These notes may be reproduced free of charge for use and study within schools but they may not be reproduced (either in whole or in part) and offered for commercial sale.
Visit www.randomhouse.com.au/readingguides for information on other Random House
Australia teaching support kits and reading guides.
Copyright © Random House Australia 2009

Blue Noise is an empowering story of three year 10 teens brought together through their love of music. Ash and Erin have noticed each other at school, but both are too shy to make contact: Ash because he is worried about his family and how others perceive them, and Erin because she lacks confidence and fears her family would disapprove of her dating. New student Charlie is wildly enthusiastic about blues music and insists that Ash and Erin form a band with him. Charlie and the band inspire Ash and Erin to break free of their restrictions and form a relationship, while Charlie makes friends he will have for life – wherever it takes him. Charlie’s family is unlike anything Ash or Erin have ever seen: frenetic, welcoming and open-minded. But there is a downside to their spontaneity. Each of the teens must work out what is most important to them and how to make it happen despite setbacks. Blue Noise is about people letting you down, how to survive your family and the amazing thrill of making music with your friends.
TEACHING SUPPORT KIT Blue Noise 2

Debra Oswald has written for a variety of formats: television, film, stage and radio, as well as novels for children and teens. Her stories depict everyday life in an exciting and involving way, with authentic, easily recognisable characters. Her novels for younger readers include The Redback Leftovers, The Return of the Baked Bean and The Fifth Quest.
Her first teen novel, Getting Air, was adapted from her award-winning play Skate and published in 2007.
Dags, her best known play, has toured internationally, been shortlisted for awards and is one often used as a school text. The plays Sweet Road and Gary’s House have also been shortlisted for awards and Stories in the Dark won the NSW Premier’s Literary Award for Best
Play in 2008.
Debra sold her first radio play at 17, and has earned a living through her writing ever since.
She has written episodes of many respected Australian television series, including The
Secret Life of Us, Police Rescue and Bananas in Pyjamas.
For more information on Debra visit www.randomhouse.com.au
or to book a school visit or workshop visit Lateral learning: http://www.laterallearning.com/authors/oswald.html
Classroom suggestions:
 Check out some other novels by this author and discuss them with the class.
 Set up an interview with Debra Oswald for your class. (The interview could be via email, online chat or a school visit.)
 Ask the class for questions they would like to ask Debra Oswald about this book.
Debra Oswald writes:
‘I fell in love with blues music when I was fifteen. This mostly involved lying on the bedroom floor in the dark listening to records but I also craved the chance to see live music. So my friend and I used to sneak into French’s Wine Bar in Oxford Street (you could get away with that in those days) to see blues bands like The Foreday Riders. Back then, I loved B.B.
King, Ray Charles, The Rolling Stones, Junior Wells and heaps of other blues musicians.
‘A few years later, my first real TV job was writing scripts for Sweet and Sour. ‘S and S’ was an ABC show about the struggles and adventures of a young rock band. I suspect the old
Sweet and Sour soundtrack LP is still hanging around in many people’s vinyl collections.
‘My connection to music had a resurgence a few years ago when my son Joe was twelve. Joe loved the Blues Brothers movies and went down to our cellar to dig out my old vinyl blues records. Joe decided to learn harmonica and he was lucky enough to have blues legend Jim Conway as his teacher. (Blue Noise is dedicated to Jim.) Soon after, Joe
TEACHING SUPPORT KIT Blue Noise 3

