Matt

Matt Field. 11. English Advanced Cover Sheet for Supplementary Material Title: Composer: Source: Date: Text form: Photograph What is the text about' This text is about the impact of war in the middle east and its effect on the country people. The photograph is describing the temporary living conditions that people who have been displaced as a result of the war are forced to embrace. The photograph has captured a section of a refugee camp, where several tents and people are seen going about their business. The camp is situated on a barren lifeless area composed of dirt, rocks debris such as shards of wood. This photograph is displaying the pain and suffering these people are going through due to conflict, and how even something as small as shelter from the weather is no longer available. How does the text link to the concept of Belonging' This texts relates to the concept of Belonging through both belonging and not belonging. The people in the photo have been displaced due to violent conflict within the country. These people are shocked, lost, scared, and both mentally and physically unstable. This context links these people to the concept of not belonging, the people no longer belong in their homes, as their homes have been destroyed. The image relates to Belonging in other ways. Seen in the photograph there is two populations. One is a family, huddled in the rain with nothing but a flimsy, dirty sheet of carpet to protect them from the cold. The other group is seen from a low angle shot, implying a more powerful, upper class population. This population possesses a rigid weather proof tent, which are aligned in a uniform arrangement. It is this separation of the upper and lower class groups that links this image to “Not Belonging”. The population which possesses no tent can be seen huddled together under a small layer of carpet. The way the group is clustered as one, offers safety and power in numbers. It is formation that links the lower class population to Belonging. What links are there between the supplementary text and the prescribed text' The supplementary text Pakistan 2009 and the prescribed text Romulus, My Father link in many ways. The main element linking the two texts is the context. In both texts the characters have been displaced by violent conflict, and have been relocated to an alien environment where things are very different. The conditions are also similar, in the sense that both the Gaita family and the family seen under the carpet have nothing much more than the clothes on their backs and each other. It is here that the concept of belonging is first introduced, as each family sticks together and combines their strengths in a new environment. Romulus, my father also links with Pakistan 2009 with the concept of Not Belonging. The condition being that the Gaita family is an alien group in Australia, and does not belong with its surrounding population with the exception of a few. The family seen huddling in the rain also doesn’t belong with its surrounding population, as indicated by the obvious lack of shelter that the other population possesses. Another link between the texts is the homes of the family and the home of the Gaita family known as Frogmore. The shelter of carpet is similar to Frogmore in a sense that both are fragile, second hand material that offer only basic protection and safety from the weather, however both families find comfort and belong together under them. |Name of Technique |Example of the technique from |How does the technique convey a|Explain the effect of this | | |text |sense of belonging or not |technique to the responder. | | | |belonging' | | |Low angle shot |Position of the camera |This technique conveys a |This technique alienates the | | | |message of power and upper |huddled family, separating them| | | |class in the background |and making them small and | | | |population |insignificant | |Vectors |Outlines of the tents lead eyes|The rigid and strong shape of |The responded is now aware of | | |from up to down, highlighting |the tent stands out against the|the difference between the | | |the powerless group down low |flimsy curve of the sheet. It |groups and can establish the | | | |also leads the eyes from up to |groups that belong and the one | | | |down revealing the obvious |that doesn’t belong. | | | |absence of a tent and hence | | | | |alienating them | | |Extreme long shot |A large section of the |This shot establishes the |The responder can establish the| | |surrounding landscape is |context; a barren lifeless |conditions these people are | | |captured in the image |section of dirt with a sad |living in and can clearly see a| | | |atmosphere. Also highlights the|difference between the two | | | |difference between group 1(the |populations. The concept of not| | | |family) and group 2 |belonging is brought to the | | | | |responders attention | |Symbols |Tents, and the uniform |The symbol (tents) represents |The responder recognises that a| | |arrangement |how the people have been |tent is used for temporary | | | |displaced and are living |living, and in this case is due| | | |temporarily in an unusual |to displacement, not for | | | |environment. The tent also |recreational purposes. It also | | | |symbolises that the people are |triggers the realisation that | | | |being cared for in these |these people can not care for | | | |difficult times, and those |themselves under the conditions| | | |without are not. The uniform |and so need someone to supply | | | |arrangement also signifies the |this for them. Emotions are | | | |tents belong together. A tent |then stirred in the responded, | | | |symbolises protection and |and even more so when the group| | | |safety, and that those with a |under the sheet comes into | | | |tent belong, and those without |view. The responder can | | | |do not. |instantly distinguish between | | | | |the group that is cared for and| | | | |belongs, and the group that | | | | |isn’t cared for and doesn’t | | | | |belong. | Matt Field. 