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An inflatable rubber suit

Students will compose an imaginative piece of writing, using the photographic stimulus. They will then find their own family photograph from a family album, conduct family research and present their photograph and the story behind the photograph to the class.  
Stimulus #1: 
Family photograph: V.P. Taylor in Inflatable Rubber Suit, floating on San Francisco Bay, 29 September, (1926).

Text Type

Imaginative and informative: Students will compose an imaginative piece of writing, using the photographic stimulus. They will then find their own family photograph from a family album, conduct family research and present their photograph and the story behind the photograph to the class.  

Background notes for teachers

Learning Intention

Students are learning to:

  • Communicate effectively in different contexts
  • think imaginatively, creatively, interpretively and critically using visual stimulus

Success Criteria

Students will be successful when they can:

  • use interaction skills
  • create a narrative that uses aspects of the visual stimulus students have experienced
  • plan, rehearse and deliver a presentation

 

The photograph

This black and white family photograph of V.P. Taylor in Inflatable Rubber Suit depicts Vincent Patrick Taylor floating on San Francisco Bay in the USA in 1926. The nephew of George Augustine Taylor, who was one of Australia’s first aviators, Vincent Patrick, was a balloonist and a stunt man.

The photograph is part of a large collection of family photographs (1884 – 1968) donated to the State Library of New South Wales by his uncle George Augustus Taylor who was an aeronaut, artist and bookseller.

An aeronaut travels in hot air balloons and other flying vehicles.

An aviator is a person who flies aeroplanes.

 

Student Activities

What is he up to?

Students question and brainstorm the backstory for a photograph from the collection.

Number of set tasks: 2

Tell a story

Students compose a narrative using a photograph from the collection as a stimulus.

Number of set tasks: 1

Your family album

Students find an old photo from their family album, conduct interviews to find out the backstory and present their family photograph to the class. 

Number of set tasks: 3

NSW Syllabus for the Australian Curriculum: English K-10

A student:

  • communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN3-1A
  • thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts EN3-7C
     
Students:
 
EN3-1A
  • plan, rehearse and deliver presentations, selecting and sequencing appropriate content and ⦁   multimodal elements for defined audiences and purposes, making appropriate choices for ⦁   modality and emphasis(ACELY1700, ACELY1710)
  • use interaction skills, for example paraphrasing, questioning and interpreting nonverbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
  • identify and summarise key ideas and information from guest speakers, eg note-taking or using digital technologies

EN3-7C
  • create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1612, ACELT1618)
  • adapt aspects of print or media texts to create new texts by thinking creatively and imaginatively about character, setting, narrative voice, dialogue and events

 

In each year of Stage 3 students must study examples of:

  • visual texts
  • media, multimedia and digital texts

Across the stage, the selection must give student experience of:

  • everyday and community texts
  • an appropriate range of digital texts, including film, media and multimedia

Learning across the curriculum

General Capabilities:

  • creative and critical thinking
  • literacy