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5 — Different media, same life

In this sequence, the students will examine and compare the differences between print and multimedia life stories based on a single subject: Kylie Kwong.

Activity 1: Meet Kylie Kwong

Photo of Kylie Kwong by a steaming pot, with ingredients on a bench in front of her

Above: Kylie Kwong presenting at Organic Expo in Melbourne. By arrangement with the licensor, Kylie Kwong, C/- Curtis Brown, Pty Ltd

Before the students read the article ‘Kylie Kwong is a Chef’, introduce them to the context and language in the text that might be challenging, such as passionate, exuberant, holistic, pre-conception, unwaveringly, organic, sustainable, spirituality, Buddhism, providore and third generation Australian.

Read just the opening paragraph of Kylie’s life story: It was hard deciding on a single noun to describe Kylie Kwong, because she has so many feathers in her cap.

The author uses a metaphor ‘feathers in her cap’ to introduce Kylie Kwong’s many accomplishments in the print life story. As well as being as a celebrity chef, what are the eight other feathers in her cap the author lists?

We know that the author has only ever known of Kylie Kwong as a celebrity before the interview because she tells us  I met with her in person for this interview. Despite that, we get an impression that they are now very relaxed and familiar with each other. This sense of fun and familiarity provides strong cohesion (a unity provided by words and grammar holding the text together) in the opening paragraph. Ask the students to select five words or phrases that create this sense of cohesion.

Now watch the video ‘Kylie Kwong is a Chef’ and have the students complete the relevant column in the Life story proposal worksheet first used in Sequence 3.

A shallow bowl containing noodles, vegetables and meat, placed on a bamboo mat

Above: Chinese beef noodle soup, photo by Archon6812, public domain, no copyright

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Activity 2: Kylie Kwong in print

The students will now return to the print Kylie Kwong story. The task now is to support the students to consider the similarities/differences and the strengths/limitations of the two versions. This activity should also enable the students to give some more thought to their choice of media for Assessment task 2.

Ask the students to consider the use of colour, images, indented text, and the various fonts styles and sizes. Ask them what is the purpose and effect of the following features:

Then ask them:

Magazines are most often dipped into, so the students are free to read this article in totality from beginning to end, or to dip in and out of it. As they do, ask them to find details of each of the following that were not included in the video and add a brief note about each of these details:

The students should study the pictures used in the article (and footage shot). Ask if they notice that these are either shots of Kylie or market and food shots, and to think back to issues discussed in Sequence 4 regarding privacy and respect, then to answer the following questions:

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Activity 3: Kylie in print, or Kylie in media?

Ask the students to find a section of the print article that connects in some way to part of the video, and think about differences and similarities. They are to write one sentence that captures the angle that both writers wanted to communicate about Kylie Kwong, not simply that Kylie Kwong is a chef but rather what is unique about Kylie Kwong.

Provide copies and support for students to compare the print and multimedia versions using the Kylie Kwong: Print or multimedia worksheet.

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It is recommended that Life story proposal worksheets are submitted at this stage to ensure that students are able to complete Assessment task 2 on time for the Sequence 12 Life story showcase.