BasedonthebookwrittenbyGraemeBase 1
MY GRANDMA LIVED IN GOOLIGULCH Teacher notes
MY GRANDMA LIVED IN GOOLIGULCH Teacher notes
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<strong>BasedonthebookwrittenbyGraemeBase</strong><br />
1<br />
MY GRANDMA<br />
LIVED IN<br />
GOOLIGULCH<br />
Teacher notes
WRITTEN LANGUAGE<br />
Thesenotesarearrangedaccordingtothefollowingareas.<br />
THEATRE ETIQUETTE<br />
ACTIVITIES<br />
preshowdiscussion/worksheetpg5<br />
Postcardspg6<br />
Visual Arts:<br />
Discussionspg8<br />
BookIllustrationpg9 Grandma’sHousepg9<br />
GooligulchMappg9<br />
2<br />
TEACHER NOTES<br />
SPOKEN LANGUAGE<br />
seeingMYGRANDMALIVEDINGOOLIGULCH.Teachersareencouragedtoadaptactivitiesto suitindividualsituationsandrelevantlearningoutcomes. Thefollowingactivitiescanbeusedbyteacherstoenhancetheirstudents’experienceof<br />
VISUAL ARTS<br />
DRAMA<br />
MUSIC<br />
CONTENTS<br />
ABOUT ‘MY GRANDMA LIVED IN GOOLIGULCH’ pg4<br />
Written Language:<br />
GooligulchNewspaperpg7<br />
Spoken Language:<br />
Rhymespg7<br />
GrandmaintheCitypg6 Poetrypg7<br />
InstantStoryTellingpg8 OralPresentationpg8
Drama<br />
MakeaMaskpg11<br />
CostumesandPuppetspg12<br />
Characterisationpg13<br />
Music<br />
AnimalMovesandAnimalSoundspg16<br />
RadioPlaypg17 Soundscapepg17<br />
3<br />
CollageCreaturespg10 ClassProjectpg10<br />
PerformancePoetrypg15 StorytoStagepg14 Reviewpg15
KarenKeegan Composer GraemeBase Producer<br />
WillConyers MusicalDirector<br />
Kate GerardLane Ensemble1/Narrator/Wombat/Lizard ElenorAdams<br />
Ensemble2/Cockie AndrewKroenert Ensemble3/Dad/Rat DanielHarlock<br />
Ensemble4/Dingo BrentTrotter<br />
www.graemebase.com/publish/index.html Forsomestudents,seeingMYGRANDMALIVEDINGOOLIGULCHmaybeafirstexperienceoflive AwebpageonGraemeBaseandhisworkcanbefoundat<br />
appropriateaudiencebehaviourataliveperformance. theatre.Thefollowingpagecanbeusedasaworksheettopromotediscussiononwhatconstitutes<br />
4<br />
ABOUT ‘MY GRANDMA LIVED IN GOOLIGULCH’<br />
Grandma lives a tiny country town. She lives a magical life full of adventure. Her friends are<br />
Australian animals and they can talk! Kate, her 9 year old grand-daughter has never met Grandma.<br />
The last thing Kate wants to to spend summer with Grandma Gooligulch. But then fun<br />
PenguinAustralia.ThisperformancehasbeenadaptedtostagebyGraemeBaseandGarryGinivan. MYGRANDMALIVEDINGOOLIGULCHisbasedonthebookbyGraemeBase-originallypublishedby<br />
begins.<br />
Director<br />
GarryGinivan<br />
Cast<br />
GraemeBase Audio/Set Designconcepts<br />
MelDrummond LightingDesign BernardAngell Costumerealisation<br />
Grandma PatPitney<br />
DanielO’Shea
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Becausethesoapsmellsreallynice.<br />
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Becausesomeonemighttakeit.<br />
Sothatyoudon’tloseyourvoice.<br />
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Soyourhandsdon’tgetcold.<br />
5<br />
THEATRE ETIQUETTE<br />
What’sdifferentaboutwatchingashowonTVandwatchingashowatthe<br />
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Whenyougotothetheatreyoushouldfollowtherulesbelow.Canyouthinkofreasonswhy? theatre?<br />
Visitthebathroombeforetheshowbegins:<br />
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Remaininyourseatduringtheperformance:<br />
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Don’ttalkduringtheperformance:<br />
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Clapattheend:<br />
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DiscussthekindsofthingsthatGrandmamayhaveseenandexperiencedonsomeofhertravels, e.g.people,animals,food,accommodation,adventures. toEngland,Spain,SanFrancisco,eventhejunglesofTingoor.<br />
