relationships
Websites
It gets better Project http://www.itgetsbetter.org/ This website addresses the high rate of suicide for gay and lesbian youth through a blog, news items, links to support services and above all, videos from gay adults telling teens to “hang in there, it gets better”. Discuss the varied ways the site encourages you to take part in this initiative whether or not you are gay. Look for persuasive language, action verbs, imperatives (orders) and other ‘advertising’ features which encourage people to discover a better future for themselves
New Moon Magazine http://www.newmoon.com/ This is the website community of an amazing magazine edited (and mostly written) by girls aged 8-14. It very girl-power and includes places to complain about sexism or celebrate girls’ achievements as well as support diversity of all descriptions. The price for membership is because there is no advertising but you don’t have to be a member to enter the site. Have a look at the “future issues” section to see if you’ve written anything that suits their themes. Discuss the colours, fonts and layout in relation to the intended audience. Choose 5-6 important elements of content which relate closely to discovery, especially the users discovery of what it means to be a “girl”.
Songs
Sondheim, Steven. “Send in the Clowns” from A little Night Music. A hauntingly beaultiful but ironic discovery of two lovers who are always in different ‘places’ despite sitting together on the bed on stage. Discuss musical techniques such as instrumentation, melody and harmony as well as the lyrics. You can watch this song at http://www.youtube.com/watch?v=CfREHtsEtvk (Catherine Zeta Jones) or http://www.youtube.com/watch?v=B7FMU7ynpM8 (Bernadette Peters) or http://www.youtube.com/watch?v=yE3dLzIYKs8 (Judi Dench). It’s a good idea to look at different interpretations (in the context of the plot of A Little Night Music – see http://en.wikipedia.org/wiki/A_Little_Night_Music)and pick the one you think says most about discovery, because each performer sings it differently.
Sting. (). “Moon over Bourbon Street” from A Dream of Blue Turtles. [Listen to it at http://www.youtube.com/watch?v=Jd-F2rpXXZc ] If you’re a fan of novels like Twilight, Fallen or Hush, you’ll enjoy this ballad about a New Orleans werewolf. While the lyrics are simple, they are very moving and carry a tone of intense regret. Discuss juxtapositions such as “sinner” and “priest”, and the paradox of “I must love what I destroy and destroy the thing I love.” Link the instrumentation (jazz trumpet) to the setting Don’t use the fans’ clips which show vampires (not a werewolf who’s monster only on nights with a full moon)! This goes very well with Edward Scissorhands or The Corpse Bride and Bourbon street could be contrasted with themagtical landscape in The Tempest.
Lavigne, Avril. (). Skater Boy. [Watch it at http://www.youtube.com/watch?v=zqdbyyiwYbM] What happens when you give up your love because of peer pressure? This girl and boy discover the answer the hard way. Discuss the use of colloquial language, juxtaposition and repetition as well as the upbeat rhythm and melody that contrasts so much with the story-line. You could also talk about the style of music chosen and how this communicates with the target audience (who can probably empathise with the protagonist).
Beatles, The. (1966). “Eleanor Rigby” [Listen to the original online at http://www.youtube.com/watch?v=51UH_u7WxCo] This song describes the loneliness of city dwellers who live side by side refusing to discovery anything about anyone else. It is a useful text for looking at what happens in society when people stagnate – unwilling to discover/engage with the world around them. Although the lyrics are simple there as some lovely surrealistic elements such as “wearing the face that she keeps in the jar by the door” which could be linked to techniques that convey alienation in other texts. Make sure you also discuss musical elements such as the impact of the lone cello in the instrumentation. You could also listen to the Godhead’s cover version at http://www.youtube.com/watch?v=li580259YwU&feature=fvst . The video clip doesn’t add a lot, but you could discuss the costumes and setting and the alternation between the one singer and the crowd of “lonely people”. Does the change in musical style add or detract from the original song?