formed a band with friends from school and now our house is often full of teenage musicians, amplifiers, instruments, tangles of leads, pizza boxes and loud music. I love it.
‘Because of Joe’s passion for music, the whole family started sussing out live music venues. This is tricky because so many music venues won’t let under kids under eighteen in, which is a great shame. We love music festivals, like the ones in Narooma and the Blue
Mountains. The whole family can go to a music festival, wander around sampling lots of different bands – a massive music pig-out. One of those festivals is featured in the book.
‘So, thanks to my son’s love of blues music, I have really rediscovered it. I’d recommend live music to everyone – kids and adults. It’s a great thing for teenagers to do – going to an all-age gig with their friends or going to a venue with their parents. Recorded music is wonderful but there is nothing to compare to the thrill of a live gig with the bass thumping in your ribcage and the musicians making the music a few feet away from you.’
Blue Noise is a realistic coming of age novel in a contemporary suburban Australian setting. Sydney is mentioned as the setting, however it is easy to imagine the story unfolding in any Australian city or town.
The story’s events are described in chronological order, using third-person narration.
Rather than an omniscient third-person narration, the chapters alternate between Ash’s and Erin’s points of view, in a third-person, limited narration. As such, some events are briefly described twice, showing readers both characters’ interpretations.
Questions
 Discuss with your students how other novels are structured. What other structures could there be? Have they read any novels where events are not told in chronological order? Or that use an unusual point of view or narrative voice?
Blue Noise is conversational and relaxed, with jokes between its characters allowing the reader to feel at home with the people in the story. Tension, suspense and dramatic irony are created by the alternation between Ash’s and Erin’s points of view. The author uses natural, everyday speech to create immediacy and realism in the scenes, particularly at points where characters struggle to come to terms with what they are experiencing.
TEACHING SUPPORT KIT Blue Noise 4

THE BLUES
It may help your students to do some research into blues music before they start discussing the book. There are many websites devoted to blues (though note that some are inappropriate for school use). The following are school-friendly:
 http://en.wikipedia.org/wiki/Blues (succinct summary of the blues, its origins, history and major players)
 http://www.scaruffi.com/history/blues.html (musicians’ website about the origin of the blues, history and main players)
 http://en.wikipedia.org/wiki/List_of_blues_musicians (Wikipedia page about blues musicians)
 Task: Set a homework or class task to research the blues. What it is? How did it start?
Who are the main players, singers, bands etc? What are some well-known songs?
 Listen: Have some of the music playing in the classroom. Choose some of the better known artists, such as Billie Holiday, Eric Clapton, The Blues Brothers, John Lee Hooker,
BB King, Charlie Musselwhite, Ray Charles, Renee Geyer, Bob Dylan and so on.
 Read: Have some of the lyrics for some of the more popular songs displayed in your classroom. Is there a common structure to a blues song, or common themes?
 Look: Hang up some pictures of several of the more famous blues players and singers and bands.
 Watch: Show the class sections of the Martin Scorsese film The Blues (2003). It is a 7-part documentary which may be available in your school or public library. (Some sections are more suited to adults, so content should be checked first.) http://en.wikipedia.org/wiki/The_Blues_(film)
 Creative writing task: Ask students to write a blues song, starting with the classic opening line, ‘I woke up this morning . . .’
FORMING A BAND
Discuss with your class:
 What is involved in forming a band?
 What are some of the pitfalls?
 What are seen by the class as the positive aspects of being in a band?
 Ash and Erin both allude to the possible and probable problems involved in forming a band. Ask your students to read the chapters in which this is discussed.
 The band Blue Noise has some problems along the way. Ask the class to reread the chapters where these problems occur. Ask the students to outline the problems and why they have occurred. What conclusions can your class draw about the problems that occur with bands and their members and the resolution to such problems? Would the problems be bigger in well-known bands?
 Perhaps look at a band that has had many changes in its lifetime (e.g. The Beatles).
What style did they originally play? How many name changes did they have before they became The Beatles? What changes in their lineup occurred over the years?
TEACHING SUPPORT KIT Blue Noise 5

