Introduction
Set in a children’s home Stolen tells the story of five young Aboriginal children forcibly removed from their families. The children: Anne, Shirley, Ruby, Sandy and Jimmy allow us into their lives and they share with the audience their personal and unique stories. Stolen shows the devastating impact that removal from their family and subsequent institutionalization has on each of the character’s lives.
Jane Harrison’s play was first produced in 1998 by the Ibijerri Aboriginal and Torres Strait Islander Theatre Co-operative and Playbox Theatre Centre. The project began in 1992 and was initially called The Lost Children. Its name was changed when the Wilson-Dodson Bringing Them Home report was published in 1997.
The play begins with the characters as children and ends with them as adults finding their way ‘home’. The narratives are told in a non-linear manner as each character’s removal is interspersed with his or her later experiences. Jane Harrison has not written Stolen in a traditional way containing acts and scenes but rather as a series of episodes. Reading a non-linear narrative may prove to be a challenge for some VCE students as they deconstruct the plot and characters.
Without stories, the understanding of the policy of removal of aboriginal children from their families is likely to be too abstract and remote. It is these fragments of personal experience that fill out the picture of generations of separated children. Stolen by Jane Harrison is a moving theatrical experience, which will leave the audience with more understanding of this heart-wrenching chapter in our Australian story.
Written by Anne-Louise Wilton “VATE Inside Stories”
Jane Harrison’s play was first produced in 1998 by the Ibijerri Aboriginal and Torres Strait Islander Theatre Co-operative and Playbox Theatre Centre. The project began in 1992 and was initially called The Lost Children. Its name was changed when the Wilson-Dodson Bringing Them Home report was published in 1997.
The play begins with the characters as children and ends with them as adults finding their way ‘home’. The narratives are told in a non-linear manner as each character’s removal is interspersed with his or her later experiences. Jane Harrison has not written Stolen in a traditional way containing acts and scenes but rather as a series of episodes. Reading a non-linear narrative may prove to be a challenge for some VCE students as they deconstruct the plot and characters.
Without stories, the understanding of the policy of removal of aboriginal children from their families is likely to be too abstract and remote. It is these fragments of personal experience that fill out the picture of generations of separated children. Stolen by Jane Harrison is a moving theatrical experience, which will leave the audience with more understanding of this heart-wrenching chapter in our Australian story.
Written by Anne-Louise Wilton “VATE Inside Stories”
Work requirements: checklist
Prior to the Practice SAC, students are expected to complete the following tasks and submit them to their teacher:
Background & context activities:
1. Bringing them home reading and activities
2. Research questions
3. The Apology questions
Plot activities:
4. CSI Scene Analysis
5. Put the scenes in chronological order (cut & paste)
6. Key questions
7. ‘Stolen’ research task questions
Character activities:
8. Character profile for each character
9. Making connections – what did indigenous peoples experience?
Oral presentation
10. Research and present
Theme activities:
11. Long-term effects
12. Key quotes into theme headings
Literary devices activities:
13. Exploring Authorial Intent and choices activity
14. Symbolism activity
Essay writing activities:
15. What/How mindmap
16. Glossary of key terms (synonyms from SAC topics)
Background & context activities:
1. Bringing them home reading and activities
2. Research questions
3. The Apology questions
Plot activities:
4. CSI Scene Analysis
5. Put the scenes in chronological order (cut & paste)
6. Key questions
7. ‘Stolen’ research task questions
Character activities:
8. Character profile for each character
9. Making connections – what did indigenous peoples experience?
Oral presentation
10. Research and present
Theme activities:
11. Long-term effects
12. Key quotes into theme headings
Literary devices activities:
13. Exploring Authorial Intent and choices activity
14. Symbolism activity
Essay writing activities:
15. What/How mindmap
16. Glossary of key terms (synonyms from SAC topics)
Study design
AREA OF STUDY 1
Reading and responding
In this area of study the range of texts expands to include a variety of text types and genres, including print, non-print and multimodal texts. The text set as the focus of this area of study should have literary merit, be worthy of close study and be an excellent example of form and genre. It could be a novel of a particular genre, an autobiography or a biography, or some other kind of imaginative print text (for example, anthologies of poetry or short stories, or scripts for radio, television or stage). Other text types could include, for example, narrative films, documentary films, CD-ROMs, and hyperfiction.