11. English Advanced Cover Sheet for Supplementary Material Title: Composer: Source: Date: Text form: Photograph What is the text about' The text is about Pauls theatre career, which is based Grandmother, and her struggle to fit in after relocating to Australia in 1948.At the time Autralian society was very intolerant to migrants. It was a developing world and there was little or no support offered to displaced Maltese woman. Paul is reliving the life his grandmother lived, on stage. His Grandmother was obviously a very influential and inspiring person, and despite being setback but the ravages of war racism and lack knowledge of Australian society and language skills, she raised Paul and his siblings to be successful people. Pauls Grandmother had many things dragging her down, such as the heavy racism in that era, the shock of the war, the alien environment that surrounded her, and no English, though despite the odds she successfully raised children and earned a living. How does the text link to the concept of Belonging' The texts links to belonging in the sense that his Grandmother did not belong. People in those days were openly racist, and offered no support to migrant. She was an outsider in her environment, and spoke no English and was uneducated This is the story of how she fought to belong. Paul has found this situation of not belonging an inspiring story, as against the odds she raised children and learnt the ways of Australian society. Pauls Grandmother does however belong to her family, and the closeness of Paul and his grandmother is an indication of such. What are the links between the supplementary text and the prescribed text' The supplementary text and the prescribed text link on many levels. The most significant link being the context. Both the Gaita family and Pauls family have been displaced due to violence and conflict. They have both been relocated to a primitive and unusual Australian environment. Both stories tell of the struggle to fit in and learn the way Australian society operates. Another link is the story is told from the child growing up in this context, who have found inspiration in their parents and grandmother and have achieved great things as a result. The two texts also relate in the sense that each family does not belong in this unusual environment. The local population is racist and offers no support, though each family strives to belong. Another common characteristic is the fact that despite not belonging to the surrounding environment, the family’s belong together and are strong when united. Each family experiences setbacks in their journey to belong in Australia. An example from Romulus, my father is when Romulus burns grass to destroy a snake. This is a common practice in his native country, though here it is not and he is highlighted as an outsider. |Name of technique |Example of technique from text |How does this technique convey |Explain the effect of this | | | |a sense of belonging or not |technique on the responder | | | |belonging' | | |Symbols |Paul is seen wearing his |This conveys a message of |The responder recognises the | | |Grandmothers clothes |belonging in the sense that |female clothes and is revealed | | | |Paul admired and was inspired |the fact that Paul clearly had | | | |by his grandmother. They |love , inspiration and a sense | | | |belonged together and he was |of belonging from his | | | |deeply hurt by her passing. |grandmother. The responder is | | | | |also now aware that Paul will | | | | |be acting out the life of his | | | | |grandmother, literally. | |Simile |.. “rough as guts”.. |This description of Australian |The responder reads this | | | |society conveys a message of a |comparison and instantly | | | |very hard and unforgiving |pictures a mean and unwelcoming| | | |place. For a migrant with no |society. This stirs emotions in| | | |language or education this |the responder as this family | | | |place was a very hard one to |has clearly struggled to belong| | | |raise children and fit in, |in this unusual environment. | | | |especially when the population | | | | |is openly racist and | | | | |unsupportive. It describes | | | | |Pauls Grandmothers struggle to | | | | |belong in a difficult society. | | |Emphasis |“She had a very difficult first|This technique emphasises the |The responder instantly | | |two years..” |idea that his grandmother did |highlights the skills and | | |“..she didn’t know a thing”.. |not belong, and clearly |disadvantages Pauls grandmother| | |“She didn’t have an |struggled in the new |had, though still raised | | |education”.. |environment. It relates to |children and learned from the | | | |belonging in the sense that she|beginning. The emphasis is | | | |doesn’t belong. |effective at sending a firm | | | | |message that she did not | | | | |belong, | |First person |“I thought..” |The use of first person gives |The responder feels the same | | |“I always.. |an insight to the feelings of |emotions Paul is while speaking| | | |Paul towards his Grandmother. |of his grandmother. This allows| | | |This insight allows us to see |a deeper understanding of the | | | |into the relationship Paul and |context and of the relationship| | | |his grandmother had, and |between Paul ad his | | | |highlights just how strong the |grandmother, and so a deeper | | | |sense of belonging was. The use|understanding of the sense of | | | |of “my” also conveys a message |belonging is understood. | | | |of belonging in itself, as his | | | | |grandmother belongs to him and | | | | |him to her. | |