 Can students suggest some spectacular band break-ups that have occurred over the years? For example, Simon and Garfunkel, who recently toured Australia, split many years ago. Ask your class to find out what sort of group they were, how long they were together, why they split, and why they would come together after all this time.
PLAYING A MUSICAL INSTRUMENT
 There are probably some students in your class who are learning a musical instrument.
Would they be able to share their experiences with the class?
 Is there a music department in the school where students could share their experiences?
 Is there a class set of instruments in your school which your class could borrow for the term? (Some schools have a set of ukuleles or recorders or easy keyboards.) Talk to a music teacher to see if this is possible for the time your class is reading Blue Noise.
AUSTRALIAN BANDS
Debra Oswald mentions a number of bands and blues players in her acknowledgement.
Have the class look at their websites to see what sort of music they play: http://www.bigwheel.com.au/ http://www.chriswilson.com.au/media/biography.htm
http://www.thehandsmusic.com
Activities: Use BLM 3: Write an article for a music magazine or BLM 5: Make a poster for
Blue Noise to ask students to show what they have learned about the blues and the band
Blue Noise.
TEACHING SUPPORT KIT Blue Noise 6

Blue Noise could be read as part of a literature circle. Divide the class into groups of 4–6.
Offer a selection of novels: each group is to pick one book to read. Each group is to meet once a week to discuss the chapters they’ve read; what is happening, how the characters are developing and what they think about the novel.
Listed below are some other novels with similar or contrasting themes – such as a love of music, or learning to live with your family – to complement a study of Blue Noise. You could also ask your teacher librarian for more suggestions.
Mac Slater,
Coolhunter
Tristan Bancks Mac is approached to become a ‘coolhunter’ for a website. Is being ‘cool’ about popularity, or fashion, or can a geeky inventor like Mac also be cool? (Suitable for years 7 and 8.)
Will
The Rage of
Sheep
That’s why I wrote this song
Hot nights, cool dragons
Maria Boyd
Michelle
Cooper
Susanne
Gervay
Matt Zurbo
Will’s punishment for mooning the girls’ school bus is to be in the band for the school musical. He makes new friends, and learns how to overcome his grief at losing his father. (Suitable for years 8 and 9 [contains some swearing].)
Hester begins to question her friendships and the religion she was brought up in. She discovers new music and learns more about herself and how to be assertive. (Suitable for years 8 and 9)
The relationships between fathers and daughters is played out in this novel. Pip and two school friends create a band called ‘Not Perfect’.
Sassy and Bobby set out one hot night to find a jazz group, the Firebreakers, who are descended from dragons.
Forbidden Anthony Hill
Chicken dance Jacques
Couvillon
Forbidden to play music in his strange society,
Angus fulfills a promise to play his fiddle at the crossroads.
Living on a chicken farm where his parents have no interest in the birds whatsoever, Don becomes more and more fascinated with the details of his life that just don’t add up.
Use BLM 1: Literature circle to have students write about what they are discovering in the novel.
TEACHING SUPPORT KIT Blue Noise 7

