Mopoke by Philip Bunting (Omnibus Books)
Mopoke is structured using black and white alternating pages. The pages are well composed with the mopoke carefully positioned on each. The style is static, with a picture of mopoke in different poses. This style can also be seen in Sandcastle by the author/illustrator; and the Crichton shortlisted, I Just Ate My Friend by Heidi McKinnon.
The book can also be dark e.g. ‘Nopoke’, where both pages are black.
Children could perform the text as a performance poem (see the work of Sollie Raphael, teen Oz Slam Poetry champion, who has a book, Limelight).
Safe styrofoam printing (like lino cuts) Children could select one of the mopoke pictures or design their own to make a printing tool. They could cut the rim off a styrofoam plate; etch the mopoke shape using a blunt pencil, pen or stick; etch some texture; add paint; place the paper on top and press.
Poster Making The bold, striking illustrations reflect current trends in graphic design so children could make a poster of a mopoke in this style.
‘The best 8 tools to make posters for your classroom’ https://www.educatorstechnology.com/2013/02/the-best-10-tools-to-create-postersfor.html or use Glogster.
A Walk in the Bush by Gwyn Perkins (Affirm Press)
There’s an interesting relationship between Grandad and (possum-like but actual cat) Iggy. Iggy doesn’t want to emulate Grandad; he seems more aware, while Grandad often seems oblivious to what they see in the bush.
The author/illustrator has a detailed eye for natural bush sights and sounds such as plants, animals and birds and silhouettes and shadows are executed in a light colour. The style is reminiscent of Roland Harvey.
The bushland setting is an integral part of A Walk in the Bush. To enable children to experience this, teachers or parents could find an area where there is some bush. It may be part of a State Forest, nearby bushland or a bushy area within a local park or the school playground.
Sensory Wheel Students look, listen and use other senses to note the sounds, sights and other features of the bush e.g. eucalyptus leaves to crush and scribbly marks on trees. They could record sights, sounds, smells, feel/touch, taste (where safe) on a sensory wheel.
Children could create literary texts by selecting one of the senses to focus on. They write a brief sensory description of the bush using language generated from their experiences in the bush.
They could write this description onto a piece of paperbark (if accessible without causing damage to trees) or onto recycled paper or wrapping or scrapbooking paper that emulates the colour, content or texture of the description. (NB paperbark is also available from some kitchen suppliers)
Soundscape While in the bush, could listen to and identify bush sounds.
They create then a soundscape by listing five of the sounds and recording these. The free recording tool Audacity could be downloaded to create soundscapes http://www.audacityteam.org/download/.