Photocopiable Section
79
Photocopiable Section:
Unit 1: Understanding the play and the production
Group Mind Map
Active Learning
80
Unit 1: Understanding the play and the production
Role-on-the-Wall
Exploring the characters in Where in the World is Frank Sparrow?
81
Unit 1: Understanding the play and the production
Role-on-the-Wall
Exploring the characters in Where in the World is Frank Sparrow?
Role-on-the- wall
Useful questions to consider:
 How would Kira describe Frank?

How would Stan describe Frank?

How would Nyx and Warren describe Frank?

How would Frank describe Kira?

How would the characters describe themselves?

Has their understanding of themselves changed over time? If
so, why?
82
Unit 1: Understanding the play and the production
Hot-seating a character
Character analysis
Ideas for Questions:
What is your name?
What age are you?
What is your favourite food?
What do you like? Dislike? Why?
What is your greatest achievement?
What scares you the most? Why?
Where do you feel safest in the world?
What angers you the most? Why?
Who can you talk to if you are upset or worried?
What qualities does a friend have?
What does loyalty mean to you?
What choices have you had to make? Why?
What are your hopes for the future?
If you could chose to go anywhere in the world where would you go? Why?
What makes you feel happy? Why?
83
Unit 1: Understanding the play and the production
Language focus
Understanding a text
This piece of text is from:
Betzien, Angela. (2012) Where in the world is Frank Sparrow? Australia, © Angela Betzien 2010
c/HLA Management Pty Ltd.
Now in Shadow City
A siren sets off a string of stray dogs
And whines up main street
As a blanket of fog
covets the scene.
Red and blue lights streaking
Though the a sheet of sleet
That’s just begin falling.
It’s Autumn
The leaves have fallen
And the earth is dying
Again.
Trees curl up their roots
Like old people’s toes
in nursing homes.
All around is death
The earth turning in its sick bed.
And where in this world of shadows is Frank Sparrow?
that sickly fellow
who does not know
yet
that he could be…
possibly…
maybe our story’s hero.
84
Unit 1: Understanding the play and the production
Art Spiral -Reviewing the production
Writing a review
Helpful ideas for writing a review:
Consider the whole production – Acting, direction, sound, music, costume, set
design, props and lighting.
What aspects of the production did I enjoy?
Why did I enjoy these aspects?
How did the set design and lighting add to my understanding of the production?
Did the music add atmosphere? What music was used? When and how was music
and sound used in the production?
Did the actors play multiple roles? How did this affect my understanding of the
play?
What choices did the director make?
What parts of the production did I least enjoy? Why?
If I was to direct the play would I make any changes? Why?
85
Unit 2: Myths, fairy-tales and legends: Questioning ourselves
Using still images to convey emotions
Drama activity
Images from: Microsoft Office Imagery
http://office.microsoft.com/en-gb/images/ [Accessed 15th September 2012]
Fear
Hope
Happiness
Anger
Worry
Sadness
Love
Excitement
Jealousy
Embarrassment
Nervousness Joy
86
Unit 2: Myths, fairy-tales and legends: Questioning ourselves
Interactive thought shower
Word association
87
Unit 2 Myths, fairy-tales and legends: Questioning ourselves
Investigative envelopes activity
Active Learning
Discussion and reflection on the activity:
How did we decide on what emotions or feelings
were highlighted in the myth/fairy-tale or legend?
What images, texts, colours or textures did we
choose to represent our chosen feeling?
What audience did we choose? How did we decide
on this audience group?
Did we plan the poster layout first?
How did we approach the work?
Did we prefer using words/images or both? Why?
88
Unit 2: Myths, fairy-tales and legends: Questioning ourselves
Agony Aunt or Agony Uncle reply letter
Writing activity
Dear Over world,
So this is my story, it’s unfortunately gory, but that’s how it is
so let’s get down to business. Not so long ago I was above, I had
felt trapped, and without knowing my life was mapped – out for me,
you see. The problem is I met this beour, a stunner who was all good,
and by rights should be here too. I was wondering if ye knew, or
could tell me who to talk to down here to see if I could find her or
find out what happened to her at the very least.
I’d be much obliged and would appreciate the effort.
Talk to ya, Frank
Example of a possible reply letter:
Dear Frank,
Thank you for your letter. Firstly, I hope things are going well for you
down below. Perhaps you should do as Perseus and consider your options.
What means have you for finding information about your beour, as you call
her? What transformations have taken place for you? What powers do you now