Chapter Main points (with a focus question for each chapter)
1 Ash and Charlie meet in the music shop, Guitar Heaven. Charlie tells Ash of his plan to set up a blues band and invites Ash to join.
(What do we learn of these two characters in this chapter?)
2
3
The Corrigan household is revealed as Ash returns home to find his mother lying in bed, brother Luke semi comatose, and proof that his oldest brother Ben still hasn’t been home.
(What are the main features of Ash’s home life?)
Charlie runs into Erin Landers in the corridor at school and asks her to join the
4
5
6
7 band as keyboard player. Her confusion and inability to organise her thoughts allow him to believe she said yes.
(How does Erin take the news that she is being drafted into a band?)
Ash visits Charlie’s house. The Novak household is the opposite of what Ash knows. It’s full of people, is fluid and noisy. Ash feels welcome and stays for tea.
(What differences does Ash notice about Charlie’s household?)
First rehearsal of the band reveals the members’ personalities. Charlie’s enthusiasm compensates for their lack of experience. They discuss the band’s name and Charlie downloads blues music on their MP3s to allow them to familiarise themselves with it.
(How do the band members react at their first rehearsal?)
Rehearsals are going well. Each player is committed except for the singer, Lily.
Charlie adores her, but she seems to have little interest in the band.
(What does this chapter show us about Charlie?)
Ash has a part-time job delivering medicines in the local area. Charlie calls Ash and the pair goes to listen to a band, but as they are under 18, they have to listen from outside.
8
9
10
11
12
13
(Where do Ash and Charlie go to listen to a blues band?)
Erin likens the rehearsals and talking to the other members of the band to the time she went whitewater rafting with her school: a terrifying experience.
(How does Erin see her involvement with the band?)
The band members meet after rehearsals for food, when Charlie announces that they will be playing at the school assembly next Friday.
(How do the band members react to Charlie’s news?)
Their session at the school assembly goes well, and Erin sails through her solo without thinking about it.
(Describe their participation in the school assembly.)
Ash’s savings towards buying his dream guitar are growing. He talks to his brother Ben and ends up giving him some money, knowing he will never get it back, then goes to the Novak house for company.
(Why is Ash so pleased to be talking to his brother Ben?)
Ash and Erin talk to each other on MySpace. Erin breaks off the contact in case she says too much, and then after an encounter with her parents, writes a song called ‘Tongue-tied’. She emails this to Charlie, but regrets it instantly.
(How well is the relationship between Ash and Erin developing?)
Erin’s song is presented to the band by Charlie; they rehearse it and decide it will be included in their repertoire. Ash and Charlie talk about a blues festival and its possibilities.
(Why are Ash and Charlie discussing going to a blues festival?)
TEACHING SUPPORT KIT Blue Noise 8

14
15
16
17
18
19
20
21
22
23
24
25
26
27
Charlie is organising the band members to come to the blues festival with his family and their friends. A famous US blues band are headlining. Ash hears Ben and his mother arguing in the night.
(What does Ash feel when he hears Ben and Marion arguing? What could he have done?)
Ash goes to Charlie’s place to board the minibus for the festival.
(How far has Erin and Ash’s relationship gone?)
Erin recalls hearing her mother talk to Charlie’s mother about the trip. On the minibus with the Novak family and all the others, Erin has a sudden panic attack, wondering why she said she would go.
(Why do you think Mrs Landers allowed Erin to go on this trip?)
At the first day of the festival the three friends watch some bands together and split up to see others. Erin is impressed by blues singer Christine De Sousa, and summons the courage to speak to her at the end of the set.
(What traits of Erin’s personality are brought forward at the blues festival?)
The trio meets at the performance of the star of the festival, Jimmy Nicholls, an
American blues artist. The next morning at the local shop, Ash and Charlie bump into Jimmy and his wife, and talk to him about the festival and how it is going. Charlie pushes one of their CDs into his hand, to Ash’s embarrassment.
(How different is a festival from going to see a band at a concert hall, music venue or hotel?)
Erin summons up the courage to speak to her parents about her study plans for the following year. She rehearses what she is going to say and, surprisingly, her mother tells her father not to interrupt and allow Erin to finish what she is saying.
(What changes in the Landers household occur in this chapter?)
Guitar Heaven is having a mammoth sale, and Ash’s favourite guitar has been marked down so much that Ash can afford it. They arrive at the shop early in the morning to be one of the first inside.
(Why is this guitar so important to Ash?)
The blues festival has given the band fresh inspiration and rehearsals go well.
Charlie is attempting to gain the band publicity. Erin has some worrying thoughts about Ash. The band is selected as one of the bands to play at
Ignition, a radio competition which showcases new bands.
(What subtle shifts between band members’ relationships appear in this chapter?)
Charlie and his family are moving to Guatemala. They’re already packed and
Ash and Erin are gutted at the news.
(How does each member of the trio react at Charlie’s news?)
Ash arrives home in a despondent mood, only to find that Ben has pawned his guitar. He seeks him out at the local hotel’s gaming room, and confronts him.
(How does the author show the two sides of gambling addiction?)
Ash steals money from Mr Galea, and immediately feels downhearted. He goes to the hotel to hear the usual bands, but sees Jimmy Nicholls. Jimmy has heard their CD and sneaks Ash into the venue with him. Ash is invited onto the stage to play towards the end of the set.
(Why does Ash feel so low? How does this chapter show the extremes of good and bad?)
Ash visits Erin to tell her what has happened. They are hesitant with each other, but declare that they both want the band to keep going.
(What impels the band members to keep the band alive?)
Ash returns the money to Mr Galea.
(How difficult is this for Ash?)
Erin and Ash search for new band members to replace Charlie and Lily.
(What new responsibilities are Erin and Ash taking on?)
TEACHING SUPPORT KIT Blue Noise 9

