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Lost Thing

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NSW Government – Ways of Viewing and Teaching Picture Books. This offers a concise and extensive glossary of visual literacy concepts. The audio talks about the book in this video. Think of some questions that you would like to ask him:

Watching an interview like this will give students confidence to interpret work in their own way because they hear Tan say he actively removes aspects that would otherwise narrow down possible interpretations. The Lost Thing is a humorous story about a boy who discovers a bizarre-looking creature while out collecting bottle-tops at the beach. Having guessed that it is lost, he tries to find out who owns it or where it belongs, but the problem is met with indifference by everyone else, who barely notice its existence. Strangers, friends, parents are all unwilling to entertain this uninvited interruption to day-to-day life. In spite of his own reservations, the boy feels sorry for this hapless creature, and attempts to find out where it belongs. Most time was invested in the careful building, texturing and lighting of digital elements to create a unique aesthetic that avoids the artificiality of CG objects as much as possible; almost every surface is essentially hand-painted using non-digital materials: acrylic paint, pencil, oils and collage.The idea that adults don’t pay enough attention once we monotropically become sophisticated workers with specialised skills is not new since the smartphone, in case you were wondering. It’s an old idea and I doubt it’s going anywhere soon. The Lost Thing is a story about Shaun, a young guy that likes to collect bottle tops. One day Shaun was walking by the beach looking for bottle tops for his bottle tops collection when he saw a strange creature. The creature looked like a mix of a big red boiler with crab claws and tentacles. It seemed like everyone was too busy to pay attention to this creature. He played with it all day and at the end of the day he realized that the creature was lost and out of place. He tried to find its owner and brought the creature to his friend's, Pete's, house. Pete has an opinion for everything, but he explained that it may not actually belong anywhere. It is just lost. Shaun asked for help from a government agency when another strange creature came by him and said, "If you really care about the thing you should follow this sign." The creature gave him a little card with a symbol. Shaun and the lost thing looked for this symbol in the city until they found it and it took them to a door that opened to a magic world of lost things. In 2012, an exhibition produced by ACMI, the Australian Centre for the Moving Image, Shaun Tan’s The Lost Thing: from Book to Film, showcased illustrations, drawings, interviews and props created for the film and toured throughout Australia over following years. Exposing students to these these influences presents an opportunity for a stimulating set of comparative exercises with students. Post-it notes (teachers wishing to employ digital learning tools will find Padlet a useful “virtual” board to assemble class responses).

As students respond to each of these questions they can attach their post-it notes under the appropriate heading. Each of their contributions should be initialed for later use and to help facilitate discussion. The initial contributions can serve as stimulus for an early discussion with the teacher choosing some interesting responses and asking students to expand on their thoughts. imagining what happens in the “Utopian” world only glimpsed in the book (perhaps taking one of the things and making it the main character); Any real meaning is left to the reader to find for themselves, rather than overtly stated or implied, with an encouragement towards a close visual reading against quite minimalist text. Why are the colours limited to industrial greys and browns? Why are there pieces of physics, algebra and calculus text-books framing every scene, and text written by hand on scraps of lined paper? Why do all the houses look the same, why is everything draped in shadow, what are those images of clouds about? What is that strange place glimpsed through a doorway at the end of an anonymous alley? What is the lost thing? Maurice Sendak, internationally acclaimed creator of the illustrated book Where the Wild Things Are (1963), claims that ‘the invention of the picture book’ began in the art of Randolph Caldecott (1836–86) when he developed a ‘juxtaposition of word and picture, a counterpoint … Words are left out and the picture says it. Pictures are left out and a word says it.’ Sendak states adamantly: Identify aspects of literary texts that convey details or information about particular social, cultural or historical contexts (ACELT1608)Concentrate on any “what if” or “it depends” kinds of statements during the placement of tugs and add these above the rope for later exploration.

This lesson provides students with the opportunity to develop their literal and inferential comprehension skills with the use of a fictional text. This unit of study includes predicting, discussing and viewing before assessing students’ comprehension abilities. Arts Ideas can also be incorporated into this unit. The joy in this lesson is the students predfictions, impressions and descriptions are so varied it provides evidence to the students how we all interpret differently. This unit could be taught over a week or two weeks, because each time the text is shown something new is seen. Australian Curriculum Links:At the conclusion of this reading get students to record their description of the ‘Lost Thing’ independently and then share with a partner. In the audio commentary that accompanies the DVD of The Lost Thing, Shaun Tan describes the city where the boy lives as having ‘a dead heart’. Teachers can support students as they generate their own interpretations of the text by scaffolding ways of bringing their own understandings and experiences to their readings. Beyond making meaning from individual images, scaffolding a form of pattern recognition can also help create a meaning for the book as a whole. The Development of Themes (PDF, 97KB) retrieval chart offers some themes in the columns to focus on, but can be modified at the teacher’s discretion (a blank column can be left for students willing or able to identify a different theme). The rows beneath each theme are to identify different aspects of the text which are somehow connected or related to the theme. The point here is to assemble the different aspects of the text which can be read as contributing to the theme in some way. By explaining the connection between the textual elements and the theme, students should be encouraged to make statements about the theme. In an interview with the ABC’s Lingua Franca program, Tan uses the metaphor of a battery to imagine the meaning-making dynamic between text and reader. I guess you want to know what this book is about, just by reading this cover flap. Fair enough too; time is short, lives are busy, and most smart, thinking people have better things to do than stand around looking at picture books about some big red thing being lost in a strange city… marketing copy

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