Rationale+Reworked

In Stage 3, students are required to read, view and interpret an extensive range of complex texts and visual images (NSW BOS English K-6 Syllabus, p.13). Due to the nature of this book, we believe that it qualifies as a "complex text". There are a large number of visual images that are combined with the written text to add more information to the plot of the novel, rather than simply illustrating what has been written. In this sense, students are required to carefully view and interpret the visual images in order to merge it with the written text and gain a deep understanding of what is happening in the story. //Come on a journey with us and share the magic, mystery and adventure that is.... The invention of Hugo Cabret… // Both of the central themes of the unknown and belonging which resonate throughout the novel have significant relevance to students in Stage 3, as this stage of their life is often associated with social, emotional and physical changes and uncertainty. The theme of the unknown is particularly relevant students begin forming their own identities as individual parts of a much bigger picture, and undergo numerous changes which lead them into a more mysterious, unfamiliar, and unknown chapter of their life (particularly in the transition to high school). The unknown is defined as “that which is not within the range of ones knowledge, experience or understanding”. Throughout school, students are constantly confronted with concepts and ideas that are foreign and unknown to them as they are exposed to new learning opportunities, and challenged to critically engage with texts.
 * Text: ** The Invention of Hugo Cabret (Brian Selznick)
 * Theme: ** Central to this series of activities are two key themes which resonate throughout the book in their own respect but also interject and are intertwined bringing depth and meaning to the novel. The first key theme to be explored is the notion of the __unknown__, encapsulating ideas of adventure, mystery and the secrets involved. The second theme which will be explored is the concept of __belonging__, drawing on an individual’s need to feel as if they belong, the quest for the sense of belonging and the ways in which individuals interpret and value memories, objects or environments which connect them to their sense of identity and belonging. Together, these two themes provide Hugo with a catalyst for his adventures and extend to characters he meets along the way.
 * Rationale for exploring this theme: **

The concept of the unknown also requires a well developed level of maturity to help students see beyond the literal meanings of the text, and use higher order thinking skills to respond to the text in creative and imaginative ways, which is indicative of Stage 3 development of skills and abilities. With such maturity, students will be more likely to readily adopt roles and perspectives that take them deeper into the text, and willingly explore the elements of the unknown and mystery in the text, encouraging them to take ownership over their learning. This is supported by O'Neil & Lambert (1982) who states that "Drama in education is a mode of learning and through students' active identification with imagined roles and situations in drama, they can learn to explore issues, events and relationships" **(page number**?). Exploring the unknown within a complex and mysterious text is an effective way of supporting students to critically engage with literary techniques which will are required at the Stage 3 level and beyond but also to take on a variety of perspectives of opinions which will assist in creating contextual links and supports with student’s own dynamic worlds. The understanding of belonging is also a mature concept in which student’s require similar critical skills and perspectives in which to unpack the complexity of this theme. “The need for social belonging – for seeing oneself as socially connected is a basic human motivation” (Walton, 2007, p.82), and in addition to the above justifications for book and theme choice, it can similarly be related to the subtle promotion of ‘belonging’ and equality in a culturally diverse classroom. Hugo is seemingly presented in Part 1 of the text as a lonely, outcast character who has no support network, family or friends. However, the designed drama sequence (as can be seen below) has a strong focus on the sense of ‘belonging’, encouraging students to adopt the view that everyone has a place in the world, thereby fostering strong beliefs of equality within both the classroom and wider societal context. The drama activities require students to adopt and sustain roles which give Hugo the opportunity to interact with other characters, and play with the idea of power – altering storylines to give Hugo a more prominent position within the context of the text. In this way, racially diverse classrooms will be able to maximize upon the creation of a ‘safe space’ within the drama context to allow full and equal participation amongst students and challenge societal ideals.

Further to the promotion of equality in racially diverse classrooms, "Drama can productively disrupt the sense of classroom normality to create spaces where children can be viewed primarily as people using their strengths in literacy learning practices, rather than as children with or without disabilities" (Edmiston, 2007, p.338). In the drama sequence that has been designed below, the classroom climate will encourage inclusivity by drawing on the linguistic, technical, social and cultural strengths and resources of all children, as well as allowing children the opportunity to form identities as competent language learners when they are "consistently positioned as capable participants in shared literacy practices" (Edmiston, 2007, p.338). In this sense, the drama sequence is not formed around 'right' and 'wrong' responses, but instead encourages creativity and focuses more upon the ability to justify ideas. However, we have included opportunities for strategies for students with different needs. A further justification for the two central themes and the unknown and belonging is the ability to explore these concepts not only within the realm of English and Drama, but through the extension into various key learning areas within the curriculum. Stage 3 students are at an age where literature can be used as a springboard into a range of cross-KLA links to promote meaningful learning. Linking drama into other KLAs provides "unique possibilities for helping students to change concepts, attitudes or beliefs that are part of their 'saturated consciousness' and which remain unquestioned" (Ewing et al., 2006, p.39), which also links to exploring the theme of the unknown and belonging. This text could be linked with PDHPE in the Growth and Development and Interpersonal Relationships strands, as it deals with the challenges of finding one's place and identity in society, and developing and maintaining positive relationships. This is particularly relevant as students as soon going to face entry to high school - a new and unknown environment whereby many students will go without their friends, forcing themselves to find their own way to 'belong'.

Similarly, this text could also be linked to HSIE by exploring a comparative study of cultures, and the history of cinema in both France and Australia. The focus on the way in which the automaton, clocks, and other mechanical toys work could also provide links to a Science and Technology unit on Simple Machines, which could be explored with a Design and Make task. Finally, in terms of Creative Arts, this book in particular allows opportunities for exploration into a variety of modes of drama e.g. Silent film, black and white film, history of cinema and theatre in other cultures. What is evident in this rationale, is the possibilities within the Stage 3 context to extend the themes of the unknown and belonging into areas of the student’s both academic and personal lives to ensure a deeper and more relevant understanding of how these concepts function within our lives. This understanding encourages the use and manipulation of critical skills in which students are to be developing at this stage of their learning. Overall, the quest for the unknown and the sense of belonging are significant and resonant concepts of any pre-adolescent student, however, as demonstrated by Hugo, this particular journey can be filled with magic and adventure!