People, I really have had a problem interpreting the rubric for Module C Elective 1.
This module requires students to explore various representations of events, personalities or situations. They evaluate how medium of production, textual form, perspective and choice of language influence meaning. The study develops students’ understanding of the relationships between representation and meaning…
In their responding and composing, students consider the ways in which conflicting perspectives on events, personalities or situations are represented in their prescribed text and other related texts of their own choosing. Students analyse and evaluate how acts of representation, such as the choice of textual forms, features and language, shape meaning and influence responses.
I even emailed an ex-student who is now a young (and thus up-to-date) English teacher in Sydney’s south-west.
A serious question, which I hope you respond to. I am at the moment tutoring 3 Advanced students and we have reached Module C, and I am having a problem getting my head around the implications of the rubric for "Changing Perspectives". I did not have a problem with the previous options on "Telling the Truth" and "Powerplay" — which are clearly thematic, making relevant issues and possiblities for supplementary texts straightforward enough . My life is further complicated by the fact each student has a different text: "Julius Caesar"; "Snow Falling on Cedars"; Ted Hughes.
I have seen what HSC Online offers. I have also in mind Janne Schill’s "Deconstructing Perspectives" (Sydney, Sapientia 2003) which is excellent in many ways but goes very deep into theory. (She is or was a teacher at Sydney Girls; maybe the text is in your school resources.)
Now in practice I will try to zero in on whatever approach my coachees’ teachers are taking…
But it helps if I have a clear view myself, and at the moment I don’t — at least not to my own satisfaction. (Secretly, or not so secretly, I curse the whole enterprise and wish we were just studying the texts for their own sakes; I would quite happily pursue all manner of contextual, thematic, structural and language issues then.)
Do you have any ideas? Are you doing this option? I would really like to know…
Unfortunately he isn’t currently doing this option, so I asked other practitioners and now I think I have my answer.
Two issues perplexed me:
- How deeply to go into the theory behind the concept of perspectives?
- Should “related texts of their own choosing” relate directly to the set text, or only to the concept of “conflicting perspectives”?
One Head of English saw the same problem and consulted the Board of Studies. The answer to (1) is to judge what elements of theory actually help students discuss “conflicting perspectives” but to beware of being led too far from specific, concrete discussion of text and how it works. The answer to (2) is that the additional texts do not have to relate directly to the set text.
I was also helped by the material on Mel McGuinness’s blog. Mel is “presently employed in Catholic Education as an English co-ordinator.”