Raps and Book Raps: Subverting fairytales rap >> Stage 4 English Program and planning

Program and planning for Introductions

Term 3, Week 2: week beginning July 25 2005

Here are some possible teaching activities for this week.

During the first week rappers send a short introductory message about their class or group, and give some information about their school and its location.

Rappers could locate participating schools on their Rap map after reading each introduction.

During this week students also become familiar with the fairytale genre, its conventions, representation of characters such as the hero and the princess by reading and viewing extracts from traditional fairytales.

When preparing for the rap teachers may wish to view the Archives of the class email discussion from previous book raps including 2004 book rap on The rabbits.

Stage 4 Outcomes and content

Teaching and learning strategies

Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.

Students learn to: 1.1 respond to imaginative, factual and critical texts, including the required range of texts, through wide and close listening, reading and viewing

1.5 interpret, question and challenge information and ideas in texts through close study

1.6 categorise texts by content, genre, composer and purpose

Students learn about: 1.11 the ideas, information, perspectives and points of view presented in imaginative, factual and critical texts

1.15 the forms and features of language, the structures of texts and the nature of content that enables categorisation by content, composer and genre

1.16 conventions associated with generic definitions of literary, film, television and other multimedia, information, everyday and workplace texts

Outcome 4: A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts

Students learn to: 4.1 identify and describe the purpose, audience and context of texts

Students learn about: 4.8 the ways in which specific language forms and features and structures of text are used to shape meaning, such as in visual texts: medium, organisation, colour, layout, perspective, focus, camera angles and editing

4.13 the metalanguage of subject English used to describe, discuss and differentiate texts and their language forms, features and structures

Introduce the book rap and outline expectations. Students are shown the rap web site, read selected sections such as Rap lingo, discuss the purpose of rap lingo and practice using it.

In discussing the purpose and conventions of a book rap, teachers could also refer to appropriate Book rap FAQs, and examples of email messages in the Archives of email discussion from previous raps.

Discuss the process of subscribing to a listserv.

Subscribe the group or class to Subverting fairytales rap.

Students will identify the ways purpose, audience and context affect their writing for the book rap introductory message.

Class discussion of the traditional fairytale genre. Brainstorm of narrative structure, characters, perspectives and values. Groups to analyse, with teacher support, traditional fairytale picture books by making notes and sharing responses on:

a. the fairytale genre and its conventions

b. representation of the characters such as the hero, the female characters, and the evil characters

c. the purpose and moral of the story, and what it reveals about the values of the text and the intended audience

d. the binaries in the text such as good v. evil, beauty v. ugliness

e. the visual techniques of a double page:

composition: what is included in the frame
framing: camera shots and angles
lighting/colours
positioning
body language
vectors
gaze

Revisit the metalanguage of visual texts and visual grammar to prepare students for the close study of Who’s afraid of the big bad book?. You could visit An introduction to the grammar of visual design which will assist the explicit teaching of the elements of visual design.

Outcome 11: A student uses, reflects on, assesses individual and collaborative skills for learning.

Students learn to:
11.10 reflect on and assess their own and others’ learning against specific criteria

11.11 articulate and discuss the pleasure and difficulties, successes and challenges experienced in their writing

Students learn about: 11.13 their own learning strengths and learning needs

11.20 reflection strategies such as learning logs

Additional activity:

In a journal students are encouraged to reflect on their progress, their learning strengths and needs, what they have learned, their opinion of the texts they encounter, and on the texts they compose.

Outcome3: A student responds to and composes texts in different technologies

Students learn to:3.1 use the features of information and communication technologies to compose a range of imaginative, critical and factual texts for the internet and email

Students learn about: 3.11 etiquette and ethical behaviour associated with email and internet use

Explain the conventions of email. Provide opportunities for the discussion of introductory rap messages. Examples of introductory messages from previous raps in Archives of email discussion from previous raps could be referred to.

Facilitate a brainstorm, a deconstruction, and joint construction of a group or class introductory message for the rap. If a large number of schools are participating, discuss how you will manage email messages (see Book rap FAQs).

Students receive and read email introductions, and discuss and compare information in them.

Rap sheet intro could be used to follow the messages of selected schools, and to help describe and understand the audience. A Rap map could be used to record locations of participating schools. Create a class wall map or individual maps of participants in the rap

Rap reps could word process the class introduction, save it to disk, use the browser, and send it to the rap once the teacher has approved the final message.

