Tohby Riddle
Teaching notes
This resource contains a video interview with Tohby Riddle, in which he talks about his inspiration for writing, the writing process, plot and character development. He also gives advice to young writers. Each section of the video is accompanied by questions and/or comments for students to consider and discuss.
Teachers may find it useful to combine this resource with others listed in the Resources section to extend students’ learning, based on outcomes from stages of the NSW Board of Studies English and Creative Arts syllabuses. The syllabuses can be found at: www.boardofstudies.nsw.edu.au
English
Stage 2
Through sections of the interview and book reading, as well as study of Tohby Riddle’s books, students have the opportunity to:
- talk about how writers use different techniques to achieve their purpose (WS2.13)
- read and discuss their interpretation of ideas presented in illustrated texts (RS2.5, TS2.1)
- talk about how writers achieve their purpose using text and illustrations (RS2.7)
- develop an understanding of the structure of texts (RS2.8)
- write and illustrate for a chosen purpose and audience and adjust their writing to suit different audiences (WS2.9, WS2.13).
Stage 3
Through sections of the interview and book reading, as well as study of Tohby Riddle’s books, students have the opportunity to:
- recognise and discuss techniques used by writers to achieve their purpose (RS3.5, TS3.1)
- express and justify opinions on the role of illustrations in books (RS3.7)
- analyse ways in which writers structure illustrations and text to engage their audience (RS3.8)
- write and illustrate for a chosen purpose and audience (WS3.9, WS3.13)
- study the techniques and effects used by writers (RS3.7)
- reflect on written texts and apply their knowledge of the writing process in order to improve their own writing (WS3.13, WS3.9).
Stage 4
Through sections of the interview and book reading, as well as study of Tohby Riddle’s books, students have the opportunity to:
- compose real and imagined texts which respond to varying contexts, matching features, structure and language choice
- engage with the way composers transform experiences and ideas into texts
- learn about the way texts explore social issues
- represent and extend understandings of text through varying styles of illustration.
Creative Arts
Stage 2
Through sections of the interview and book reading, as well as study of Tohby Riddle’s books, students have the opportunity to:
- consider their intentions for making illustrations for their own books (VA2.1)
- discuss Riddle’s reason for making artworks and his role as author and illustrator (VAS2.3)
- identify resemblances between subject matter in Riddle’s artworks and the features of things as they exist in the world, particularly referencing his use of collage and his architectural influences (VAS2.4).
Stage 3
Through sections of the interview and book reading, as well as study of Tohby Riddle’s books, students have the opportunity to:
- explore subject matter in artmaking activities in relation to their own texts (VAS3.1)
- identify the audience of their own texts and develop illustrations with this audience in mind (VAS3.2)
- discuss artworks that accompany the texts and realise that audience members have different opinions about artworks (VAS3.3).
Stage 4
Through sections of the interview and book reading, as well as study of Tohby Riddle’s books, students have the opportunity to:
- make artworks using a variety of materials and techniques
- understand that artists and audience members will create meaning and interpret artworks from different points of view, drawing on their own world experiences.
Quality teaching
This resource, along with the study of the texts written by Tohby Riddle, can be used to address the elements of Quality teaching in NSW public schools.
The Writers Talk 2009 resource, and related classroom discussion and learning activities, enable students to:
- explore the features of stories and concepts developed by current writers, in particular Tohby Riddle, whose works have been awarded and acknowledged for significance (Higher-order thinking)
- experience specialist expertise and develop an understanding of the role of the author/illustrator and of the concepts that inform and motivate the creation of stories (Deep knowledge)
- learn to use the metalanguage of literary criticism and language use (Metalanguage)
- build upon prior knowledge, such as knowledge of Tohby Riddle’s stories and illustrations (Background knowledge)
- recognise and explore connections between their own lives and both the subject matter and creative processes employed by Tohby Riddle. This might include seeking out other books by him, or books on similar topics, and sharing their own writing with audiences beyond the school arena (Connectedness)
- be challenged to write and illustrate from a different viewpoint and challenge their own individual norms ( Deep understanding)
- use narratives, such as this interview with Tohby Riddle, as a way of developing creative processes and consolidating understandings (Narrative)
- make meaningful connections between subjects and key learning area outcomes (particularly English and Visual Arts) to contribute to a deeper understanding of the challenges and advantages of being both the author and illustrator (Knowledge integration)
- learn that knowledge is socially constructed with multiple layers and personal interpretations and that illustrations and text can also elicit different perspectives (Problematic knowledge).
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