Q&A Forum

(Year 3 Class at Canberra Girls' Grammar School) 1. Identify a literacy challenge or goal in your classroom or educational setting and how you identified it. The learning goals for the children in my class include instilling a love of learning and making transdisciplinary connections by transferring knowledge to new contexts as they deepen their understandings. The learning philosophy for the children is to engage in learning experiences where they are willing to take risks that enable them to make connections of knowledge. This is made easier if the children are having fun and being playful as they learn. 2. Briefly explain how you addressed this challenge--what strategies did you use? We embarked on a Science/English Inquiry Unit based on the central idea 'People use light to communicate and make meaning'. We integrated ICT, drama, visual literacy (analysing film and picture book illustrations), poetry and music. The class was immersed in sessions on Refraction, Reflection, Colour, Light and Shadows. They listened, observed, experimented and discussed. After the sessions they reflected on their learning and recorded what they had learned for the class inquiry board to share their learning with others. 3. What was the process involved in implementing the strategies? The students' ideas were transformed into small group dramatic presentations. The challenge for each group was to select five ways light is used to communicate and portray these in drama. Some of the dramatisations depicted; a lighthouse directing ships, an ambulance racing to the scene of an accident, burglars choosing a house where the lights are off, people getting into trouble (with a torchlight!) at the movies, a car trip with lots of corners and blinkers indicating a change of direction. The Central Idea is the big understanding the participants in the inquiry develop. Through their dramatic performance the children had demonstrated understanding about how light is used to communicate and make meaning. Next we turned to film and picture book illustrations to explore how light adds meaning in those modes. The use of a Learning Federation Learning Object 'Lights, Camera, Action' allowed the children to explore how lighting effects are used in films to add meaning. The Learning Object introduced the metalanguage of film lighting. It demonstrated how lighting techniques can communicate a time of day, by replicating natural lighting and shadow formation. It also explained how light is used to increase dramatic tension, to create feelings such as excitement, humour or fear. 4. How did the students respond? The students took over. They engaged in a student initiated visual analysis. …


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