critically analyse how the composers allowed the readers to create their own perspectives. intertextuality and textual appropriation Focus question: Why does literature make literature? influence interpretation and In this learning sequence students explore Wallace Stevens’s poem, Ways of Looking at ‘Thirteen meaning a Blackbird’ and its intertextual resonances, both in and of its own creation and subsequent evaluate and discuss adaptations. They explore the ways composers innovate with texts thereby inviting reflection on whether textual the literary value of the texts and their adaptations. Students critically reflect on the multiplicity of appropriations lead to meanings a single object can generate. This sequence begins with a text alteration activity where a deeper students adapt the text itself, and then proceed to an examination of the poem as an intertextual understanding of the artefact in other texts. This sequence is designed to introduce the requirements of Module A. original text and their own cultural context The teacher begins this learning sequence by displaying the first stanza of Stevens’s poem and adapt literary directs the students to read it closely to consider how meaning is created through: conventions for the image of the blackbird’s eye specific audiences, the contrast between the eye of the blackbird and the landscape challenging the structure of the verse, its lineation conventions and the possible symbolism of a blackbird reinterpreting ideas the point of view suggested in the stanza. and perspectives Students the text by substituting a present participle for the word and reflect on how ‘moving’ EA12-9 reflects on, they have changed the meaning of the poem through changing the present participle. evaluates and monitors own learning and refines The teacher displays Japanese artist Utagawa Hiroshige’s and students preview them. Students individual and comment on: collaborative processes as how the images relate to one another an independent learner how their similarities and differences suggest particular points of view Students: how they suggest a worldview based on assumptions about the world reflect on their in what sense they could be said to be here students could discuss how ‘literary’ – development as the images, singly and in combination, create multiple meanings. skilful and confident composers, in Students cut the poem into stanzas, removing the numbers. Working in pairs, students read one particular how they verse each and determine what they find notable about it. Students could comment on: have experimented the sensation the stanza explores. Stevens emphasised that in this poem he was with and refined exploring sensations rather than presenting epigrams or ideas
critically analyse how intertextuality and textual appropriation influence interpretation and meaning evaluate and discuss whether textual appropriations lead to a deeper understanding of the original text and their own cultural context adapt literary conventions for specific audiences, challenging conventions and reinterpreting ideas and perspectives EA12-9 reflects on, evaluates and monitors own learning and refines individual and collaborative processes as an independent learner Students: reflect on their development as skilful and confident composers, in particular how they have experimented with and refined the composers allowed the readers to create their own perspectives. Focus question: Why does literature make literature? In this learning sequence students explore Wallace Stevens’s poem, ‘Thirteen Ways of Looking at a Blackbird’ and its intertextual resonances, both in and of its own creation and subsequent adaptations. They explore the ways composers innovate with texts thereby inviting reflection on the literary value of the texts and their adaptations. Students critically reflect on the multiplicity of meanings a single object can generate. This sequence begins with a text alteration activity where students adapt the text itself, and then proceed to an examination of the poem as an intertextual artefact in other texts. This sequence is designed to introduce the requirements of Module A. The teacher begins this learning sequence by displaying the first stanza of Stevens’s poem and directs the students to read it closely to consider how meaning is created through: the image of the blackbird’s eye the contrast between the eye of the blackbird and the landscape the structure of the verse, its lineation the possible symbolism of a blackbird the point of view suggested in the stanza. Students the text by substituting a present participle for the word ‘moving’ and reflect on how they have changed the meaning of the poem through changing the present participle. The teacher displays Japanese artist Utagawa Hiroshige’s and students preview them. Students comment on: how the images relate to one another how their similarities and differences suggest particular points of view how they suggest a worldview based on assumptions about the world in what sense they could be said to be ‘literary’ – here students could discuss how the images, singly and in combination, create multiple meanings. Students cut the poem into stanzas, removing the numbers. Working in pairs, students read one verse each and determine what they find notable about it. Students could comment on: the sensation the stanza explores. Stevens emphasised that in this poem he was exploring sensations rather than presenting epigrams or ideas
stage-6-english-advanced-year-12-module-c-unit.docx