"It is a good divine that follows his own instructions; I can easier teach twenty what were good to be done than to be one of the twenty to follow mine own teaching."
Portia, The Merchant of Venice, Act I, Scene II.



Thursday, July 5, 2012

A Girl Like She - NZATE Day 2


Keynote 3 – Rosemary McLeod  - Why write?


Talking about her personal journey – what made her write. An only child. She begins with a studio portrait photo of herself aged 4.  The dress with the little puffed sleeves reminds me of a photo of me presenting flowers to the Governor-General at Sunday School.  Both dresses were blue and both of us look angelic…  McLeod talks about the ‘deceptive face’ we present to the world.



 Rosemary’s parents’ marriage didn’t last, she says that coming from a “broken home” meant things were difficult. She went to boarding school at age 8, which she describes as “Lord of the Flies in frocks”.  The matron said she was cheeky and impertinent and the school told her mother they intended to “break her spirit”. Every book they brought to school had to be personally inspected and initialled by the Headmistress.

She talks about her dad’s books, he was fascinated with reading about the war from the ‘other side’ – The Cruise of the Raider Wolf (WWI) and I Flew for the Fuhrer, and his other favourite book was All Quiet on the Western Front. Her father usually communicated via books he had read. She describes both her parents as ‘contrary thinkers’.

Her family were ‘religious’ from different denominations – Methodist and Presbyterian, and her grandmother was what McLeod now sees as a paradox: a devout Anglican. [Big laugh, probably from those of us who are Anglicans in the audience!] She says boarding school ‘cured’ her of religion but she doesn’t like to take cheap shots at it.

The first book she read which made her think she could write one herself was by Charlotte Bingham -  Coronet Among the Weeds. What appealed to her was the conversational tone and the way the author dared to say what she really thought. She remarks that when she wrote her first book her father was disappointed – he had hoped she would get a nice job in a bank.

Other influences – poetry of the beat generation. William Carlos Williams, and then Tom Wolfe, The New Journalism.

Tip to young columnists – don’t write about your own family – will cause too many arguments at the dinner table, possibly divorce, more likely you will stop writing the column.

So why write? She writes to make a living and “because I didn’t have the good sense to train for anything else.”

She fears for the future – the fragmentation of society. We’ll all have our own kind of TV channel – the more access we have to these types of technology, paradoxically, the more limited we become.


Wednesday, July 4, 2012

More from Words to Burn NZATE


Keynote 2 – Owen Marshall

Sitting here in the chapel at St Hilda’s Collegiate waiting for the session to start. I’m looking forward to this. Owen Marshall spoke at conference a few years ago now, I really enjoyed it, so this will be good…

Be warned, tweebies, I may not write many notes, I am in the zone….

Owen taught in secondary schools for 25 years so he appreciates that we have given up our ‘holidays’ to be here. J

“Almost all able and committed writers are able and committed readers.”

Owen Marshall is telling us about famous writers talking about their reading habits.  And when he talks about reading he doesn’t mean a magazine, only reading a novel after you’ve seen the screen adaptation, or making time once a year on summer holiday to read the latest best seller… amen.

I like this one: Germaine Greer saying reading was her “first solitary vice, and it lead to all the others.”

Ouch: 25% of Americans have not read one book in the last year.

Meantime, New Zealanders buy more books per capita than Australians or the Brits.

Charles Dickens was more effective in effecting social change than the politicians of his day, similarly Alan Paton with Cry, the Beloved Country, or Steinbeck with The Grapes of Wrath. 

Basically an argument in favour of the power of fiction.

Fact and fiction: don’t rank them against each other but celebrate the best achievement in both. Each has its techniques, its own “aspect of incompletion”.

Off topic: I am noticing that everyone using their laptop to write notes is using a Macbook. Wonder why? (lighter, better battery life…) Remembering the conferences when my pc laptop spent most of its time in its bag because it was too heavy and/or the battery had run out.

Readers have books which evoke special emotions because of their context [to that reader] as well as their intrinsic merit.

“All true readers have books as part of the archaeology of their lives.”

Talking about how a fictional character can be more important to us than many f the real people in our lives. True.

