Anderson’s text is arguably a classic ‘stream of consciousness’ narration drawing heavily on discursive thoughts and memories. Commenting on the book: While reading, students can look at the comments made about Jessica Anderson’s text on the ABC Book Club site and they can add their own comments.Īnderson’s narrative is not a linear plot her series of back-stories and interludes is best characterised as a non-sequential narrative.It is a good idea to return to this once the book is read to judge their expectations. They should creatively annotate with comments on what each cover suggests the book will be about. They can organise these chronologically as a Pinterest presentation. Pre-reading: Students can go to Google images to find book covers of Tirra Lirra by the River.Can setting represent the inner self? How might a change of setting from Queensland to the culture, architecture and climate of London affect the inner landscape?.Could such a novel possibly bear any relevance to your own life? If so, what might be that relevance?.What do you expect will be the subject matter and themes of a novel about an elderly woman returning to her childhood home?.
The following questions might be introduced in the early phases of teaching to test what students expect about Anderson’s novel. Students can construct a timeline using information from the internet on Jessica Anderson.
It would also be useful to begin the unit with a brief study of the Tennyson poem ‘The Lady of Shallot’ to familiarise them with the metaphorical basis for Anderson’s novel. It will be useful to have students consider the links between their study of Anderson’s text and their knowledge of Australian history, especially the circumstances of the Great Depression, Australia’s participation in the Second World War and even post-war migration.
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