Uncovering Character Development in "Starseeker: Tim Bowler - Chapter Insights
Delve into the intricate character developments in the novel "Starseeker: Tim Bowler" through thought-provoking lessons, detailed character analysis, and engaging activities. Explore the depths of Luke, Speed, Skin, and Daz as you unravel their personas and journey through their evolving narratives, all while immersing yourself in the evocative world created by the author. Enhance your understanding of storytelling techniques and character building in this captivating literary exploration.
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Starseeker: Tim Bowler bowler website 8 October, 2024
LESSON 1 uncovering character There is music playing. Listen to it: relax and close your eyes if you wish. (Grieg: Peace of the forest) Do you see anything? Do you find any emotion stimulated by it?
So, to work Let s consider the opening: He didn t see her, but he heard her voice. It came whispering on the dusk like a dark dreamy echo: a young girl s voice, so light it was like hearing the voice of a spirit in the trees of Buckland Forest What mood is set by this extract? How does this extract stimulate your curiosity?
Character As we read chapter 1, I want you to track characters : Luke, Speed, Skin and Daz. lukerole on wall.docx Skin role on wall.docx Speed role on wall.docx Daz role on wall.docx
What we are told about characters: Speed is overweight, his fat stubby fingers (page 1) Luke is afraid of Skin, Skin flashed an angry glance at him (page 2) Mrs Little has lived at The Grange for two years (page 2) What else we can infer or deduce about characters: Skin seems to be the ringleader of the group of boys (pages 1 and 2) Questions that are suggested by the story: Whose voice is Luke hearing? Why is she weeping (page 1) Questions that are answered in this chapter:
Now its your turn: Read chapter two in tables. Share the reading and focus on the ways in which characters are created and developed. Continue to note down characteristics and also, any questions you might have about the characters Look carefully and Bowler s choice of verbs, adjectives and adverbs when he is connoting character. At the end of your reading, use the sugar paper to create a role on the wall for each character. HWK: summarise your notes into a short PEARL for each character.
When you get home: Read Chapter 3 Make a quick map of Luke s village based on the information you have uncovered thus far. Do this on a piece of paper and be prepared to add to it
TERM TASK You are going to make a reading guide to this novel, based on your feelings and discoveries. You guide must include at least 2 elements from each column, below: An annotated passage from the text An artistic response to a piece of music of your won choice with brief explanation A biography and comments about any one of the composers mentioned in the novel and their music. Maps, images and other artwork from the teaching period An imaginary conversation between Luke and his father A series of illustrations for key moments of the novel - annotated Extracts from Luke s mother s diary (3) A short advertisement for a film version of the novel - storyboard You can also include elements based on the written work from this term discuss !
Lesson 2 Thematic awareness Imagine You are Luke. Think back to the first 3 chapters and share with a neighbour your feelings as you approach the Grange. What do you see, hear, feel, smell ? Then swap and and share your feelings as Luke, once you are inside the Grange itself
Luke Before we look at themes in the novel, let s remind ourselves of the protagonist, Luke Stanton. Discuss the tensions that exist around Luke in his life. Share your thoughts.
Themes Each table will track 1 key theme from the writing: 1. The Oak Tree 2. Stars 3. The voice 4. Any other sound heard by Luke, but not by others 5. Musical references Make notes in your books as we read chapters 4&5 in your groups Share NB, this task will run for the whole term.
Page Word, phrase, fact relevant to your focus A short quotation here
Lesson 3 Catch up and review 1 representative from each group will move around the tables for 3 minutes: share your thematic discoveries from last time ensure you make notes and have ideas about each theme. Look again at Luke s thoughts at the end of chapter 4 On tables, HOT SEAT Luke and question him about his feelings not just about himself, but also his relationships with the other characters.
VOICE How many references to the girl s voice have there been so far? What strikes you about this number? Why? The girl s voice seems linked to Luke s father, music and the forest Is the voice a character in its own right? Are there other non-human characters and what effect does this have on Luke and the reader?
To sleep, perchance to dream Look again at pp 33-34, and read the dream sequence. Can you interpret the dream? What language choices has Bowler made here and why?
Lesson 4: Music and characters Today you will be working in groups to uncover more layers of Bowler s writing. The foci for Chapters 6-7 are: What do we learn of Luke s talent and how might it help him and others? What do we learn about Mr Harding and what is his function in the novel? Collect quotations to develop a character plan for Mr Gilmore Any other questions raised?
When reading Infer: to work out something implied by the writer for example that Mr Harding understands Luke s moods ( away from the piano ) Picking out detail: Mr Harding seems to read Luke s mind Asking questions of a text: Is Mr Harding a father figure?
HOMEWORK: How is the character of Mr Harding presented in Chapters 6&7? Use reference to the text to support your answer. This is a PEARL exercise. I want 3 paragraphs, please. Remember to zoom in!
Lesson 5 tension 8-10 Remind yourself of the imagery used to describe Skin, especially when he is angry. I will read chapter 8 and point out moments where Bowler has deliberately made choices to raise or lower tension.