andthencreateapost-cardthatGrandmamayhavewrittenfromthatplace.Studentscandecide whotoaddresstheirpostcardto,e.g.themselves,aclassmember,arelative(perhapsKate).Each cardcanincludeasnapshot/illustrationaswellasastamp. Allocateorhavestudentschooseageographicallocation.Studentsaretofindthelocationonamap<br />
Alternatively,havestudentscreatepostcardsthatpeoplefromtheplacesthatGrandmahasvisited<br />
maywrite.Thepostcardsshouldexplainabout(andillustrate)theirencounter/swithGrandma.<br />
visittoKate’shomeinthecity.WhatkindofadventureswouldGrandmagetupto? fromGooligulchtothecitytospendtimewithKateandherfamily.WriteastoryaboutGrandma’s<br />
6<br />
Written Language<br />
POSTCARDS<br />
Preparation: ‘My Grandma Lived in Gooligulch’ book, blank post-cards, map/s or atlas<br />
In‘MyGrandmaLivedinGooligulch’,welearnthatGrandmahastravelledextensively.Shehadbeen<br />
GRANDMA IN THE CITY<br />
Intheplay,KatespendsthesummerwithhergrandmotherinGooligulch.ImagineifGrandmacame
publication,e.g.localbushnewsandgossip(storiesonGrandma,Wombat,neighbours),bushfire safetytips,weatherforecast,letterstotheeditor,bushfashion,bushtuckerrecipes,cartoonstrips, advertisements,advicecolumn,bushcrosswordpuzzles,bushhoroscopesetc. thenameofthepaperbe?Considerwhatarticles(writtenand/orillustrated)mightappearinthe<br />
musictosingtheirrhymesto. Alternatively,havestudentswritenewandoriginallyricstomatchknowntunes. writetheirownstoryinrhyme.Thiscanbedoneindividuallyorinsmallgroups.Studentscreate<br />
Performthesesongs/rhymesforoneanother.<br />
7<br />
GOOLIGULCH NEWSPAPER<br />
Preparation: art materials<br />
GOOLIGULCHisasmallcountrytown.HavestudentscompileanewspaperforGooligulch.Whatwill<br />
groupsprepare,illustrateandwriteupindividualsectionstobeputintothenewspaperlayout. Thebushnewspapercanbedisplayed,photocopiedand/ordistributed.<br />
POETRY<br />
Havestudentsdesignthelayoutofthenewspaper.Whereshouldeacharticleappear?Havesmall<br />
Preparation: ‘My Grandma Lived in Gooligulch’ book<br />
WhatanimalsdidGrandmatame?Whatisthespecialpatternofthewordsthroughoutthebook?<br />
RHYMES<br />
about.Thesecanbedisplayedwithcutoutsofthechosenanimals. Discussthestory,especiallytherhymingpatternandtheanimalsthatappearinthebook.Discuss–<br />
Preparation:‘My Grandma Lived in Gooligulch’ book<br />
Whataretheseparagraphscalled?ChildrenchooseanAustralianAnimaltowriteatleast2verses<br />
‘MyGrandmaLivedinGooligulch’iswritteninrhyme.Pointouttherhyminginthetext.Students
Base,etc. GOOLIGULCH,e.g.Australianwildlife,bushsafety,beachsafety,camping,travel,puppetry,Graeme<br />
byword,eachstudentaddingontothestoryaccordingtowhatthepersonbeforethemhas Sitinacircle.Goingaroundthecircle,havestudentsmakeupastory,sentencebysentence,orword<br />
Gooligulchisprobablyverydifferentfromwhereyoulive.Whatwouldyoulike<br />
whatwouldyoudislike<br />
aboutlivingthere? aboutGooligulchand<br />
8<br />
Spoken Language<br />
ORAL PRESENTATION<br />
HavestudentschooseareasofinteresttoresearchthatrelatetoMYGRANDMALIVEDIN<br />
findingstobegiventotherestoftheclass.<br />
INSTANT STORY TELLING<br />
Alternativelystudentsmaycreatewritten/illustrated/multimediaprojectsontheirchosentopic. Havestudentsfindoutmoreabouttheirchosenareaandprepareoralpresentationsontheir<br />
Extension:Dividetheclassintothreegroups.Haveonegroupofstudentstellastory.Haveasecond groupmimethestoryasitisbeingtold.Thethirdgroupcanserveasanaudiencewhilstalso contributed.<br />
DISCUSSIONS<br />
supplyingrelevantsoundeffectsasrequired.<br />
DiscussthecreaturesyoumetinMy Grandma<br />
Togetherwithstudentsmakealistinwhichlifeinthebushwouldbedifferenttolifeinthecity. Identifyaspectsoflifeinthebush/citythatstudentsprefer,encouragingstudentstoarticulatewhy. Where?Whatweretheylike?Doyouhaveafavourite?Why?<br />
Lived in Gooligulch.Whichhaveyouactuallyseen?