Marshall is not suggesting that reading should be a substitute for our lives, but an enrichment, a wonderful opportunity to become a better person.  “Read in order to live.”


Q&A – Yes, agrees that it is a greater challenge for a writer to write from the point of view of a character of the opposite gender. But that some can do it very well, gives the example of Annie Proulx.

Words to Burn, Ideas to Ignite - More from NZATE Conference


Workshop 2 – The English Senior Secondary Teaching and Learning Guidelines – Robyn Holding

Perhaps you have never heard of the SSTLG??  Neither had I until the other week when Robyn mentioned them on the English Online listserve. I decided I had better come to her workshop and find out what it’s all about. In the meantime I had a quick look at them on tki. You can find the English SSTLG on Te Kete Ipurangi here.

So now, here I am and Robyn says there is so much in the guidelines that it will make our heads spin….


Purpose of the Guidelines

Basically to tease out the relationship between the ‘front end’ of the NZ Curriculum document and the English Achievement Objectives – the why and how of what we teach in our English classrooms. 

According to Robyn, SSTLG will be really useful for staff teaching out of field or for overseas trained staff who are familiar with the ‘front end’ of the NZ Curriculum document or have a good knowledge of another Education system, but need to know what the NZC is going to look like in the English classroom, with some examples (snapshots).


Rationale for Studying English

How do we answer the student who asks, “Why do we study English, Miss?”

My answers are:
  • ·      We use English every day
  • ·      We talk about the big questions
  • ·      We want to tell our stories
  • ·      We learn about life from others’ stories
  • ·      It’s fun!


Our group’s final five:
  • ·      Understand the world – big ideas
  • ·      Experience new things safely
  • ·      Express our ideas, thoughts, feelings
  • ·      Develop communication and critical thinking skills
  • ·      It’s fun, magical!



Ideas from other groups:
  • ·      So we are not easily manipulated (not suckers!)
  • ·      To understand the relationship between medium and message
  • ·      To understand myself and my place in the world
  • ·      To broaden our horizons and therefore our tolerance of difference.
  • ·      To foster creativity, expression and joy.

And
  • ·      To develop competency in the world through understanding and using English.
  • ·      To develop compassion and understanding
  • ·      To develop a sense of identity and follow your own interests
  • ·      To develop critical thinking – in all areas of life
  • ·      To have a good laugh (or cry)



This exercise made clear why the nine people who did this for the SSTLG had trouble agreeing on the rationale which ended up in the guide!  You can find this here.


Key Concepts

Also in the SSTLG are the key concepts in English, identified by English lecturers and teachers around the country, (drumroll):

·      Identity
·      Communication
·      Story
·      Meaning


English Achievement Objectives – the Strands

There is also a really good diagram which tries to explain/portray/analyse and otherwise show the English strands – see here.  I am going to copy this and put it up in my classroom!


Pedagogy

The most important section of the SSTLG is the section which focusses on pedagogy. This includes teacher stories  (snapshots) showing how they have done things in their teaching.  I can’t give you the link because we were seeing the beta version and it’s not up on the site yet. But it does look good.

Thanks, Robyn!


So I have an idea what the English SSTLG are all about now. I am thinking that:

·      They will be a great resource for HODs who need to support someone teaching in the English curriculum area for the first time;
·      They will be an excellent place to start for someone who was familiar with the old English in the NZ Curriculum document (the old ‘blue book’) but has been out of teaching for a while and needs to get up to speed with the changes implemented in the new NZC;
·      For existing English staff who have been living the implementation of NZC as it has happened, they will serve as a good reminder and resource, particularly for the Effective Pedagogy section (when it’s up) and teaching as inquiry. We could also be thinking about contributing our own learning stories and examples of pedagogy for the snapshots.


As an example of useful things spotted on the English SSTLG, here’s a PD resource you could use in your department meeting, showing the differences in progression in the Ideas aspect between Levels 6, 7 and 8 of the English curriculum, using Barack Obama’s ‘Yes, we can’  election victory speech.


Thanks, Robyn!

NZATE Conference – Words to Burn, Ideas to Ignite


Here are my notes from Workshop 1:


To Boldly Go… the new Level 2 Analyse Connections standard AS91104 using Science Fiction and Fantasy as a Genre base – Summar Austin, Pakuranga College

Why genre rather than theme?