28
29
30
31
Charlie contacts Ash from Guatemala and makes suggestions about what the band can do now. The Ignition concert is coming up and although the band is ready, they are unsure whether Lily will show up.
(Why is the band still unsure about Lily?)
It’s the day of Ignition, and Lily is not coming, so Erin must do the vocals. Her memories of Christine De Sousa help pull her through.
(How does Erin overcome her panic attack?)
Ash realises that the song Erin sings, ‘Best Friend Blues’, is about him.
(How well is their performance received?)
The story wraps up. Erin and Ash are together, Ash hopes that his family will improve, but is realistic enough to see that his hopes may not eventuate.
(Write a further chapter for the book, showing the families in five years’ time.)
Each theme has a brief introduction, followed by a table with chapter references and questions. Students can work through these or in small groups over one or two classes, then discuss their findings in class.
FRIENDSHIP
Many lines of friendship are developed in this novel. The band is a disparate group of people brought together by Charlie and his enthusiasm. The following tables give focus questions to track the friendships between different groups of characters.
Ch What happens
1
4
7
Ash and Charlie meet in the music store
Ash visits Charlie’s house
Charlie and Ash become regulars outside the Carlisle Hotel, listening to bands
8–11 First rehearsal
13 Charlie brings up the idea of the music festival
15–19 Blues festival
20
22
23
28
31
Guitar Heaven sale
Charlie is leaving
Ash is despondent
Charlie helps with the band from afar
Glebe performance
Focus question
What does Ash think about Charlie?
What does Ash learn about Charlie?
How do jaunts like this cement a friendship?
What form does the growing friendship between Ash and Charlie take during rehearsals and when they are with the band?
How is the friendship between the two progressing?
What do we learn of their friendship at this festival?
How does this event cement the friendship between Ash and Charlie?
How does Ash receive this news?
What does Ash fell about Charlie now?
What does this show about their friendship?
How do we know that their friendship is strong and will continue?
TEACHING SUPPORT KIT Blue Noise 10

Ch
5
6
8
12
What happens
Erin realises Ash will be in the band
Focus question
What do we learn of Erin as she thinks about
Ash? What does she notice about him?
Ash thinks about Erin at rehearsal What does he notice about her that he likes?
Rehearsal: What do we learn about how Erin and Ash admire each other?
MSN There are many clues here about their friendship going further:; what stops them?
13
15 –
19
21
22
25
27
Erin’s song
Blues festival
Erin has some worrying thoughts about Ash
Charlie is leaving
Ash visits Erin in the middle of the night
Erin and Ash decide to keep the band going
What does this song tell the reader about how she sees Ash?
Chart the progress of the friendship at the festival.
What form do these thoughts take?
Who does Erin think about when she hears this news?
What does each wish to happen? Why doesn’t it?
What do they do about keeping it together?
30
31
Ash realises Erin’s song is about him
Ash and Erin come together
What does he decide to do about it?
Group work: How do you imagine the friendships between Ash, Erin and Charlie might turn out in the future?
Why is this a satisfying conclusion for the reader?
 What is the future of these friendships?
 Will the relationship between Erin and Ash continue?
 How will the band retain links with Charlie?
 What might the future hold for Charlie, Erin and Ash?
Ch
1
3
What happens
Charlie recruits Ash
Charlie recruits Erin
5
8
9 Portuguese place
11 First performance
13
First practice
Band rehearsal
Rehearsal
Focus question
What does Charlie tell Ash about the other members?
What does Charlie tell Erin about the other band members?
Who are the other members? How did Charlie recruit them? How do they all come together at the first rehearsal? What problems may arise?
What does Charlie push them all to do? How is the band working together?
What points to the group being friends? What strains are appearing in their relationship?
How do all the members feel at the end of their first performance?
How does Erin feel when the band plays her song?
TEACHING SUPPORT KIT Blue Noise 11