e.g.thatitisnearBandywallopEast,northofMurrumbum(500milesatleast),westofLawson’s<br />
string,wood,ithasawindowouttheback,ithasatinylivingroom, Studentsworkcollaborativelytomakealife-sizemodelofGrandma’shome.Toensurethatall thebookandtakenoteofdetailsconcerningGrandma’shome,e.g.itismadeoftinandcanvas,<br />
tasks:designandcreationofwalls,doors,décor,outdoorfurnishing,kitchenfurnishing,livingroom furnishing,bedroomfurnishing,bathroomfacilities,etc. studentswillbeinvolvedintheprocess,allocateorhavesmallgroupschoosefromthefollowing<br />
ConducttoursofGrandma’shouse,oralternativelycreateperformancesincorporatingthehouse.<br />
9<br />
Visual Arts<br />
BOOK ILLUSTRATIONS<br />
Preparation: Graeme Base books, art materials<br />
Togetherwithstudents,lookatassortmentsofillustrationsfromanumberofbooksbyGraeme<br />
hastodepictthecharacters,placesandsituationsdescribedinthebook.Havestudentsmake<br />
GOOLIGULCH MAP<br />
effectivelystudents’illustrationsreflecttheirstories.Createaclasslibraryofpicturebooks. Base.Whichappealmost/least?Havestudentsarticulatewhy.Whenillustratingabook,anartist,<br />
Preparation: ‘My Grandma Lived in Gooligulch’ book, art materials<br />
illustrationsforshortstories(originaltalesorwellknownones).Viewtheseandidentifyhow<br />
HavestudentslookthroughthebookandtakenoteofdetailsconcerningGooligulchandsurrounds,<br />
GRANDMA’S HOUSE<br />
Createmapsor3dimensionalmodelsofGooligulchandsurrounds.Displaythese. Rest,southofJohnson’sGap,therearehillsandabillabong,itisadistancefromtheseaside,arain<br />
Preparation: ‘My Grandma Lived in Gooligulch’ book, art + craft materials<br />
forestandacreek.<br />
Inthebook,Grandma’shomeisreferredtoasherrambling‘mansion’.Havestudentslookthrough
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madeoutofbranchesstandinginbucketsofsand.<br />
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Nowaddyourbirdsandanimals.Youcould<br />
Makemodelsoutofclayormaterialsfoundinthebush Stitchstuffedtoyanimals(andbringothersyouhavefromhome) Cutshapesoutoffurrymaterialandgluethemtoyourmural<br />
theycouldhardlybelievetheireyes. animalslikewombats,frillednecklizardsandaplatypusbeforeandthatwhentheydidseethem,<br />
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•<br />
Searchforandcutoutillustrationsandphotographsofanimals. animals.Thiscanbedoneasfollows: Havestudentsconceiveandcreateoriginalcreaturesthatcombinethefeaturesofseveraldifferent<br />
fromthecollectedillustrationstocreateanamazingoriginalcreature. Assembleandpastelegs,arms,heads,finstentacles,snouts,ears,whiskers,claws,furetc.<br />
creaturestotherestoftheclass. Havestudentstakeontheroleofascientistandname,introduceanddescribetheiroriginal<br />
10<br />
CLASS PROJECT<br />
Preparation: ‘My Grandma Lived in Gooligulch’ book, art + craft materials, toys, clay, objects of<br />
nature<br />
Asabackdropmakealargemuralofthecountryside,usingdetailsfromMy Grandma<br />
Gooligulch.<br />
Usenaturalmaterials(leaves,bark,grass,etc.)whereverpossible.Addtreesandbushes TurnanareaofyourclassroomintoanAustralianbushsetting.<br />
Lived in<br />
COLLAGE CREATURES<br />
toreadandtalkaboutsomeotherAustralianbooksorpoemsyouhaveread. Setupapretendcampfireinyourbushsetting.Thenyoucanmeettherewithafewofyourfriends<br />
Preparation: Old magazines, calendars etc.<br />