have that you may not have been aware of before? If you were to venture to
Shadow City what would be your best means of transport be?
If you wish to stay down below and seek out information perhaps you could
use your wit and wisdom as the King’s daughter once did with
Rumpelstiltskin and seek out others who may have met your beour or know of
her?
I wish you luck on your venture. Let us know how it all goes.
Aunty
xx
89
Unit 2: Myths, fairy-tales and legends: Questioning ourselves
Exploring mythology through poetry
Active Learning
Available from: http://allpoetry.com/poem/8502331-Welsh_Incident-by-Robert_Graves
[Accessed 3rd September 2012]
'But that was nothing to what things came out
From the sea-caves of Criccieth yonder.'
'What were they? Mermaids? Dragons? Ghosts?'
'Nothing at all of any things like that.'
'What were they, then?'
'All sorts of queer things,
Things never seen or heard or written about,
Very strange, un-Welsh, utterly peculiar
Things. Oh, solid enough they seemed to touch,
Had anyone dared it. Marvellous creation,
All various shapes and sizes, and no sizes,
All new, each perfectly unlike his neighbour,
Though all came moving slowly out together.'
'Describe just one of them.'
'I am unable.'
'What were their colours?'
'Mostly nameless colours,
Colours you'd like to see; but one was puce
Or perhaps more like crimson, but not purplish.
Some had no colour.'
'Tell me, had they legs?'
'Not a leg or foot among them that I saw.'
'But did these things come out in any order?'
What o'clock was it? What was the day of the week?
Who else was present? How was the weather?'
'I was coming to that. It was half-past three
On Easter Tuesday last. The sun was shining.
The Harlech Silver Band played Marchog Jesu
On thirty-seven shimmering instruments
Collecting for Caernarvon's (Fever) Hospital Fund.
The populations of Pwllheli, Criccieth,
Portmadoc, Borth, Tremadoc, Penrhyndeudraeth,
Were all assembled. Criccieth's mayor addressed them
First in good Welsh and then in fluent English,
Twisting his fingers in his chain of office,
90
Welcoming the things. They came out on the sand,
Not keeping time to the band, moving seaward
Silently at a snail's pace. But at last
The most odd, indescribable thing of all
Which hardly one man there could see for wonder
Did something recognizably a something.'
'Well, what?'
'It made a noise.'
'A frightening noise?'
'No, no.'
'A musical noise? A noise of scuffling?'
'No, but a very loud, respectable noise —Like groaning to oneself on Sunday morning
In Chapel, close before the second psalm.'
'What did the mayor do?'
'I was coming to that.'
91
Unit 2: Myths, fairy-tales and legends: Questioning ourselves
Creating our own myths, fairy-tales and legends
Writing activity
Fables and Tales
The traditional fable follows a very clearly defined pattern of narrative. In his
book The Morphology of the Folk Tale Vladimer Propp defines 36 patterns
which occur in a specific order. In any one folk-tale or fable not all of these are
present but each element occurs in its particular order.
The order you choose might be:
1. The hero goes out of his environment.
2. An interdiction is addressed to the hero.
3. The interdiction is violated
- This always allows the villain to act4. The villain begins to act.
5. The villain attempts to deceive his victim in order to take possession of
him or of his belongings.
6. The victim submits to deception and thereby unwittingly helps his
energy.
7. A difficult task is proposed to the hero.
8. The hero withstands a test.
9. The hero acquires the use of a magical agent.
10.The hero and villain join in direct combat.
11.The villain is defeated.
12.The task is resolved.
13.The hero lives happily ever after.
92
Unit 3: Understanding and discussing gang violence
Graffiti Board
Discussion and writing about gang violence and territory
93
Unit 3: Understanding and discussing gang violence
Group Comic Strip/Storyboard Activity
Active Learning
Betzien, Angela. (2012) Where in the World is Frank Sparrow? Australia, © Angela Betzien 2010
c/HLA Management Pty Ltd.
Scene: Aaron South and his gang
Chorus
Now is the time for fate
to throw a spanner in the works
for round the corner
in the murk of Shadow City
a danger lurks
in the form of the South’s gang
deadly enemy to every Kelly.
Our pair to whom love is in the air
remain blissfully unaware
until the Souths saunter
dangerously east and meet
our star crossed lovers in
the midst of their midnight tryst.
The one who clocks them first
is the worst of the band.
Aaron South, eldest son of Dan
Now Dan’s a man you don’t want to
meet on a dark night.
Dealer in stolen cars, cigars and arms
and life-long enemy
of Patrick “Pigiron” Kelly.
Together they form Shadow City’s
criminal underbelly.
Dan’s son Aaron is just as twisted.