Bernstein, Leonard and Sondheim, Steven. “Somewhere” from West Side Story. [Watch online at http://www.youtube.com/watch?v=-BQMgCy-n6U].This is the pivotal moment in the Romeo and Juliet romance of the musical West Side Story – the equivalent to the balcony scene. The words are simple but heart-wrenchingly emotive, especially if you have watched the film and know exactly what happens next! Discuss the use of close-ups, the colours used to divide the protagonists as well as musical features such as the fact that it is a duet where two dinger harmonise together, the long lyrical phrases in the melody and the slight accelerandos (=speed up eg in “hold my hand and I’ll take you there”) that represent them looking forward to discover a future where they will belong together. You could also look at the way the meaning of the song changes when it’s given a political context such as the holocaust memorial video at http://www.youtube.com/watch?v=OZAHNH2FT90.
Coolio (). “Gangsta’s Paradise” [Watch it online at http://www.youtube.com/watch?v=YFK6H_CcuX8] This is a gangster’s “re-discovery” or “re-evaluation” of his life when he dies – he defends his life choices, looking back with regrets for what he didn’t achieve and pride for how he protects his “ homies.” Discuss the biblical allusion at the beginning, the expert use of rhythm in the lyrics, the use of slang as an indicator of belonging to a “gangsta” subculture and the way the tone alternates between regretful and threatening. Match this to the choice of musical style, especially the alternation between recitative (spoken melody) and melodic/harmionic sections. If you’re writing about the video clip, discuss the props, costumes and settings, and pay attention to the way the story is told through closeups, cuts and fades into black – it’s a different story to the lyrics so you have to explain how they link together.
Muttonbirds. (). “Anchor me”. [Watch the Muttonbirds version online at http://www.youtube.com/watch?v=kPIhhqM4b4s or the Greenpeace version at http://www.youtube.com/watch?v=KQ99ouGxgkg]This song argues that a relationship can “anchor” the persona against the pain and horror of his life. Discuss the extended metaphor of the sea, the biblical and Shakespearean (The Tempest) allusions and the symbolism of the images in the video clip. This original video emphasises shifting blue light and floating images, but also literal images such as the boat, the shark, the car in the rain and people floating “up” and “down” while the Greenpeace video uses clichéd symbols such as a dove and rainbow juxtaposed with symbols of industrial pollution to give the song a far less personal context. If your argument discusses macro and micro processes of discovery, you could discuss the way the videos reinterpret the context of the song. Recommended for advanced students.
Short stories
Sharp, Cameron, (2011). “Hamilton High School Speech” in Hide and Seek (AOS folder at 820.9) When the author was invited back to speak at his old high school, he is understandably terrified about telling his story. Discuss the way the structure alternates between the actual speak and the asides in brackets that describe his feelings – an easy example of postmodern self-reflexivity. Focus on the colloquial language (and the author’s awareness of it’s effect on the audience) he uses to make the students accept him as well as the dated slang which makes him sound old (from the 1970s). This is an easy text to show different layers of writing: the author and his speech, the author and his audience, the author and you.
Hererra, Susana, (2000). “Jum Boo Nah” in A woman’s path: women’s best spiritual travel writing. (Belonging folder at 820.9) Describes the alienation of a Western woman on holiday in an African village, and the moment she discoversself- acceptance, a feeling of being “in her skin”. Analyse the things which lead her to feel “other” than the women she obviously finds fascinating, and the way the same image is presented differently after she discovers a connection. Focus on the sensory imagery common in all travel writing, the use of foreign words in italics and the internal monologue that lets you know what she’s thinking at a particular moment.
Films
Bhansali, Sanjay Leela. (2005) Black (Hindi film) Tells the story of deaf/blind girl, Michelle and her teacher, Mr Sahai. As she develops into a well-educated university student, her elderly teacher begins suffering from Alzheimer's Disease, resulting in a touching role reversal. Based on the real-life story of Helen Keller, this film has scoop3d up just about every Indianm film award. Look at the backstory of Michelle's relationship with her family and their power struggles with Mr Sahai as well as Michelle's coming of age. Pay special attention to the use of light and darkness as a symbol of both character's development. There is an excellent study guide to this film in Screen Education 70 (Winter 2013).
Clavell, James. To Sir with Love. This 1960s classic tell the story of Mark Thackeray trained as an engineer but his race means the only job he can find is an inner city high school where he inspires a disengaged class to discover their full potential. Camera angles and music are important in establishing his authority and their mutual respect. Don’t forget to find some good quotes about racism in both the teacher’s and the students’ lives. An analysis from the point of view of real-life teaching can be found at http://www.123helpme.com/view.asp?id=94218.