Program and planning for Rap point 1

Term 3, Week 3: week beginning August 1 2005

Rap point 1:

In the picture book, Who’s afraid of the big bad book?, the fairy godmother from Cinderella says to Herb: ‘Jumping into other people’s stories, really is rude.’ The composer, Childs, is ironically commenting on how composers have retold, recontextualised and subverted traditional fairytales.

Which fairytale did you enjoy that Herb jumped into?
Explain in your response why you enjoyed the representation of this fairytale in the book?
Refer to any alterations made to the original fairytale character/s.
Discuss the visual features used to represent the story and the character/s.

Jointly compose and post a one page response.

Post your class answer to the rap once the teacher has approved the final text. Use the four parts to the question to compose an extended piece of writing consisting of at least four paragraphs.

Stage 4 Outcomes and content

Teaching and learning strategies

Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.

Students learn to: 1.1 respond to imaginative, factual and critical texts, including the required range of texts, through wide and close listening, reading and viewing

1.5 interpret, question and challenge information and ideas in texts through close study

Students learn about: 1.11 the ideas, information, perspectives and points of view presented in imaginative, factual and critical texts

1.15 the forms and features of language, the structures of texts and the nature of content that enables categorisation by content, composer and genre

1.16 conventions associated with generic definitions of literary, film, television and other multimedia, information, everyday and workplace texts

Outcome 2: A student uses a range of processes for responding to and composing texts.

Students learn to:2.15 processes of representation including the use of symbols, images, icons, clichés, stereotypes, connotations, inference and particular visual and aural techniques including those of camera, design and sound

Outcome 3: A student selects, uses, describes and explains how different technologies affect and shape meaning.

Students learn to:3.1 use the features of information and communication technologies to compose a range of imaginative, critical and factual texts for the internet and email

Students learn about: 3.11 etiquette and ethical behaviour associated with email and internet use

Introduce the picture book that will be discussed in Rap point 1: Who’s afraid of the big bad book? by Lauren Child. Class discussion of and teacher guided notes on:

a. subversion and parody

b. how the title ironically comments on the subversion of traditional fairytales

c. the representation of the main character Herb and his treatment of his book of fairytales

d. the fairytales that have been subverted

Use Rap sheet 1 to guide students.

Allocate each group a fairytale character from the book such as Goldilocks, the three bears, Cinderella’s stepmother or fairy godmother, and have them analyse:

a. how the character has been subverted

b. the representation of the character through language and visual techniques

Use Textual features document to support this activity.

The group is to present their findings to the class. The group could present their findings using PowerPoint or imaginatively in the trial of the author Lauren Childs for defamation of a famous fairytale character or in a Who Magazine article that exposes the real behaviour and attitude of the character.

To formulate a group response, teachers facilitate sharing of ideas, summarise the findings and construct the joint extended response to Rap point 1.

The Constructing a joint response guide could assist with this activity.

A student rap representative word processes the response, edits, and saves to disk.

Revise email conventions and facilitate rap reps’ use of the word processor and email programs. Rap reps send the response to Rap point 1 to the rap once the teacher has approved the final text.

Outcome 11: A student uses, reflects on, assesses individual and collaborative skills for learning.

Students learn to: 11.16 find, select and evaluate information from a range of sources

Students learn about: 11.14 research techniques using books, indexes and the internet

11.16 ways of structuring and presenting ideas, editing techniques and referencing

Additional individual activity:

Students find other subverted fairytales by searching the web, and visiting the school or local library. Encourage students to share each week a subverted fairytale that they have found and enjoyed. Students to keep an annotated reference list of the subverted fairytales that they have discovered. The teacher-librarian could be asked to guide students in this activity.

Program and planning for Rap point 2

Term 3, Week 4: week beginning August 8 2005

Rap point 2:

The animation, Shrek, parodies fairytales by subverting the traditional representation of the heroic, handsome prince and the submissive, gentle princess. View the establishing sequence of Shrek and comment on how the antihero, Shrek, the giant, green ogre, has been represented. In your response discuss:

Stage 4 Outcomes and content

Teaching and learning strategies

Outcome 4: A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.

Students learn to: 4.1 identify and describe the purpose, audience and context of texts

Students learn about: 4.8 the ways in which specific language forms and features and structures of text are used to shape meaning such as in visual texts: medium, organization, colour, layout, perspective, focus, camera angles and editing

4.13 The metalanguage of subject English used to describe, discuss and differentiate texts and their language forms, features and structures

Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.