15–18 The trip to the Blues
21
22
Festival
Rehearsal
Charlie leaving
25
27
Erin and Ash decide to keep the band together
Group plans to keep going
28–30 Glebe concert
What support do the members show to each other and particularly Erin?
What does their trip show about the relationships between group members? How well do they interact at the festival?
Lily does not seem to feel part of the band. How do we know this?
How must Charlie feel at having to leave the school at this time? What does the novel tell us about the band members’ feelings?
How well do they know each of the band’s members when talking about keeping the band going?
What part does friendship play in the decision to keep going?
What do we learn of the band members during this performance?
Group work:
 Compare the band’s development with the experiences Ash alludes to in chapter 1.
 Discuss what makes this band work.
 Discuss the techniques Charlie uses to keep the band working together.
FAMILIES
Families and the differences and similarities between them are integral to the book. The quote ‘All happy families resemble one another, but each unhappy family is unhappy in its own way,’ (Tolstoy, Anna Karenina) could be used as an introduction to this theme in the classroom.
The three families each have their own problems:
 All the members of Ash’s family are unhappy. Ben is hiding a gambling problem, Luke is withdrawn and unsure what to do with his life, and Marion is experiencing depression while trying to keep her family together. Ash is unsure how to help any of them, and how to avoid becoming like any of them, while feeling guilty about being ashamed of his family.
 Erin is afraid of disappointing her parents. She is used to being told what to do and having her life mapped out for her, while they are unaware that she feels they have too much control. When she decides to stand on her own feet, she must summon up a great deal of bravery.
 Charlie’s family is in stark contrast to Ash’s, but Charlie is not as happy as Ash thinks. He has set up the band, made some very close friends, then almost without warning he is whisked off to Guatemala. He is embarrassed and upset that he must leave with so little time to say goodbye.
 See BLM 4: Families for a worksheet to compare the three families.
TEACHING SUPPORT KIT Blue Noise 12

GAMBLING
Ash’s brother Ben has a gambling problem. He loses all his money, lies about his source of income, fantasises about things he will do, and steals Ash’s guitar to pay for his gambling.
Many hints about Ben’s behaviour are given early in the book to signal an addiction.
Group work: Tracking Ben’s addiction
Reread the chapters noted and answer the questions in your group.
2
11
14
20
23
31
What do we learn about Ben in this chapter?
What warning signs are there to alert us to Ben having a problem?
How does Ash see his brother?
Ash is thrilled to see his brother, and wants to tell him about his band. What response does Ash get from his brother?
What signs do we see of a problem emerging?
Ash tries to get Ben to come to the festival.
How does Ben react to this?
What further evidence is given that Ben has a problem?
What does Ash overhear that gives him cause for concern?
Ash comes home to find Ben in a friendly mood. They talk and play Ash’s new guitar together. What further information is given about Ben’s situation?
Why is Ash hopeful about Ben?
Ash comes home to find that Ben has stolen his guitar and pawned it. What makes this chapter a turning point in the novel?
What is Ben doing to try and make amends?
How do you see Ben’s future?
Extension exercise:
Visit http://www.betterhealth.vic.gov.au/ (website for Health Issues maintained by the
Victorian Government). There is a large section on gambling – go to their website and type ‘gambling’ in the search line. There you will find a Gambling Quiz, a section on how gambling affects family and friends and ways to control the addiction.
 What questions in the quiz would have alerted Ash and his mother to Ben’s addiction?
 What does the website say about helping gambling addicts?
 How could this website help Ash and his family?
PANIC
Erin is uneasy when approached by people she is unsure of or placed in situations that are new or threatening. Sometimes this borders on panic attacks; she cannot respond and feels ill. Some people’s panic attacks are so severe that they need hospitalisation and sometimes become reclusive.
Focus questions: Reread the relevant chapters and answer these focus questions:
Ch
3
What happens
Charlie asks Erin to join the band
How does Erin feel?
How does the reader know that she has a problem with anxiety?
TEACHING SUPPORT KIT Blue Noise 13