Di Leo, Mario. Babylon 5. Episode 37 “And Now For a Word”.This sci-fi series approaches belonging in many different ways a various speicies of aliens try to live together on a space station. You could use almost any episode, especially those examining the relationship between Narn and Centuri cultures. Episode 37 “And Now For a Word” examines the political role of the media in creating relationships between the main characters. Look particularly at the cinematography and the way the scenes are cut together, as well as the patterns of dialogue that reveal different aspects of belong for the human and alien populations.
Hughs, John. The Breakfast Club. Five students, the princess, the jock, the nerd, the rebel and the dag, are trapped together on a Saturday detention. Analyse the way the students turn on each other then eventually discover through their shared experiences that they are not much different from each other after all. Camera angles (esp. point of view shots) and the sound track are as important as the dialogue in establishing the changing relationships. The script can be found as http://www.dailyscript.com/scripts/breakfast_club.html
Sondheim, Steven. Into the Woods. [Ms Carmyn has a copy]. A musical version of the ultimate postmodern fairytale: Cinderella, Red riding hood, Rapunzel, and Jack of Beanstalk fame journey into the woods to achieve their ‘wishes.’ Like some scenes in The Tempest, the woods are dark and dangerous, but they do teach each of the characters that caring about each other is the only way to achieve happiness. Analyse the stage set and soundtrack as well as lyrics such as “You are not alone”. Recommended for advanced students who are using a feminist or psychoanalytical approach to interpretation and standard students who are looking at the archeotypes using in Life of Pi.
Sondheim, Steven. The Barber of Fleet Street. [Ms Carmyn has a copy]. A musical about a sinister collaboration between a serial-killing barber and a pie maker. The connection to discovery is in the audience’s realisation of the barber’s motivation (revenge) for his crimes. Analyse the stage set and musical features of the songs as well as the dialogue and lyrics. Don’t forget to discuss the irony of “Not while I’m around” as the essence of other warped relationships in the film.
Wheedon, Joss. Buffy the Vampire Slayer: “Tabula Rasa”. [Ms Carmyn has a copy]. Almost any episode could be used to discuss discovery – there’s an essay on “Normal Again” in the O-drive. In this episode, willow casts a spell and all they key characters have their entire memories erased. They wake up and try to discover their relationships to each other – some of them very obscure (like the vampire Spike who thinks he’s a superhero). Pay particular attention to the way the camera angles and lighting are used to direct the readers viewpoints as well as the props the characters use to “discover” their identities. Listen to the excellent director’s commentary for techniques to discuss in your essay. Interesting essays from a film studies perspective can be found at http://slayageonline.com/essays/slayage17/Albright.htm and http://web.ics.purdue.edu/~felluga/sf/sampleAPaperMrO3d.html. If you’ve never watched Buffy before, have a look at wikipaedia or a similar site first otherwise you will miss the comedy by not knowing how the characters are supposed to fit together.
Plays
Albee, Esward. (). Who’s afraid of Virginia Woolfe. (Read it online at http://www.sparknotes.com/lit/afraidofwoolf/context.html or Ms Carmyn has a copy). Relationships are made and broken at George and Martha’s dinner party where the ‘fun and games’ reveal the character’s true selves, leading to psychological and eventually physical violence. The film version with Elizabeth Taylor is well worth watching, but don’t get side tracked away from examining the dialogue and stage directions (esp. the symbolism of the setting) of the actual play. An American classic, this is an ex HSC text so your markers will know it very well. Recommended for advanced students. A good study guide can be found at http://www.shmoop.com/afraid-of-virginia-woolf/ .
Beckett, Samuel. Waiting for Godot (842.914 BEC). In this absurdist play Vladimir and Estrogon wait endlessly on a road waiting for Godot to arrive. Discovery (or the lack of it!) is expressed in a literal sense (nothing changes except for the leaves) and in an emotional sense (the joint act of waiting, the sharing of a carrot) throughout the play. There are lots of study guides out there on this play, but you will have to reinterpret them to relate the text to discovery. Recommended for advanced students or students who have studied enough drama to discuss absurdist theatre (vs realism).
Enright, Nick. Black Rock (A822 ENR) A chilling play which explores the reactions of a community when a teenager is raped at a local party. Focus on the way the community fragments under pressure and how this is revealed through the dialogue.
