Lost Thing

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Concentrate on any “what if” or “it depends” kinds of statements during the placement of tugs and add these above the rope for later exploration.

Year 7: (ACELT1620) (ACELT1622) (ACELT1625) (ACELT1805) (ACELY1725) (ACELY1726) (ACELY1728) (EN4-2A) (EN4-1A) (EN4-6C) (EN4-4B) Year 7: (ACELA1529) (ACELT1619) (ACELT1620) (ACELT1622) (ACELT1803) (ACELY1723) (ACELY1722) (ACELY1724) (EN4-8D) (EN4-2A) (EN4-1A) (EN4-5C) (EN4-6C) Although this essay by Tan is quite lengthy for the intended age group of this program, it offers many ideas about his creative process and thought about visual storytelling that can stimulate discussion and student responses. This story is set in the near future of dystopian Melbourne, Australia. The story took place on a beach and a city with "really busy" people. It is a gray world with the only colorful things being the lost things.

The Lost Thing

The audio talks about the book in this video. Think of some questions that you would like to ask him:

The film adaptation stays very true to the book, but there is a significant change to the Pete character who is changed from an “artistic type” to someone driven by the scientific method. Describe the different visual elements used to represent the boy’s world and the world of lost things. Why do you think these two places are depicted in the way they are? 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.Focus on the different angles and perspectives used to represent the boy’s world. Describe three of these perspectives in detail and explain what they add to the story. Following the success of the film, winning muliptle awards including the Annecy Crystal and an Academy Award in 2011, a comprehensive travelling exhibition THE LOST THING: Book to Film was designed by ACMI, the Australian Centre for the Moving Image. They have some great online resources describing the production process, featuring interviews and behind the scenes insights. The agencies which are purportedly there to offer help (such as the cynically named ‘Department of Odds and Ends’) evidently achieve the reverse. The building itself dwarfs any prospective person (or thing?) seeking solace, reducing them to little more than spittle on the sidewalk. Indeed, even the disembodied voice advising the narrator suggests, ‘If you really care about that thing, you shouldn’t leave it here …’

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. In questo peregrinare notiamo tante cose strane che riusciremmo a vedere tranquillamente se solo non fossimo sempre così impegnati a pensare ai fatti nostri. This book was adapted into a 15-minute animated short film in 2010, directed by Shaun Tan and Andrew Ruhemann and narrated by Tim Minchin. It won the Oscar for Best Animated Short. [4] [5] [6] It was nominated for the 2011 Hugo Award for Best Dramatic Presentation, Short Form. GARY CREW is Australia’s most awarded author for children and young adults having won the Children’s Book Council Book of the Year four times – twice for his young adult novels and twice for his illustrated books.Activity: Find evidence within the images or written text that supports the reading that the lost thing is gentle and vulnerable. (Could any other adjectives apply?)