Students learn to:1.2 respond to and compose texts intended to inform, persuade and entertain, including humorous texts

1.6 categorise texts by content, genre, composer and purpose

1.9 demonstrate understanding of the complexity of meaning in texts

Students learn about: 1.11 the ideas, information, perspectives and points of view presented in imaginative, factual and critical texts

1.19 types of humour and how humour is expressed in texts

1.20 the complexity of meaning in texts

Outcome 3: A student selects, uses, describes and explains how different technologies affect and shape meaning.

Students learn to: 3.1 use the features of information and communication technologies to compose a range of imaginative, critical and factual texts for the internet and email

Students learn about: 3.11 etiquette and ethical behaviour associated with email and internet use.

Outcome 8: A student makes connections between and among texts

Students learn to: 8.1 identify, compare and describe the connection between spoken, written and visual texts with similar subject matter, such as a book and its film adaptation or various descriptions of an incident

8.2 synthesise information from texts with similar subject matter and identify differences in content, purpose, attitude, values and perspective

Students learn about: 8.5 the ways in which meaning is shaped by form, structure, style, personal perspective and by the composer’s purpose and audience

Facilitate student access to rap email messages in print or electronic form, so they can read, discuss and record the responses of other rappers to Rap point 1. Teachers may wish to share strategies they are using for collecting rap email, sharing and recording responses on the teacher discussion list. Teachers seeking additional ideas could ask such questions on the teacher list.

As an introduction to the animation Shrek and its antihero, view extracts from Disney films such as Beauty and the Beast and Cinderella and focus on the representation of the hero and the heroine. Students to discuss:

intended audience and context
physical appearance – age, colour and dress
voice
mannerisms and behaviour
non-diegetic music employed when the hero or heroine appears

In facilitating discussion of how the film Shrek subverts the traditional representation of characters such as the hero and the heroine, teachers will need to familiarise students with filmic techniques. The web sites Cinematic terms and The seventh art have a comprehensive glossary of filmic terms.

To prepare the group to respond to Rap point 2 visit the official web site for Shrek – and the Shrek interview with Katzenberg.

To respond to Rap point 2, view the establishing scene from Shrek focusing on the representation of the main character. Direct students’ attention to:

the unexpected opening and the irreverent treatment of the fairytale
the appearance of Shrek – voice, colour, behaviour, mannerisms and his home
the non-diegetic theme music used to introduce Shrek
the diegetic sounds
filmic techniques used to introduce Shrek such as: camera angles and movement, mise-en-scene and editing.

Following discussion of the establishing scene of Shrek, the group jointly composes a response to Rap point 2 using Rap sheet 2. Nominate a recorder – use a different student from Rap point 1.

The Constructing a joint response guide could assist with this activity.

A student rap representative word processes the response, edits, and saves to disk. (Again, nominate a different student/s )

Consider using networked word processors in lieu of the blackboard or overhead projector to record the growing response. You may wish to use Inspiration software.

Once the teacher has approved the final text, rap reps send the response to Rap point 2 to the rap.

As most students are familiar with Shrek, it is possible to use extracts from the film so that students can be directed to focus on subversion, parody and representation of the hero and heroine.

The following scenes are suggested:

Scene 1: establishing shots – introducing Shrek
Scene 3: Shrek at home and introduction of other fairytale characters (link this scene with Who’s afraid of the big bad book?)
Scene 4: Lord Farquard
Scene 8: rescue of Princess Fiona
Scene 9: Fiona sees that Shrek is not a handsome prince
Scene 10: Shrek’s reflections on how people judge by appearances
Scene 13: Princess Fiona’s transformation
Scene 14: Fiona meets her prince
Scene 17: marriage to Lord Farquard
Scene 18: subverted happy ending

Groups to respond to these scenes and be allocated one of the following:

representation of Shrek and society’s response to people who are different or unconventional. Compare and contrast his representation with the traditional fairytale hero.
representation of Princess Fiona and how her stubbornness, behaviour and attitude challenge the traditional gender representation of a submissive, gentle princess.
humour: slapstick humour, irony and sight gags
parody and how flaws such as vanity and ambition are satirised.

Outcome 4: A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.