Gibbs, Paige. Lockie Leonard: Human Torpedo (A822 GIB). Surfer-boy, Lockie, is the alienated new boy in town – until he meets Vicki. The exaggerated characterisation and dialogue are an excellent way to present ideas about belonging to a young audience. Recommended for standard students.
Ireland, Vicky. Secrets (822 WIL) Based on Jaqueline Wilson’s best selling novel, this play explores the role of secrets and diaries in the world of early teen girls’ friendships. Discuss the way the dialogue and staging make this play appropriate for a primary school and early-high school audience. Recommended for ESL and standard students only.
Lawler, Ray Summer of the Seventeeth Doll (A822.3 LAW) This Australian classic explores the tenuous relationships between seasonal workers (sugar cane cutters) and their partners in the seventeenth year of their relationship. Examine what characters discover about each other through the colloquial Australian dialogue and the role of symbols. This is an ex-HSC text, which is useful for advanced students, but be aware that your markers are likely to know the play well.
Marsden, John. So much to tell you. In this play a young girl who chooses not to speak after a traumatic experience (revealed later in the play). Focus on the way stage directions and dialogue (esp. by other characters) reveals her rediscovery of her indentity and her relationship with her family and peers. Recommended for ESL and standard students only.
Oswald, Debra. Dags (A822 OSW) Sixteen year old Gillian arrives on stage with her head in a paper bag – not an auspicious beginning for a girl in search of ‘Lurve’. The play depicts discovery and acceptance of herself as an individual. Lots of techniques to discuss here, including the role of puppets on stage, the language changes between Gillian’s monologues to the audience and her dialogue with other characters, the use of gender and social stereotypes and the role of stage directions (esp tone of voice) in creating relationships between the characters. Recommended to standard students who can analyse the postmodern aspects of the staging.
Parsons, Nick. Dead Heart (A822.3 PAR) When a man is killed on a remote Aboriginal community, Senior Constable Ray Lorkin struggles to discover the realationship between Aboriginal tradition and Australian law. Focus on the use of Aboriginal and standard English and the symbolism setting and props. You may be able to find the film version at your local video store (It is rated MA15+ due to violence – it opens with a man speared in the leg! - a sex scene).
Russel, Willy. Blood Brothers (822.914 RUS) This musical examines the relationship of twins who were separated at birth but are found united in death. Focus on the way the dialogue reveals their different upbringings and the things that bring the twins together. Don’t forget to explain why the composer chose to reveal their death in the opening scene.
Shakespeare, William. Much Ado About Nothing http://shakespeare.mit.edu/much_ado/full.html While Hero and Claudio are courting, they tell prickly personalities Benedick and Beatrice into believing they are in love with each other – with hilarious results. Look at the way certain metaphors are extended through the play to establish their “discoveries” about one another and pay particular attention to Beatrice and Benedick’s witty repartee. A film version is available in the library.Branagh, Kenneth. Much Ado About Nothing. While Hero and Claudio are courting, they tell prickly personalities Benedick and Beatrice into believing they are in love with each other – with hilarious results. This adaptation of Shakespeare’s comedy uses slow long pans of the outdoor settings to create a joyful, liberated atmosphere, plus close-ups and quick editing to focus our attention on Beatrice and Benedick’s witty repartee. An excellent review which discusses the way the stage version has influenced the film version can be found at http://www.suite101.com/content/branaghs-1992-film-adaptation-of-much-ado-about-nothinga-review-a282607 .
Novels
Abdel-Fattah. Randa. Does My Head Look Big in This? Traces the experiences of a year 12 Muslim student, Amal, after she decides to wear the hijab to her local (and very Anglo) high school. There’s lots to discuss here - Amal, Simone and Layla have very different experiences Islam. Focus on cultural symbols, the colloquial and very perceptive first person narration, the way the dialogue characterises different experiences of belonging, and the use of humour to include the reader. The review at http://www.theblurb.com.au/Issue57/DMHLBIT.htm shows and Anglo reader’s response. http://epress.lib.uts.edu.au/ojs/index.php/TfC/article/view/598/559 has an interesting academic essay which analyses the novel from feminist and postcolonial perspectives. This could be useful for advanced students who want to develop a more complex argument about spiritual discovery. (see Ms Carmyn or your English teacher if you want to know more about these theories).
