Area of Study: Discovery Related Text Analysis Profile Text Profile



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Area of Study: Discovery

Related Text Analysis Profile


1. Text Profile

- Title


- Text type (picture book, song, etc.)

- Publication date

- Composer/s
2. Context

- Composer’s background and possible relevance

- The text’s relationship to its society/time

- The historical background that may be significant to interpreting the text

- The cultural issues surrounding the text’s composition
3. Compatibility with the AOS

- Checklist

- For each ‘checked’ rubric idea, elaborate conceptually and with some reference to the text
 Discovering something for the first time  renewed perceptions of:

 Rediscovering something:  self

 lost  others

 forgotten  self & others

 concealed  The process of discovery is varied by:

 Discovery is:  personal context & values

 sudden  cultural context & values

 unexpected  social context & values

 Discovery as deliberate & planned, or:  historical context & values

 evoked by wonder  Discoveries made by:

 triggered by curiosity  the individual

 prompted by necessity  the group

 A discovery that is fresh & intense  broader society

 A discovery that is:  Discoveries with:

 emotional  transformative effects

 creative  far-reaching effects

 intellectual  From different perspectives, discovery is:

 physical  challenged

 spiritual  questioned

 A discovery that is:  reassessed over time

 confronting  The ramifications of discovery differ for:

 provocative  individuals &

 A discovery that leads to:  their worlds

 new worlds

 new ideas

 speculation about the future

 A discovery that offers new understandings of:

 self


 others

 self & others


4. Analysis

- Select at least 5 key examples from the text (quotes or detailed references)

- Identify what language devices are employed in each example

- Explain the impact of each example on the responder. What ideas are conveyed about the AOS?


5. Assumptions

- How does the text affirm assumptions and beliefs about human experience and Discovery?

- How does the text challenge assumptions and beliefs about human experience and Discovery?
6. Links Between Texts

- What links exist between this text and your other related texts?

- What conceptual similarities and/or differences exist between the texts (do they explore similar and/or different ideas)?

- What new ideas and meanings emerge when the texts are compared and/or contrasted?


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Related Text Analysis Model


1. Text Profile

‘The Light and the Little Girl’ by Pooles – short film


2. Context

- The short film represents the universal human experience of losing innocence early in the coming of age process

- Cultural context of ‘imaginative play’

- The inevitability of discovering the social and cultural world’s inability to meet the desires of our imaginations

- Childhood
3. Compatibility with the AOS
 Discovering something for the first time  renewed perceptions of:

 Rediscovering something:  self

 lost  others

 forgotten  self & others

 concealed  The process of discovery is varied by:

 Discovery is:  personal context & values

 sudden  cultural context & values

 unexpected  social context & values

 Discovery as deliberate & planned, or:  historical context & values

 evoked by wonder  Discoveries made by:

 triggered by curiosity  the individual

 prompted by necessity  the group

 A discovery that is fresh & intense  broader society

 A discovery that is:  Discoveries with:

 emotional  transformative effects

 creative  far-reaching effects

 intellectual  From different perspectives, discovery is:

 physical  challenged

 spiritual  questioned

 A discovery that is:  reassessed over time

 confronting  The ramifications of discovery differ for:

 provocative  individuals &

 A discovery that leads to:  their worlds

 new worlds

 new ideas

 speculation about the future

 A discovery that offers new understandings of:

 self


 others

 self & others


Explanation…
4. Analysis

i) Gradual hand-held zoom in to the girl’s arm and hand as she stretches out into the beam of sunlight coming in through the study window. Atmospheric non-diegetic music creates an uplifting mood and sense of wonder. The piano refrain evokes childhood delight and curiosity as we see the girl begin to ‘play’ with the sunlight. The adult viewer is positioned to rediscover this context of childhood curiosity and imagination

ii) The montage of close-up shots showing the girl delicately interacting with the adult objects around her (the magnifying glass, a teacup, and a flowerpot), highlight her acute awareness of her physical context—an awareness of minor details and ‘beauties’ that can become concealed in the adult world. This is reinforced as the girl holds up an old book and blows the dust from its pages into the sunlight before her, the blow echoing as her curious gaze follows the dust cloud
iii) The pace of the film quickens via a non-diegetic violin rhythm and the girl’s sudden rush to ‘capture’ the sunlight in which she has been playing. Her efforts to hold the sunlight in her hands and then in a jar, and to transport it into the shadow around her, becomes a symbolic gesture for the innocence of children and the revelation of the human mind’s limitations
iv) Mood shift—the sunlight receding, the jar remaining empty, and the shift in musical tone from sprightly to disenchanting
v) The ending—the girl’s costume change (from white and flowing to grey and straight), and her look of disdain/anger/defeat at the returned sunlight the next morning
5. Assumptions

- Reinforces assumptions about the coming of age process requiring or inevitably involving a loss of innocence



- Possibly challenges assumptions about childhood discoveries being immature and puerile. The film represents the beauty and admirable power of the childhood imagination
6. Links Between Texts






















New Ideas








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