Students learn to: 4.3 adapt texts for different purposes, audiences and contexts and articulate the effects on meaning

Additional activities:

Read the story of the Gingerbread man and then view the extracts that feature him in Shrek. He is given some of the funniest lines in the film. Pick up the story after he escapes being tortured by Lord Farquard and add an extra scene form his perspective. Get students to compose a film script or a story board for the extra scene. An alternative idea would be to compose a narrative featuring the Gingerbread man, such as the court case against the fox in the original tale, or Lord Farquard in Shrek.

Rewrite a traditional fairytale subverting the representation of the princess. Model your subverted princess on Fiona. Imagine Snow White as Fiona cleaning the house for the seven dwarves or how she would respond to her wicked stepmother?

Reflect on the adaptation and its intended meaning.

Term 3, Week 5: week beginning August 15 2005

Rap point 3:

Subverting fairytales is enjoyable because we are all so familiar with the plots, characters and conventions of traditional fairytales. Childs and Katezenberg have had fun playing with fairytales, so now it is your group’s turn to compose a subverted fairytale. The possibilities are endless. You could reverse gender roles, tell the story from the perspective of the villain such as the wicked stepmother, or like Childs and Katezenberg, create a tale using a number of fairytale characters. To make it easier, some scenarios have been included that you might like to use.

The group jointly constructs a subverted fairytale and posts it once the teacher has approved the final text so other schools can enjoy the subversion.

Stage 4 Outcomes and content

Teaching and learning strategies

Outcome 4: A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.

Students learn to: 4.3 adapt texts for different purposes, audiences and contexts and articulate the effects on meaning

Outcome 8: A student makes connections between and among texts.

Students learn to: 8.2 synthesise information from texts with similar subject matter and identify differences in content, purpose, attitude, values and perspective

8.3 identify and describe the similarities and differences in meaning and language between texts composed for different purposes or audiences

Students learn about: 8.5 the ways in which meaning is shaped by form, structure, style, personal perspective and by the composer’s purpose and audience

Outcome 2: A student uses a range of processes for responding to and composing texts

Students learn to: 2.7 discuss and explain the processes of responding and composing, and identify the personal pleasures and difficulties experienced

Facilitate student access to rap email messages in print or electronic form so they can read, discuss and record the responses of other rappers to Rap point 2, to add and compare messages.

Discussion could include similarities and differences in the responses of participating schools, and points the class had not previously considered.

To prepare for Rap point 3, students are to read a range of subverted fairytales. A resource list has been provided. Students can also bring along the subversions they have found. Class discussion on:

the intended audience and the purpose of the subversion
the changes made to the original fairytale
the reasons for these changes such as a different context and times, different values, the feminist movement, etc.

Students to jointly construct a subverted fairytale to post for Rap point 3. A range of scenarios have been provided in Rap sheet 3 if students are unsure of what to compose.

Individual activity: students to compose a reflection of the pleasures, difficulties and challenges of constructing a subverted fairytale.

Program and planning for Rap wrap up!

Term 3, Week 6: week beginning August 22 2005

Having participated in the book rap, share your experiences with other rappers. Fill in the Rap reflection sheet to help you with this.

Stage 4 Outcomes and content

Teaching and learning strategies

Outcome 11: A student uses, reflects on, assesses individual and collaborative skills for learning.

Students learn to: 11.3 ask questions, listen and negotiate to clarify an extended group task with teacher and peers

11.5 use speaking and writing as learning processes for sorting and selecting information and clarifying ideas

11.11 articulate and discuss the pleasure, difficulties, successes and challenges experienced in their writing.

Students learn about: 11.19 management strategies including drawing up a schedule, monitoring progress, meeting deadlines

11.20 reflection strategies such as learning logs, journals, letters to teachers and peers, guided discussion

Facilitate class discussion, reviewing and reflecting on activities students have engaged in during the rap. Discuss aspects of intended learning in relation to the outcomes worked towards. Students use the Rap reflection sheet to support this activity.

Ask students to write personal responses in a variety of text forms to reflect the discussion of their individual and group rap experiences e.g. students review another fractured film such as Ella enchanted or Ever after, or deconstruct other reviews. Reviews in Scan or on School Libraries web site.Additional resources could also support this.

Students discuss their responses and reflect on the variety of views and responses to the rap.

Students participate in jointly constructing a group response to the Rap wrap up.

A joint Rap wrap up message is drafted, reflecting a variety of views and responses. It is then word processed and posted to the listserv, when the teacher has approved the final text.