Ayoub, Sarah. (2013). Hate is such as strong word is a coming of age novel about a Lebanese girl living in Sydney aropund the time of the Cronulla riots. Sophie comes from a traditional Lebanese family and attends a Maronite school. When half-White-Australian Sherhadie enrolls at her school, the entire community to bound to discover their own stereeotypes and biases as racial conflict escalates. Read Sarah's comments here [http://www.theguardian.com/books/australia-books-blog/2014/nov/27/migrant-teens-deserve-their-own-young-adult-fiction?CMP=share_btn_tw]
Blackman, Marjorie. Boys don't Cry. While he waits for his A-level (English HSC equivalent) results, Dante's long-forgotten one-night-stand turns up - with a baby! Needless to say, his carefully planned life falls apart as he discovers what it is to be a father. Focus on the way the story is told from two different viewpoints (Dante and his brother Adam) and the discoveries the boys make about fatherhood, each other and societal attitudes to teen parenting. Recommended for standard students who enjoy an emotional ride!
Catherine Jinks Evil Genius. When super-smart Cadel is arrested for computer hacking he is sent to the Axis Institute for World Domination. How Cadel relates to other students and to the new friend he makes leave room for many unexpected discoveries. Pay attention to how the narrator creates tension by only gradually revealing the connections between characters, as well as the way different ‘voices’ in the dialogue develop characterisation along stereotypes of “hero” and “villain”.
Christopher, Lucy. Stolen. This award-winning novel portrays the relationship between a teenage girl and her kidnapper, managing to escape simple categories such as villain and victim. Discuss the structure (a “letter” to her captor) the language (intense and emotive descriptions, esp. of the Australian outback) and the characterisation through dialogue (depicting their initial alienation and their gradual shift toward belonging).
Dessen, Sarah. Dreamland. Romance with a twist from a much-loved young adult writer. Caitlin’s dream boyfriend helps her escape from her family reality after her sister runs away, but what happens when the dream becomes a nightmare? Discuss the way the first person narrator takes you into her mind through description (esp. metaphor and symbolism eg: I kept collecting [photos of ]faces, as if by holding all these people in my hands I could convince myself that everything was okay.” (p.184)) , the realism of the dialogue and the way Caitlin’s growth is represented in small details of her life.
Fienberg, Anna. borrowed light. One of the most original novels about teenage pregnancy, this is the story of A-student, Callisto’s, changing relationships as she waits for her baby to be born. Discuss the way the extended metaphor of astronomy shapes the novel’s structure and symbolises the processes of alienation and belonging, but don’t forget about simple things like the way the dialogue and internal monologue shape your perception of Callisto.
Gervay, Susanne. Butterflies. Katherine was badly burned in her childhood and constant hospital visits have prevented her from fully connecting with her peers. However, she is determined to fit in and have a normal life. Discuss Katherine’s use of italics to let you into Katherine’s mind, paying particular attention to the sensory imagery, emotive language and symbolism (esp. of the title) as she discovers her identity
Larbalestier, Justine. Liar. Compulsive liar, Micah is becomes a suspect in her boyfriend’s murder. Pay special attention to the way the reader interacts with the structure of the story and the subtle hints given by the unreliable narrator (read some reviews online – eg at amazon - to get a range of reader responses). This award-winning book is recommneded for advanced students
Laurie Halse Anderson. Speak. After an event in the summer break, Melinda becomes an outcaste at school and stops talking. Focus on the interior monologue (her ‘brain voice’) that depicts her growing maturity when dealing with the event, and the way the structure slowly allows the reader to discover the cause of her silence. NB – it’s pretty intense so don’t read it if you’re already feeling depressed!
Mac, Carrie The Beckoners. A gripping tale of a girl’s desire to belong and what happens when classroom bullying goes too far. Focus on the characterisation through internal monologue and metaphor. Look at the way April and Zoe relate to each other and their motivation for their different reactions to the beckoners. Pay special attention to the way April’s perspective frames Zoe’s story.
McCarthy, Maureen. Ganglands. Kelly is a scholarship girl from a poor family in a small country town. When she meets Con her life changes forever. Pay attention to the metaphors used to describe Kelly’s discovery of life outside her small town, and the way the landscape echoes her feelings. Recommended for standard students.