At school he carries a knife
stirs up strife
and fights bare fisted
just for fun.
Don’t give this son a gun
cos he’s mean for sixteen
and he thinks he is one.
Aaron
What have we got here?
Coupla a kissy cuddly doves in love
Boys give em a shove.
The gang shove Frank and Kira.
Aaron
I don’t like you two
so how about we fight
five against
you.
Aaron points to Frank.
Oh and I’ll use a knife
does that sound all right?
Kira
That’s not fair.
94
Aaron
Do I look like I care?
Kira
Touch him Aaron South you’re jelly
cos my Dad’s Patrick “Pigiron” Kelly.
Aaron
Yeah really?
Look at my legs
they gone all wobbly?
South Boy
Shit Aaron
She’s Pigiron’s daughter
We hurt her
there’ll be all out slaughter.
Let’s just leave ‘em.
Aaron
Come on boys carpe diem.
This is South’s turf to surf
Comin here is deadly
for every Kelly
so with their blood
we’ll mark our territory.
Aaron reveals his knife.
Aaron
Shall we?
Aaron lunges at Frank.
Frank is backed into a corner by the gang of Souths. He is trapped. Frank closes his eyes, preparing to die
like a defenceless mouse.
Kira
Frank!
Aaron lunges again with the knife and Frank transforms into a vicious wolf.
He snarls.
Frank launches at the gang and savages Aaron South until he is dead.
Frank transforms back into human form.
Chorus
And for a second the gang all stand and glare
while Aaron’s eyes go cold
and fix a deathly stare.
A police siren.
The Souths gang flee the scene.
Frank
Is he?
Kira
Yeah.
Frank is covered in blood.
He has blood on his mouth and hands.
He wipes it away with his shirt.
Frank
What have I done?
Kira
Frank what did you just become?
95
Frank panics and can’t breath. He finds his Ventolin and inhales.
Scene: Frank and Kira try to escape
Chorus
Frank and Kira run for their life
into the dark and moonless night
and right behind
hunting them like hound
are the two henchmen
from the underground
Down dale and up hill
they gun it until
at the fish and chip shop…
Frank
we stop
Kira
catch our breath
Frank
rest.
Chorus
Then when a member of the Kelly gang spots Frank’s face
Kelly
Hey!
Chorus
The gang drop their chips and join the chase.
A milk truck screeches
and just before it reaches Frank
it hits the breaks
Frank freezes
to extract his heart from his mouth.
Frank
Let’s go South.
Chorus
Under the bridge across the ridge
Kira falls over the brick wall
skins her knees
scrambles to her feet and flees
and that’s when she sees…
Kira
The Souths
hanging out
Souths
You’re dead meat.
Kira
Let’s go East.
Chorus
And now they
have three forces hot on their tail
chasing their trail.
A siren wails.
Frank
Make that four.
Chorus
The police have received a call.
Then when Frank and Kira round the bend…
Frank/Kira
Dead end!
Chorus
Behind them the sirens wail
but this wall is too tall for them to scale.
96
The sirens grow louder and louder
Suddenly the ground opens up and Frank is pulled underground.
Kira
Frank.
The hole in the ground closes up. Kira drops to her knees and digs at the ground where Frank has
disappeared.
Kira
Frank. Frank. Frank.
97
Unit 3: Understanding and discussing gang violence
Group Comic Strip/Storyboard Activity
Active Learning
98
Unit 3: Understanding and discussing gang violence
Status cards
Drama activity
Pairs Activity:
Discussion and reflection follow on activity about Where in the World is Frank
Sparrow?
Read the following extract taken from Social Psychology (4th ed) 2005 by Michael A.
Hogg and Graham M. Vaughan aloud to the group:
“All roles are not equal: some are consensually more valued and respected and thus
confer greater status on the role occupant. The highest-status role in most groups is the
leader. In general, higher-status roles or their occupants tend to have two properties: 1.
consensual prestige; 2. a tendency to initiate ideas and activities that are adopted by the
group.
Groups furnish a pool of relevant others with whom we can make social comparisons in
order to assess the validity of our opinions and abilities.” (Hogg and Vaughan, 2005,
305)
Pairs activity: These questions are available in the photocopiable section.
Think about the different roles and status in Where in the World is Frank Sparrow?
What role did Aaron South have in the South gang?
What status did he have? Why and how did Aaron have that status?
What role did Aaron South’s gang provide for him? How had they come to the
consensus that Aaron was their leader?
What role did Kira play in her father’s gang?
Did any character’s status change? How? Why?
Frank wasn’t part of a particular gang. How did this make him feel?
Do males and females differ in their presentation of status? How did Kira demonstrate
her status?
How did the Kellys and the Souths show their status in Shadow City?
99
Unit 3: Understanding and discussing gang violence
Walking debate
Gang structures
Statements for the walking debate:

