses to the story, the lettering, the pictures; • extending visual literacy - composition and design; • exploring the narrative structure. The second and third are probably more appropriate for older students. Immediate Responses Students could respond to initial readings of the book through discussion, art, drama, poetry and music. If the students are interested, they could discuss more specific topics. FEELINGS EVOKED BY THE STORY 1. Discuss how the characters feel about themselves. How do they feel about each other? Do these feelings change? How do you feel about the characters? Do you ever feel like this about yourself or someone else? Did your feelings change as you read the book? 2. Create tableaux in groups of four or five to communicate an emotion from the book. Present to the class. Have the audience ‘read’ the tableaux and guess the emotion communicated. - 3 - FRIENDSHIP 1. Talk about what sort of friend each of the different characters would make. Are you like any of the characters? Would you like to be like a different character? Have you been hurt by a friend as Magpie was hurt by Fox or Dog was hurt by Magpie? Have you ever hurt a friend? How can Dog and Magpie be friends again? Do you need to do something to be friends again with someone? 2. Create a sound collage by combining a variety of sounds from untuned percussion instruments to express the changing relationships in the book. Work individually and perform for the class. 3. Create acrostic poems based upon the characters in the book: Magpie, Dog, and Fox. LETTERING 1. Talk about the lettering in the book. Is it like any other books you have read? How do you think the effect was achieved? Why does the direction of the lettering change in different parts of the book? 2. Experiment with painting the name of one of the animals in the book in a way which reflects its character. You could vary the colour, painting implement and direction you use. Then fill a page of art paper with the name of one of the characters from the story: Dog, Magpie, or Fox. Display. PICTURES - THE USE OF LINE AND COLOUR 1. Talk about the use of line and colour in Fox’s coat. What does the colour red suggest? What does the energetic cross-hatching in the fine hair of the coat suggest? 2. Experiment using line and colour in a way which reflects the character of the different animals in the book. You could choose unusual or non-traditional colours for animals in order to reflect a character trait. Create a mask for one of the characters in the book. Display. Exploring the Narrative Structure Students could respond to further readings of the book and explore the masterful use of narrative structure through writing, discussion, role play, drawing, drama and music. The table below shows which activities are most suited to each of the three key stages of the narrative. Stage in Narrative Structure Learning Activities Orientation: Reading Journal This stage introduces the main characters in a setting of time Prologue and place. It ‘alerts’ the reader to what is to follow. Sound Collage Written Diary Verb Tense - 4 - Complication: Reading Journal In this stage, a problem or crisis arises which precipitates a Written Diary sequence of events as it is worked through. These events are evaluated by the characters. Hot Seat Polarised Debate Literary Sociogram Resolution: Reading Journal The problems of the complication are resolved. A pattern of Written Diary normalcy is restored to the events in this stage, but the main character/s has changed as a consequence of the Epilogue experience. Soundscape Tableaux READING JOURNAL Have children keep a record of their responses to the text. Responses can be made at any time during the reading of the book and can include questions as well as statements, drawings, poems or pictures. The activity could be open-ended in that children simply make entries following the conclusion of class discussions. Alternatively, the following questions could be used to structure responses: • How did you feel when you finished reading the book? • Why do you think the book is called ‘Fox’ and not ‘Dog’ or ‘Magpie’? • Which characters do you like best? Why? • Have you had any experiences like those in the story? • Do you know anyone who is like someone in the story? • Are there any characters, events or settings which remind you of parts of television programs or films you have seen? How are they similar? • Do you think the characters deserve what happens to them? • If you were telling this story, what would you change? • Why do you think the author wanted the story to end as it does? • What do you think is the most important message of the story? • If you could speak to the author about the story, what comments would you make? PROLOGUE A prologue is a short prelude to the story that provides information about the events, setting or characters prior to the beginning of the story. The circumstances of Magpie having her wing burnt and being rescued by Dog could be explored. Alternatively, children could speculate about the circumstances of how Dog lost the sight in his eye and came to terms with his disability to the point where he can say ‘life is still good’. The endpapers, title page and other pictures in the book prior to the beginning of the text provide some stimulus for this. This activity could be an individual writing activity or an activity in pairs. Alternatively, children could work in groups to construct a spoken prologue to be shared with the rest of the class. - 5 - SOUND COLLAGE A sound collage uses a variety of sounds to express an idea or feeling. The tumultuous events and emotions of the beginning of the story lend themselves to expression through this medium: Dog running through the charred forest with Magpie in his mouth; Magpie’s rejection of Dog’s help and retreat into blackness; her waking with a rush of grief; the sight of the strange new creature reflected in the water and the joy of running together. Try the activity initially with untuned percussion instruments. This activity could be extended to involve tuned instruments (percussion or otherwise) and children could
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