29
22
25
31
5
8
10
12
13
16
17
19
21
Band rehearsal, we find that Erin likes Ash
Whitewater rafting
Playing a solo at the assembly
Erin and Ash speak online
Erin’s song
Trip to the blues festival
Erin meets the blues singer who encourages her
Erin tells her parents that she does not want to go to the
Conservatorium
Erin begins to take control
Charlie tells them he is leaving
Ash comes to Erin’s house in the middle of the night
Erin must do the vocals for the band’s performance as Lilly doesn’t turn up
Erin and Ash get together
How does the author show the reader that Erin is very shy of speaking to Ash?
What does Erin recall about this camp and why does she remember it now?
What symptoms does Erin present that show she is anxious?
How different is the conversation from those they have when speaking face to face?
How does Erin feel about having her song played with the band?
What does Erin panic about on this trip?
What more do we learn about her family?
Why is Erin so anxious about meeting and speaking to this woman?
What processes does Erin use to be able to speak up to her parents?
What examples of Erin taking some control over her fears appear in this chapter?
How does Erin react to the news?
How does Erin cope with this?
How does Erin get through this major hurdle?
What has Erin learnt about herself over the course of the year? How is she stronger than at the start of the year?
Group work
 Compare the different levels of panic that Erin experiences throughout the novel.
 Discuss these with your group. You may like to ask the student counsellor or a medical professional to explain the symptoms, causes and solutions to your group.
 What are some of the things Erin could do about having panic attacks?
 What does she do towards the end of the novel to stop herself worrying so much?
 A website (run by the Victorian Department of Health) that could help your group find more information about panic attacks is: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Panic_attack?
TEACHING SUPPORT KIT Blue Noise 14

After reading the novel, divide into groups of 3–4 people. Choose one person to be the scribe, one to take notes of the responses and reasons for the responses and one or two people to report your work to the whole class.
Discuss each of these in turn:
1.
The most memorable incident
2.
The most likeable character
3.
Which family would be easiest to be part of?
4.
Which family would be the most difficult to be part of?
5.
What positives come out of the music festival?
6.
Why is the development of the relationship between Erin and Ash slow?
7.
Where might the band go in the future?
8.
What might Charlie’s future be like?
Choose one activity to complete and then share with the class:
1.
The author augments Charlie’s personality through the words he uses – words like
‘delish’ and ‘fantabulous’. Use BLM 2: Delish! to find Charlie’s made-up words and have students create their own words.
2.
In chapter two, the author describes the Corrigan household with words like grunt,
pale, spongy, festy, dark, silent. In stark contrast are words used to describing the
Novak place in chapter four: running, grinned, amazing, travel. List the words that underline the differences between all three households.
3.
Think about the characters’ names. Why did the author choose these particular names? Nina and Billie were probably named for the great blues singers, Nina
Simone and Billie Holliday, but what about the others? Investigate the meanings of the names in the book and suggest reasons why these names were chosen.
4.
The band members tell jokes to each other before performing. Most are directed at musicians. Collect the jokes as the novel is read. Write some of your own jokes about musicians to match those in the book.
5.
Ash is eventually able to buy his guitar because of a sale. Collect notices and advertisements of sales at music shops to see whether the mark downs are as fantastic as the one Ash and Charlie see. What words are used on the notices to grab the attention of the reader? Devise an advertisement for Ash’s guitar. Check out the cost of a guitar at a pawn shop (or Cash Converters). How much might Ben have received for Ash’s guitar when he stole it?
TEACHING SUPPORT KIT Blue Noise 15