Students discuss and analyse the structures and features used by the authors of these texts to construct meaning. They also examine the ways in which texts are open to different interpretations by different readers. They prepare and construct a response to a text, using appropriate metalanguage to facilitate their discussion, and evidence from the texts to support their response. They explore and use strategies for identifying the point of view and values of the author.
Outcome 1
On completion of this unit the student should be able to discuss and analyse how texts convey ways of thinking about the characters, ideas and themes, and construct a response in oral or written form.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1.
Key knowledge
This knowledge includes
• an understanding of the ideas, characters and themes constructed by the author and presented in the set text;
• the structures, features and conventions used by authors to construct meaning in a range of text types and genres, including print, non-print and multimodal texts;
• strategies for identifying the point of view and values of the author of a text;
• features of texts that affect interpretation; for example, language, form and context;
• strategies and techniques for constructing and supporting a response to a text, including knowledge of an appropriate metalanguage to discuss the structures and features of the print, non-print or multimodal text;
• the conventions of small group and whole class discussion, including ways of developing constructive interactions and building on ideas of others;
• the conventions of spelling, punctuation and syntax of Standard Australian English.
Key skills
These skills include the ability to
• identify and analyse how the structures, features and conventions of a range of text types and genres are used by the authors to construct meaning;
• identify and discuss the values and ideas evident in a variety of texts;
• gather evidence from the text to support different interpretations of the same text;
• construct a response to the text, including the use of appropriate metalanguage to discuss textual features and appropriate evidence from the text to support the response;
• use appropriate strategies to review and edit the response;
• listen actively and respond appropriately to others’ views during discussion;
• use the conventions of spelling, punctuation and syntax of Standard Australian English.
Reading and responding
In this area of study the range of texts expands to include a variety of text types and genres, including print, non-print and multimodal texts. The text set as the focus of this area of study should have literary merit, be worthy of close study and be an excellent example of form and genre. It could be a novel of a particular genre, an autobiography or a biography, or some other kind of imaginative print text (for example, anthologies of poetry or short stories, or scripts for radio, television or stage). Other text types could include, for example, narrative films, documentary films, CD-ROMs, and hyperfiction.
Students discuss and analyse the structures and features used by the authors of these texts to construct meaning. They also examine the ways in which texts are open to different interpretations by different readers. They prepare and construct a response to a text, using appropriate metalanguage to facilitate their discussion, and evidence from the texts to support their response. They explore and use strategies for identifying the point of view and values of the author.
Outcome 1
On completion of this unit the student should be able to discuss and analyse how texts convey ways of thinking about the characters, ideas and themes, and construct a response in oral or written form.
To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1.
Key knowledge
This knowledge includes
• an understanding of the ideas, characters and themes constructed by the author and presented in the set text;
• the structures, features and conventions used by authors to construct meaning in a range of text types and genres, including print, non-print and multimodal texts;
• strategies for identifying the point of view and values of the author of a text;
• features of texts that affect interpretation; for example, language, form and context;
• strategies and techniques for constructing and supporting a response to a text, including knowledge of an appropriate metalanguage to discuss the structures and features of the print, non-print or multimodal text;
• the conventions of small group and whole class discussion, including ways of developing constructive interactions and building on ideas of others;
• the conventions of spelling, punctuation and syntax of Standard Australian English.
Key skills
These skills include the ability to
• identify and analyse how the structures, features and conventions of a range of text types and genres are used by the authors to construct meaning;
• identify and discuss the values and ideas evident in a variety of texts;
• gather evidence from the text to support different interpretations of the same text;
• construct a response to the text, including the use of appropriate metalanguage to discuss textual features and appropriate evidence from the text to support the response;
• use appropriate strategies to review and edit the response;
• listen actively and respond appropriately to others’ views during discussion;
• use the conventions of spelling, punctuation and syntax of Standard Australian English.
Assessments - text response essay and oral presentation
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