In general: When is tension at its greatest? What sort of techniques are used to create tension? Think of films you have seen What sort of music might accompany Luke as he breaks into the Grange? Own work: Prepare a tension graph for Chapters 9&10. Use short quotations on the x axis and allow a range of 0-8 on the y axis.
GUIDED READING: In Chapters 11 & 12, consider whether Luke s relationships with His Mother Miranda Improve or decline further. Prove it!
Lesson 6 developing character Looking back and forward: Luke s Mum and Miranda purpose (Chapter 10/11). Why has Bowler written these two characters in this way? What do they allow him to do in the writing with respect to Luke?
Language How does Bowler use language here to engage our senses: He closed his eyes and saw the deep blue appear under his brow again, and then the splashes of gold, much clearer this time, like two half moons, left and right, which gradually moved closer until they formed a circle: a gold ring around a blue lake. The music faded and a new sound came: a tinkling of tiny bells, as soft as wind chimes, as numerous as stars; then they, too, faded, and the familiar rumbling sound took over, low at first, rising to a hum and then a roar, like surf pounding on a beach a pulsing wave of sound, without beginning or end. He fell asleep with it rolling over him. (ch10 p93) Comment on the sentence structure in this passage. Comment on the language choices in the passage.
Why is Luke lying? In chapters 13 &15, Luke tells numerous lies. As we read, consider why this is. Is his character changing for the worse? Find evidence to support your view.
Pp130-131 he lay back . A five-pointed star. The Star group will lead a focused reading of this passage. You will use the sheets provided to annotate all interesting elements of language you can find! Starseeker-TP.doc (p21, lesson 5)
Homework How does Bowler use language to create interest for the reader? Based on pp 130- 131. 2 PEARLS please. THEN>>>
Discussion How do the themes of father, star and music interlink? Can you see any pattern here? A good starting point might be in the idea of light and dark
Lesson 7 predictions and ideas What is going to happen next to some of the major characters? discuss. Look back at the many references to Mrs Little: What can we see? How is she described? Work together to track and build a character plan for Mrs Little The VOICE group should do the same for Natalie.
Changes How does our perception of Mrs Little alter as we read chapter 16? What would you wish to ask Mrs Little as the chapter ends? Note down your questions.
Chapter 17, Natalie How does Bowler create Natalie's character? How does Bowler engage our senses? What light does this chapter throw onto Luke s character?
Lesson 8: The title! Chapters 18-20 What is the significance of the title? Look at Luke s dreams a piece of music seems common to them all. Can you find references to this (p34, 63, 131, 170 etc) The music seems linked to colour and image Home-Learning: Go on line and research SYNAESTHESIA. Bring evidence of your research for the next lesson. List any really useful websites
Reading As you read 18-20, consider what links you might find between Natalie and Luke as a small child.
Lesson 9 You hear lots of things the way your father did Funny ears Comment on these two quotations in relation to Luke s character. The Luke- Hearing group should lead this.
Reading on the use of music as a theme On p200 Mr Harding gives Luke a piece of music why is the title significant in this book? What journey is referred to in his inscription? After we have read the chapters, you will need to analyse the language used to describe music in the novel: P32 it was the sound of the piano in the music. P198 And Luke played; the melody ran through him.
Lesson 10: The BOX mysteries unravelled When was Mrs Little s box first introduced to the reader? In ch 24 we learn its secrets For each of the valuable elements on the next slide, write a short description in the character of Mrs Little. What s in your box? This might be a good element for your guide
The box A photograph of several young RAF pilots all in flying gear at the A photograph of a young man by a Spitfire. On the back are the airfield, playing cards with planes in the background many of words Bill at Biggin Hill August 1940 . them smoking. A photograph of Bill (dressed in RAF uniform), sitting on wild grass A photograph of a group of young RAF pilots playing football. near an airfield, alone, whittling a stick. A photograph of Bill with a young woman standing outside a pub smiling and arm in arm words on the back say Bill and me A folded piece of paper and a tangle of brown hair. outside the Black Horse August 1940 .
Review and Skim: Skin and violence Make a chart to track Skin s violence you can do this in whatever way you wish, but try to use colour and images in your work You will need to skim back through the novel to find the moments, and bring ti up to chapter 28. How do you feel about Skin? How has Bowler s choice of language contributed to your feelings?
Lesson 12: resolution (1). Homework TASK: Write a newspaper report of Luke s accident . This can go in your guides! Who? What? Where? Why? When? Easy to remember the 5 Ws
In 29 and 30 As we near the end of the novel, what issues have been resolved and what still needs resolution? Which relationships have altered during the book? Why is this?
Lesson 13 resolution (2) What do you think will happen when Luke and Mrs Little next meet what will they say and how should they respond to each other? Once we have read chapter 31, what has altered in their relationship since the opening chapter?
What remains unresolved? As we read, list the elements of the plot that are tied up in chapters 32 and 33. How do you react to the end of the novel? Bowler feels that the ending with Luke and Miranda is vital to the novel do you agree? Who is the Starseeker and what star have they found? Discuss this on your tables.
The novel as a whole: Dad died and the light of his existence went out If this is true, has Luke found a new light to compensate for the loss of his father?