ExplaintothestudentsthathundredsofyearsagopeopleoutsideofAustraliahadneverseen
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wanttomakeamaskfor.Simplemaskscanbemadeasfollows:<br />
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Drawtheshapeofthecharacter’sfaceoncardboardandsketchinthedetails.<br />
Stickonmaterialssuchasfeathers,tinfoil,wool,string,twigs,gum-nuts,sequinstoadd<br />
Cutoutthemask,makingholesfortheeyesandbreathingholesatnoseormouth. Usecolouredpencils,crayonsorpaintstofillinthefeatures. moredetail.<br />
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Createperformancesincorporatingmaskedcharactersthatstudentshavecreatedor conductabushanimalparade. Attachelasticorstringtothesidesofthefinishedmasktoholditinplace.<br />
11<br />
MAKE A MASK<br />
AllocateorhavestudentsdecideoncharactersfromMYGRANDMALIVEDINGOOLIGULCHthatthey
dingosandbushcreatures.Discussthemechanicsandmanipulationofthepuppetsinthe performance.Havestudentsconsiderhowelsethesepuppetsmayhavelookedandworked. beenmadetorepresentthewombat,lizard,cockie,rats,emus,nightcreatures,galahs,goanna,<br />
Puppetryoptionsmayincluderodpuppets,stringpuppets,glovepuppets,shadowpuppets(usean OHPprojectedagainstahangingsheet). Havestudentsdesignandconstructcostumesorpuppetsforeachoftheshows’characters.<br />
Informativepuppetrywebsite:http://www.sagecraft.com/puppetry Createperformancesincorporatingcostumes/puppetsthatstudentshaveconstructed.<br />
12<br />
Drama<br />
COSTUMES + PUPPETS<br />
Preparation: craft materials<br />
ExplainthatintheliveshowofMYGRANDMALIVEDINGOOLIGULCH,costumesorpuppetshave
eat,play,walk/swim/fly,greetothers,etc.Indevelopingtheircharacters,havestudentspay attentiontohowtheirposture,movementstyle,expression,breathingandvoicemayreflecttheir character’spersonality.(Usinghats,props,fabric,costumeitemsmaybeanoption). chosencharacter.Encouragestudentstoexplorewaysinwhichtheircharactermightsleep,drink,<br />
tryingtohide/lookforsomething,eatingameal,etc.Viewtheseandcommentonthecharacter beingportrayed.Whatistheirage,size,disposition,temperament?Seeifstudentscanguesswhich storycharacterisbeingportrayed.Hintsmaybesupplied. Haveindividualstudentsperformshortactionsastheirchosencharacter,e.g.playingwithapet,<br />
Interviewcharactersabouttheirlives,likes,dislikes,adventures. ExtensionActivities:<br />
Askstudentstoconsiderthekindsofsituationstheircharactersmayfindthemselvesin. Havestudentsworkinpairsandcreateaconversationorinteractionthatmayoccurbetweentheir characters. •<br />
13<br />
CHARACTERISATION<br />
Preparation: children’s books, hats-props-costume items (optional)<br />
Askeachstudenttochooseacharacterfromabooktheyknow.Theirchallengeistoembodytheir
writtenformtotheatricalform.Theproductionmayincludecostumes,props,sets,posters,dances, songs,musicandsoundeffects. Workingasaclassorinsmallergroups,transformaselectedstory(wellknownororiginal)from<br />
14<br />
STORY TO STAGE<br />
Listanddiscussotherbooksthatwereturnedintofilms,plays,ballets,cartoonsetc.E.g.‘Possum<br />
Magic’, ‘Peter Rabbit’, ‘Harry Potter’, ‘The Lion, the Witch and the Wardrobe’, The Little Mermaid’<br />
Identifythedifferencesbetweenthebookandtheplay. Discusswhatwasinvolvedintransformingthebookintoaliveshow.<br />
Havestudentsdiscusswhethertheypreferredthebookortheplayandexplainwhy.<br />
etc.Havestudentsdiscusswhichversionstheypreferandwhy.
