Mirror

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The child is foregrounded in both images, highlighting their importance. However, the child in the Moroccan image is larger than his western counterpart. What might this suggest? One of these is usually the woman’s wedding scarf, the colours and design of which signify the tribe she is part of. I take off along a thin path in the direction of the souk. It’s a lovely walk, crossing streams by stepping stones, passing a village. Maybe I walked 5-6 km before reaching the souk, by which time I could see paths in every direction, with other people and mules heading there too. There were no cars, only donkey parking

The next activity gives the children to opportunity to speculate about the use of the word ‘mirror’ as the title. During reading First impressions Correction: Teacher will correct each student’s ‘The ArtisticWork of Jeannie Baker’ worksheet. This will allow for a thorough assessment of In this learning opportunity, students will focus on the particular artelements of shape, texture and colour, expanding their knowledge of these elements. Students will be introduced to the picture book by Jeannie Bakercalled Mirror, which shows the comparison of two boys and theirfamilies, one in Sydney and the other in Morocco. Students will be able toapply their knowledge of the particular elements through focusing on specificillustrations that exist in Mirror as well as their ownartwork created in the previous lesson.

Car park’ includes enamel paints, acetate plastic, preserved vegetation, earth, wire (shopping trolley) In terms of physical characteristics, Baker was able to capture the uniqueness of two cultures in one book. The clothes can easily be compared. The Americans are all in very different clothes while the Arabians dress in different head coverings of similar fabrics. It is clear in both stories that family is important. Students should incorporate one (or more) of the techniques employed by Baker in Mirror to promote intercultural understanding, such as the use of a central motif, juxtaposition or multiple points of view. There is a lot of communication between me and my British editor and designer, and as with this book, its usual for them to question various details and see ways in which I can communicate my ideas more effectively.

As part of the task, students need to write a 500-word pitch to the publisher, where they explain the ideas behind their picture book, its intended audience and how they have used visual language and narrative conventions to promote intercultural understanding. Typically, westerners read from left to right. Baker has constructed the Moroccan narrative in Arabic fashion, to be read from right to left. Ask students how they found the reading process: was it a challenge? Is this an effective strategy to encourage readers to engage in a different cultural practice or does it alienate western readers?Ask students to compare the life of the Moroccan boy to their own. This might form the basis of a small group discussion. Additionally, they might compare their own family life and daily experiences with that of the Australian boy in the text. They might record their responses in the form of a Venn diagram. Baker uses the technique of ‘mirroring’ to highlight similarities between the cultures despite their obvious cultural and geographic differences.

Model the construction of effective paragraphs explaining how Baker uses visual language codes and conventions to create meaning. Focus on aspects such as effective paragraph structure, making connections between conventions and meaning, and using textual evidence effectively. We went to bed early (about 9pm) Fadma, Hammou and the children (relatives of Mohamed) slept in another room to lessen the chances of our being woken in the night. Fadma and Hammou put themselves out so much for us. Each year the labour gets harder as they need to travel further to find new suitable areas of grass.As with every new project, I enjoyed playing with collage materials I’d never tried before these included using various earth pigments and spices collected in Morocco. And also clay paints, Tadelaxt (which is a lime based plaster) and traditional Moroccan mud plaster, these gave me the natural soft pink tones and textures found in the traditional mud buildings and landscapes of Morocco. Prior to introducing the text, introduce the concept of a mirror. Lead students in a discussion of the function and purpose of a mirror. Especially consider the nature of the reflected image.