Lost Thing

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Image 1 shows the first appearance of the lost thing in a long shot, displaying the two main characters …show more content…

Using these categories, students can identify other elements in the book that could symbolise something greater than the thing itself. Elements of construction: Activity One way of introducing this book is to read the text before sharing any of the images with the children. As soon as you have finished ask them to draw the lost thing. Share and discuss the images. Teachers now return students’ attention to the initial Think, Puzzle, Explore activity completed at the start of the unit (outlined in the Initial response tab of this unit). The first two questions can be asked again, allowing students to reflect upon how their thinking and understanding has developed.In the middle of the rope write the statement, “ The Lost Thing has a happy ending” and the words “Yes” and “No” at each end of the rope.

Shaun began drawing and painting images for science fiction and horror stories in small-press magazines as a teenager, and has since become best known for illustrated books that deal with social, political and historical subjects through surreal, dream-like imagery. Books such as The Rabbits, The Red Tree, The Lost Thing and the acclaimed wordless novel The Arrival have been widely translated throughout Europe, Asia and South America, and enjoyed by readers of all ages. Shaun has also worked as a theatre designer, and worked as a concept artist for the films Horton Hears a Who and Pixar’s WALL–E. He is currently directing a short film with Passion Pictures Australia; his latest book is Rules of Summer (October 2013). a b c d e f g h Haber, Karen (December 2001). "Shaun Tan: Out of Context". Locus (12) . Retrieved 25 July 2007. The Lost Thing is a story about Shaun, a young guy that likes to collect bottle tops. One day Shaun was walking by the beach looking for bottle tops for his bottle tops collection when he saw a strange creature. The creature looked like a mix of a big red boiler with crab claws and tentacles. It seemed like everyone was too busy to pay attention to this creature. He played with it all day and at the end of the day he realized that the creature was lost and out of place. He tried to find its owner and brought the creature to his friend's, Pete's, house. Pete has an opinion for everything, but he explained that it may not actually belong anywhere. It is just lost. Shaun asked for help from a government agency when another strange creature came by him and said, "If you really care about the thing you should follow this sign." The creature gave him a little card with a symbol. Shaun and the lost thing looked for this symbol in the city until they found it and it took them to a door that opened to a magic world of lost things. Consider at least four illustrations in this text in detail, and critically analyse how Tan uses a variety of techniques to convey his ideas to reader. In the audio commentary that accompanies the DVD of The Lost Thing, Shaun Tan describes the city where the boy lives as having ‘a dead heart’.When his parents notice it, Shaun’s mother reacts like most do: “Its feet are filthy!” she shrieks. His father is equally negative: it has to go. The Lost Thing is hidden in the shed, but Shaun knows that’s not a permanent solution, so he tries his best to do the right thing. He encounters bureaucratic indifference in the city (Downtown, 6328th Street, Tall Grey Building #357b) but also helpful advice, and hopes he has ultimately helped The Lost Thing to a good destination. The major creative task will involve students incorporating their understanding of picture book conventions and expanding on one of The Lost Thing’s themes. This unit of work will have drawn attention to the way Shaun Tan took inspiration from various sources when constructing The Lost Thing. In this task students will take inspiration from one or more of The Lost Thing’s elements to construct their own picture book.

The Lost Thing is rich in opportunities to develop students’ understanding of symbolism, which will also help with generating their own interpretations of the individual images and the whole text. The symbols can be discussed in terms of different categories. Plot: A boy , still curious due to his youth, discovers an odd creature at the beach, a 'Thing' that appears lost. In this mundane monotonous world of sepia, The Lost Thing, goes by relatively unnoticed. The boy sets out to find the Lost Thing a home. imagining what happens in the “Utopian” world only glimpsed in the book (perhaps taking one of the things and making it the main character); One of the central themes teachers can explore is belonging. To get students thinking about different aspects of belonging, a mind map can be crafted. This can either be done on paper or, for those teachers wishing to employ digital learning tools, an online mind-mapping application like Bubbl.us or Popplet.Provide students with post-it notes to generate as many “tugs” on the rope as possible (evidence to support statement on the “yes” side, evidence to reject statement on the “no” side. Choose three words to describe the narrator and share them with your group. As a group decide on the three best words – you need to be able to explain why you have chosen them. Students need to make two decisions: one based on theme and one based on an element of construction. 1. Theme Set in the near future, a dystopian Melbourne, Australia, The Lost Thing is a story about Shaun who enjoys collecting bottle tops for his bottle top collection. One day, while collecting bottle tops near a beach, he discovers a strange creature, that seems to be a combination of a crab, an octopus, and an industrial boiler. This creature is referred to as "The Lost Thing" by the narrator.

Shaun Tan is an incredible artist whose pictures are able to capture nostalgia, and the bittersweet sadness that exists in the contemporary world. Rather than superficial princesses and shallow fairy tales, Tan asks us to also reflect upon aspects of life through original illustrations that are humorous, sentimental, poignant and satirical. a b "Past Boston Globe – Horn Book Award Winners – The Horn Book". hbook.com . Retrieved 21 April 2016. Distribute copies of the book. Allow time for the children to read it independently and then to make notes of their first responses. Do you think the lost thing is a machine or a living creature? Does it have feelings and emotions? How can you tell?

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Tan, S. (2001) "Picture Books: Who Are They For?", AATE/ALEA Joint National Conference Retrieved 27 December 2005 The audio talks about the book in this video. Think of some questions that you would like to ask him: Ecco; il libro ci spinge a cercare di evitare di fare proprio questo. Correre per arrivare a una fine per poi chiedersi “ e allora?” Tan draws from a large source of inspiration and cites many influences on his work. His comment on the subject is: "I'm pretty omnivorous when it comes to influences, and I like to admit this openly." [7] Some influences are very direct. The Lost Thing is a strong example where Tan makes visual references to famous artworks. Many of his influences are a lot more subtle visually, some of the influences are ideological.