Genre allows students to analyse the choices made by the author. Texts are connected by shared conventions, but may address different themes, which allows variation in text choices.

Speculative fiction, particularly SF, lends itself to study because of the way writers use metaphor to critique the world around them.

Eg. Terry Pratchett’s Discworld series provides a comedic commentary on our own society.  Kurt Vonnegut’s short story Harrison Bergeron explores the downside to equality.

Student feedback shows they enjoy exploring a genre in depth.

Summar gave out the task she used this year. She intends to revise this next year tailoring it more specifically to a genre approach, as students are more used to a thematic approach.

Poem Eugenesis by William McIlvanney – you can find it on this blog site if you scroll down – thanks Miss Macdonald!  introduce a stanza a day – students to write quick responses.

Text suggestions

Short stories:

  • ·      The Machine Stops, EM Forster.
  • ·      Asimov, Robot AL-76 Goes Astray
  • ·      Compassion Circuit, John Wyndham
  • ·      The Large Ant, Howard Fast
  • ·      Tomorrow, and Tomorrow, and Tomorrow – Kurt Vonnegut
  • ·      The Weapon, Frederick Brown.


Films:
  • ·      Minority Report
  • ·      Gattaca
  • ·      Aliens series
  • ·      Bladerunner
  • ·      The Island
  • ·      Total Recall
  • ·      Terminator trilogy
  • ·      Space Odyssey 2001
  • ·      Barbarella
  • ·      Star Wars
  • ·      12 Monkeys
  • ·      The Day the Earth Stood Still
  • ·      Independence Day
  • ·      Mad Max
  • ·      Space Balls
  • ·      Mars Attacks
  • ·      Demolition Man
  • ·      The Fifth Element
  • ·      Vexille
  • ·      Lord of the Rings
  • ·      Howl’s Moving Castle
  • ·      Journey to the Centre of the Earth
  • ·      Children of Men


Novels:
  • ·      Do Android’s Dream of Electric Sheep – Philip K Dick
  • ·      Spares – Michael Marshall Smith
  • ·      Dracula
  • ·      Frankenstein
  • ·      Gulliver’s Travels
  • ·      The Handmaid’s Tale
  • ·      The Time Traveller’s Wife
  • ·      A Clockwork Orange
  • ·      Interview with the Vampire – Anne Rice
  • ·      Hitchhiker’s Guide to the Galaxy
  • ·      The Wastelands, The Dark Tower – Stephen King
  • ·      The Giver – Lois Lowry
  • ·      Nineteen Eighty-Four
  • ·      Only Forward – Michael Marshall Smith
  • ·      The War of the Worlds – HG Wells
  • ·      A Picture of Dorian Gray – Oscar Wilde
  • ·      Brave New World
  • ·      The Lord of the Rings
  • ·      The Hobbit
  • ·      Eragon series


Authors for students to check out:
  • ·      Michael Marshall Smith
  • ·      Isaac Asimov
  • ·      Ursula Le Guin


Mentioned by other attendees:
  • ·      Feed, MT Anderson

Examples of themes identified by students to base their Connections study around:

  • ·      How technology is represented in Science Fiction
  • ·      The demon inside the hero in Fantasy fiction
  • ·      Representations of women in speculative fiction
  • ·      Different endings – representing the apocalypse
  • ·      Representations of dystopia in SF
  • ·      The changing face of the zombie
  • ·      The role of fate in fantasy fiction


Class texts used: Only Forward, Inception, The Machine Stops.


“I enjoyed reading texts that I wouldn’t normally read.”  - Student feedback.

Timeline – 2-3 terms
Needed to give time to write logs in class to get the quality – checkpoints for reading logs after each literature study. Time given to conferencing and guiding text choices. Some students relied heavily on texts studied in class, other chose all the texts themselves – allowed for differentiation.

Themes – Power & Justice; Action & Inaction.

Options to present – podcast, powerpoint, seminar as well as written report.

Check out www.sfsignal.com


Great workshop!!!!  Thanks, Summar!!!!