A gang provides protection.

Being part of a gang means everything.

The leader in a gang is more important than the other gang members.

It would be good if gangs ruled our world.

Followers should always agree with their gang leader.

It is important to use violence to defend yourself.

Sensitivity in gang members is not allowed.

Rivalry can help build character in a person.

Being a member in a gang gives you an identity.

You should always defend your territory.

More statements could be improvised during the walking debate.
100
Unit 3: Understanding and discussing gang violence
Discussion groups
Small group activity
Questions to think about:
What is a gang? Why or how are gangs formed?
What is gang violence? Where or when do we witness it?
What is the role of a gang member? What is the role of a gang
leader?
What could people do if they were part of a gang but feeling
uncomfortable with some of the gang’s attitudes?
Who could they talk to? What advice would you give them?
What can schools and the wider community do to prevent
gang violence?
101
Unit 3: Understanding and discussing gang violence
Group Diamond Nine activity
Active Learning
Diamond Nine Statements: Focus on
Gang violence
It’s important to
I feel like I belong
be part of a gang
It’s better to be
It’s important that
seen and not
my family is
heard
respected by other
people
I believe in doing I don’t care what
the right thing
other people think
about me
I don’t consider
I regret what I did
myself to be
violent
Carrying a knife
I want people to
provides
get along
protection
102
Unit 3: Understanding and discussing gang violence
Responding to the “How big do you feel?” Knife crime - Garda Síochána campaign and “Carry a
knife and the consequences will follow” – Metropolitan Police video
Questions for the “how big do you feel?” - Knife Crime and “Carry a
knife and the consequences will follow” video:
What happens if you are convicted of carrying a knife?
How much will you be fined?
Are there other consequences of carrying a knife?
What consequences of knife crime are evident in the “Carry a knife and
carry the consequences” video?
How does the character carrying the knife feel?
Why did the producers of this video choose to show the effects of knife
crime in this way?
103