NARRATOR:
You will hear two students, Helen and Jeremy, discussing an art project.
NARRATOR:
First, you have some time to look at questions 21 to 26.
NARRATOR:
Now, listen carefully and answer questions 21 to 26.
HELEN:
We should probably review our progress on the project.
JEREMY:
I've examined the illustrations you made for my story, the forest, and they're excellent.
JEREMY:
They create exactly the atmosphere I imagined while writing it.
HELEN:
I'm pleased you like them.
JEREMY:
I only have a few changes to suggest.
JEREMY:
First, the picture of the cave.
JEREMY:
The trees surrounding it are very effective, but the scene feels rather still.
JEREMY:
It needs some movement.
HELEN:
Nothing is happening.
HELEN:
Perhaps I could include the boy, Malcolm, walking towards it.
JEREMY:
Could you also include a tiger, the one he becomes friendly with later?
JEREMY:
It might be under a tree cleaning itself.
HELEN:
Then the tiger could pause and notice Malcolm as he walks past.
JEREMY:
That would work well.
JEREMY:
Next is the picture of the men and women dancing just outside the forest.
JEREMY:
There's already plenty happening in it.
HELEN:
You originally wanted them watching a carnival procession, but I thought that would make the image overcrowded.
HELEN:
Does the current version work?
JEREMY:
I'd only ask you to add Malcolm without altering the rest.
HELEN:
He could sit on the tree trunk on the right.
HELEN:
Should he be watching the others?
JEREMY:
He has been excluded from the enjoyment, so show him crying.
JEREMY:
That will contrast with the following illustration, where he laughs at the carnival clowns.
JEREMY:
Then there's the scene showing people ice skating in the forest.
HELEN:
I wasn't satisfied with it.
HELEN:
They're meant to be skating on grass, aren't they?
JEREMY:
Grass that has frozen over.
JEREMY:
At present, it doesn't look convincing.
JEREMY:
Their woolen hats are good.
JEREMY:
Perhaps each skater could have a scarf too.
HELEN:
That's straightforward.
HELEN:
The scarves can trail behind them, making the skaters appear to be moving quickly.
JEREMY:
That covers all the illustrations.
HELEN:
So your story is written and I only need to finish its pictures while my story and your illustrations are complete.
NARRATOR:
Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.
NARRATOR:
Now listen and answer questions 27 to 30.
HELEN:
We now need to decide precisely what the accompanying report should contain and how to share the writing.
HELEN:
Should we include a section explaining how we planned the overall project?
HELEN:
That seems important.
JEREMY:
Since most of the planning ideas came from you, why don't you produce the first draft?
JEREMY:
Afterwards, we can review and discuss it together.
HELEN:
I could also describe how we developed the ideas for our two stories.
JEREMY:
I've already begun writing about how I developed mine.
JEREMY:
You should do the same for yours, and we can include both accounts.
HELEN:
What about interpreting the stories?
HELEN:
Should we explain what we believe they demonstrate, such as the importance of helping others?
JEREMY:
That will happen later.
JEREMY:
Everyone in the class will read the other stories, form their own interpretations and discuss them together.
HELEN:
I didn't realise that.
HELEN:
So interpretation won't appear in the report?
JEREMY:
We do need a section on the illustrations because pictures are central to a child's experience of a story.
JEREMY:
Since you understand drawing better, it might be easiest for you to write it.
HELEN:
Perhaps, but I find that topic difficult to explain in writing.
HELEN:
I'd prefer you to take that section.
JEREMY:
When do you think?
NARRATOR:
That is the end of part three.
NARRATOR:
You now have one minute to check your answers to part three.