McCaffrey, Kate. In Ecstasy. In an effort to match up to her popular friend, Sophie, Mia begins taking drugs. Her new outgoing self attracts friends and a boyfriend, creating dependence she finds almost impossible to shake. Discuss the way the changing narrators affect the reader’s view of the situation as well as the metaphors used to depict particular states of mind. For a quick overview, read he review at http://katemccaffrey.wordpress.com/ . Recommended for standard students.
Savides, Irene. Sky Legs. This novel explores the dilemmas Eleni and Pete face as they try to maintain their individuality and still find their place among their peers. Discuss the way internal and external dialogue allows access to the character’s thoughts and motivations and analyse the way their narrative parallels the narrative of Eleni’s parents in the letter which are interwoven throughout the story.
Savides, Irene. Willow Tree and Olive. Memories of abuse are triggered by a guest speaker school PDHPE programme, causing Olive to run away from school and eventually re-evaluate her experiences while on holiday with distant family in Greece. Discuss the way the protagonist and her family deal with her slowly unfolding memories, paying particular attention to metaphor and the healing effects of the landscape.
Voigt, Cynthia. Homecoming. When her mentally unstable mother abandons Dicey Tillerman and her three younger siblings in a car park, Dicey decides to take her family to their aunt’s house hundreds of miles away. The rich characterisation is used to depict Dicey’s gradual discovery of what it is that makes a family. Comment on the role of music in creating a narrative of discovery for the Tillermans and the people they meet, and the use of water as a symbol of both separation and safety.
Big Fat Manifesto by Susan Vaught. Random House Australia, 2008. ISBN-13 9781741663037. 308 pp. This American young adult novel is a warm and ultimately positive story about body image. Jamie, in her final year at high school, writes a column in the student paper – her ‘big fat manifesto’, complaining about the poor press given to fat people and arguing, in effect, that fat is beautiful. This would be a good text for Standard girls.
Provost, Anne. Falling. A fascinating look at how and innocent person can become a violent racist and the shocking results of not taking action against others’ evil. Pay particular attention to the way the slow discovery of “hate” is as strong as love (eg when Caitlin reveals her background, p 202 and at the protest, p214, 216). How does the first person narration and the mundane realism of the description position you to accept racism? What symbols and dialogue differentiate Caitlin, Bennoit and Lucas? How is the past gradually revealed?
Tan, Amy. The Bonesetter’s Daughter This novel depicts the intense relationship between LuLing Young and her daughter Ruth, re-examining her mother’s past in superstition-ridden rural China and the tensions of Chinese immigrant life in America.. Focus on the way layers of secrets and ambiguity create different sorts of discoveries through the juxtaposition of rural Chinese and contemporary American life, and look for repeated symbols and metaphors. Recommended for advanced students (only because it’s long and you don’t want to get sidetracked telling the plot!)
Anderson, Laurie Halse. (). Impossible Knife of Memory [F AND]
•Fowler, Karen Joy, We are All Completely Beside Ourselves
Poems Francis, Daniel Aloysius. “A Day in the Life” in Unheard Voices: a collection of stories and poems to commemorate the 200th anniversary of the Abolition of the Slave Trade Act. ed. Malorie Blackman. This is a set of two poems, one form the point of view of a slave owner the other from a slave’s viewpoint. Each voice is convinced that their perspective is the right and only way to view the world; by juxtaposing these viewpoints, the poet invites the reader to discover their own truth about slavery. The experience of the slave/slaver on a boat could be contrasted with the discoveries made in Life of Pi, Ariel in The Tempest, or the experiences of participants in Go back to where you came from.
Non Fiction Van Geldermalsen, Margueite, Married to a Beduin. (2006) [Ms Carmyn has a copy] In 1978, two New Zealanders travelled on a holiday through Jordan. One met Mohammad and decided to stay. Marguerite’s memoir of her time spent living a traditional Bedouin life) under the shadow of the ancient ruins of Petra takes the reader on a journey of discovery into an exotic lifestyle (which no longer exists, due to moderisation of the area. Pay particular attention to the use of Arabic words and the references to icons of Maruerite’s Western education. Recommended for Standard students.
Coming of Age: Growing up Muslim in Australia
Pham, Andrew X, Catfish and Mandela: A Vietnamese Odyssey