6.
When Ash goes with the Novak family to the Blues Festival at Mandawarra
(chapters 16 and 17), some ‘Australian’ slang is introduced. Words such as: rabbit on (p 134), esky (p 135), portaloo (p140), stickybeaking (p 140), dags (p 140), thong and short arse (p 141) are used.
 Are these particularly Australian?
 Use a good dictionary to find out their meanings and derivations.
 Read the article by Christine Harris in the July 2009 issue of Magpies. What does she have to say about Australian slang and expressions?
 Present your findings to the class in an informal talk.
Extension activities:
 Find some other novels that reflect Australian culture by using Australian slang and expressions. Your teacher librarian may be able to suggest some too.
 Compare these with books set in the USA. What American expressions and slang do we read? (Australian and American TV shows could also be compared here.)
Major characters
1.
Choose one of the three central characters in the novel. Trace that character’s development through the novel.
2.
3.
4.
Write a sample biography of one of the main characters for a future article about the group Blue Noise.
Nominate an actor who could play that character in a film made of the book, and write script notes to help the actor to understand the character.
Use your notes about that character to write a short story about their past or their future.
Minor characters
Look at the minor characters. With a partner, make up a profile of one of the minor characters. Use BLM 6: Minor characters to add information about each minor character.
When this work is complete, write up a description of one of the minor characters in one of the following ways:
1.
2.
3.
Introduce that character to the class or work group.
Devise a description for a police report.
Imagine that character has achieved something in the future. Write a blurb for a book or conference paper.
TEACHING SUPPORT KIT Blue Noise 16

BLACK-LINE MASTER 1
Each week, write down key points you have learnt in your reading of the novel.
4
5
6
Week Characters
1
2
3
Setting Plot Motifs
TEACHING SUPPORT KIT Blue Noise 17

BLACK-LINE MASTER 2
TEACHING SUPPORT KIT Blue Noise 18

BLACK-LINE MASTER 3
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
TEACHING SUPPORT KIT Blue Noise 19

BLACK-LINE MASTER 4
Use the following proforma to collate information about the families depicted in Blue
Noise.
What makes a family?
Sharing responsibilities
Conversations about school
Helping each other
Respect between each member
Support (monetary)
Support (other)
Meals together
Shared interests
Corrigan family
Long-term goals
Sharing disappointments
Add some of your own ideas below…
Larson family Novak family
TEACHING SUPPORT KIT Blue Noise 20

BLACK-LINE MASTER 5
Make a poster to advertise Blue Noise’s next performance. For instance, you could:
1.
Find photos in magazines and cut out those that may be like the characters in the novel. Use the space below to make a collage of the band and add information as part of the collage.
OR
2.
Use your computer design skills to create the poster – add photos, headings and information to your design.
Don’t forget to include a catchy line about why people should come to see the concert.
TEACHING SUPPORT KIT Blue Noise 21

BLACK-LINE MASTER 6
Look at the minor characters. The families of each of the three protagonists are very well drawn. Use the table below to add all the minor characters’ names, adding words which define their characters and place in the novel. With a partner, make up a profile of one of the minor characters.
Luke Corrigan
(see ch 2,
Ben Corrigan
(ch 2, 11, 20)
Marion Corrigan
(ch 2)
Mr and Mrs Landers
Vic Novak
Mrs Valentine
Nina and Billie
18, pale, spongy skin
‘like uncooked pizza dough’,
Stays in his room, addicted to a computer game,
Clash of the Titans
Eats noodles, smelly, unkempt room, sleeps all day
TEACHING SUPPORT KIT Blue Noise 22