Reflections
The Diary of a Young Girl connects directly to the prescribed text, Billy Elliot, as it explores very similar themes. The main theme that is consistent between the two texts is that of the loneliness and angst of the adolescent years. This also ties directly to the Module C, Elective 2 outline which states “students explore a variety of texts that deal with aspects of growing up or transition into new phases of life”.
Both texts also explore a sense of growth through different experiences, Billy Elliot; through his found love of dance though this is not accepted and Anne Frank as she finds herself and learns through her time in the annex during the war. Though both experiences are not the same they both explore the notions of growing up through difficult experiences, which is something that students can empathize with.
By exploring this text students are able to gain a better understanding of both texts in the context of the module. By the underlying themes directly connecting students learning and comprehension of both texts is enhanced and extended.
Follow the Rabbit Proof Fence explores the concepts of discrimination and change through experiences. As in Billy Elliot discrimination plays an important role in the way that the text is viewed.
Both texts explore different types of discrimination, Billy Elliot; gender discrimination, through his father’s non-acceptance of his choice to be a ballerina and Follow the Rabbit Proof Fence, with the discrimination against the aboriginal people in multiple ways right throughout the novel.
The overlapping themes in both texts allow the students to gain a fuller understanding of the concepts of each text in relation to the module “Transitions”. The characters in both of the texts explore movement into their worlds or into a new one. The young girls in Follow the Rabbit Proof Fence find themselves in a “white” colony where they are expected to act differently to what they have known. This is turn pushes them to venture out and find the place where they belong. In the same respect Billy Elliot finds himself competing in boxing which is does not enjoy, so he starts to dance and through dance finds where he belongs in the world he is living.
Similar to the concepts in Billy Elliot and Follow the Rabbit Proof Fence, Andrei Voznesenky’s First Frost explores the notions of displacement and rejection.
The poem tells about a girl who is being rejected for the first time, this is emphasized by the tone of the poem. Linking directly to Billy Elliot as he sees rejection from his family as his wish to dance is not shared by his fathers wish for him to box.
Not only are these concepts connecting the texts allow the student to gain a full comprehension of both, it is a also an underlying pressure experienced by adolescents and through this their understanding may be enhanced through empathy to the characters plights.
The Invention of Hugo Cabret is a text that explores the concept of transformation. Through the images throughout the novel you are able to see his growth and change as a person both physically and mentally.
This is much the same as in Billy Elliot as many people grow and change throughout the film. Firstly Billy Elliot himself as he goes from a boy who is not sure where he belongs and has constant pressure from his father to be a boxer, but finds himself through ballet. Then also his father’s growth by moving from someone who was unaccepting of his son’s choice then to finally consenting this and therefore growing mentally.
Then in The Invention of Hugo Cabret where Hugo is a misplaced and lost boy that is pushed from family member to family member unable to attached and grow with anyone until he is taken in my the toymaker and Hugo grows through his exploration of his father’s book.
Again this is something the students are ale to relate to and gain a greater understand of through the common experiences and themes explored in both texts.
Bend it Like Beckham explores many concepts similar to that in Billy Elliot. Two of the main coinciding themes are that of growth and also culture/family clashes.
Jess (Bend it Like Beckham) wants to play football but just as Billy’s family is unaccepting of his dancing her family does not approve of her love for football.
Both texts are comparable in the respect that they are both telling the story of children who want to pursue their love for a sport but are faced by disapproving families. They also explore notions of gender as each are told that it is not what boys or girls do and that they are to do the opposite. Bend it Like Beckham; girls don’t play football she should be finding a husband and Billy Elliot; boys don’t do ballet he should be playing rugby or boxing.
Both characters continue to chase their dreams and grow through their experiences. Each of the characters face their families and conflicts head on and do what they love rather then what they are being forced to do. This is again a relatable text for the students as at this time many of them will be starting to explore what they want to do and what they think they should do. By being able to empathize the students will be able to gain a better understanding of the meaning behind each of the texts.
Standard, Module C:Texts and Society
Elective 2: Exploring Transitions
In this elective, students explore and analyse a variety of texts that portray the ways in which individuals experience transitions into new phases of life and social contexts. These transitions may be challenging, confronting, exciting or transformative and may result in growth, change and a range of consequences for the individual and others. Through exploring their prescribed text and other related texts of their own choosing, students consider how transitions can result in new knowledge and ideas, shifts in attitudes and beliefs, and a deepened understanding of the self and others. Students respond to and compose a range of texts that expand our understanding of the experience of venturing into new worlds.