Eachstudentcouldmemoriseastanzaof‘MyGrandmaLivedinGooligulch.’(Thismodernballadhas thirty-eightstanzas.)Combineagroupreadingforeachstanzathatintroducesanewsectioninthe theirchoice.Poemscanberecordedorperformed(egataschoolassemblyormidyearconcert.)<br />
Studentscanplananinvitation,designaprogramorcreateapostertopromotetheperformance. Discussthebushsetting,theanimalsandthesoundsofthebushandaskstudentstoproducea poem.Eachnewsectionissignalledbythestanzafollowingeachfullcolourdoublepagespread.<br />
Askstudentstoconsider: designforastagesettingappropriatefor‘MyGrandmaLivedinGooligulch.’<br />
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Useofpropsorcostumestoattracttheiraudience<br />
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Dramaticeffectofposition<br />
Styleofdeliverysuchaschants,song,poem,bodypercussion(fingersnapping,foot Dramaticeffectofreadingorreciting<br />
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Useofpercussioninstruments<br />
WhichpartofMYGRANDMALIVEDINGOOLIGULCHdidyoulikebest?Why?<br />
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WhydoyouthinkGraemeBasewroteMYGRANDMALIVEDINGOOLIGULCH?<br />
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doyouthinkitwouldhavetakentheperformerstoremembertheirlinesanddancesteps? WhatdidMYGRANDMALIVEDINGOOLIGULCHmakeyouthinkabout?<br />
Whatdidyoulikeaboutthecostumes,sets,puppets,music,dancingandsinging? CommentontheskillsoftheperformersinMYGRANDMALIVEDINGOOLIGULCH.Howlong<br />
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experienced. Werethereanypartsoftheshowthatyoudidnotlike?Why? CompareMYGRANDMALIVEDINGOOLIGULCHwithotherliveperformancesyoumayhave<br />
performancethemarkyoudid. GiveMYGRANDMALIVEDINGOOLIGULCHamarkoutof10.Explainwhyyougavethe<br />
15<br />
PERFORMANCE POETRY<br />
Throughindependent,sharedandguidedreading,studentsplan,rehearseandperformpoetryof<br />
REVIEW<br />
stampingandclapping)<br />
HavestudentsdiscussthefollowingbywayofreviewingofMYGRANDMALIVEDINGOOLIGULCH:
tiger,horseorant.Whatsoundswouldtheymake?Howwouldtheymovetheirbodies?Identify performancequalitiesthatindicatesize,weight,strength.Havestudentsconsiderandexplorehow thesameanimalswouldmoveandsoundiftheywerehappy,angry,frightened,hungry,tired,etc. toconsiderhowtheycouldcommunicatethattheyareawombat,platypus,emu,koala,cat,dog,<br />
e.g.rabbit,mouse,rooster,cat,fox,bear,kangaroo,crocodile,snake,lizard,duck,monkey, elephant,seagull,puppyetc.Studentsaretoguesstheanimasbeingrepresented. Playamimegameof‘WhoAmI?’Onestudentusessoundandactiontorepresentachosenanimal<br />
Askstudentstoidentifyvariationsbetweentheactionsandsoundsofeachanimal.Thiscouldbe<br />
Extensionactivity:Makemasksand/orcostumesforchosenanimals;createaparade,orstories,or playsthatinvolveanimalcharacters. usedasaleadintoidentifywhatkindsoflimbs,claws,noses,bodyshapes.<br />
16<br />
ANIMAL MOVES AND ANIMAL SOUNDS<br />
InMYGRANDMALIVEDINGOOLIGULCH,performersrepresentmanyanimals.Encouragestudents
ushfire,toarainstormandfinallytocalmdusk.Indoingso,studentscanbegivenresponsibilityfor specificsounds. soundsthattheycanmaketorepresenttheAustralianBushthatshiftsfromdawn,todryheat,toa<br />
Recordthesoundscapes.Playthemandphysicallydance/improvisemovementtomatch.<br />
narrativevoices,characters’voices,soundeffects,backgroundmusic,bridgingmusicbetween scenesaswellassoundrecordingoperator/s. beinvolvedintherecording,includeandallocaterecordingresponsibilitiestoeachstudent;<br />
Rehearseandrecordtheradioplay.<br />
17<br />
MUSIC<br />
SOUNDSCAPE<br />
MYGRANDMALIVEDINGOOLIGULCHtakesplaceintheAustralianbush.Havetheclassexplore<br />
RADIO PLAY<br />
Performthese.Seeifotherstudentscanguessthelocationsrepresented. Havestudentsworkinsmallgroupstocreatesoundscapesrepresentingotherlocations,e.g.abig<br />
Preparation: ‘My Grandma Lived in Gooligulch’ by Graeme Base, musical instruments, implements<br />
for making sound effects, e.g. pots, pieces of wood, sand-paper, metal, glass<br />
city,anamusementpark,outer-space,thebottomoftheocean,abusyairport,etc.<br />
CreatearadioplayversionofMYGRANDMALIVEDINGOOLIGULCH.Toensurethatallstudentswill
18<br />
ACKNOWLEDGEMENTS<br />
Allproductionphotos:Photo Ponch Hawkes, 2006 Production<br />
2011 Tour Teacher’s Notes by Sharon Maine<br />
Adapted from The Arts Centre 2006 Program Teacher’s Notes<br />
createdbyJack<br />
Migdalek