By Kylie Chan
A superb tale of gods and demons, shapeshifters and martial arts . . .
It is 8 years on the grounds that Xuan Wu, God of the Northern Heavens, dwelling in Hong Kong as prosperous businessman John Chen, used to be exiled from the mortal realm. Emma Donahoe and Simone, John's daughter, are dealing with a brand new sequence of threats, whereas their top fighter, Leo, sits in Hell. they need to convince him to return domestic . . . yet, in Hell, not anything is because it appears.
On Earth, Simon Wong, the Demon King's son, is not any longer round to bother them, yet his affiliates have taken over Simon's underworld actions. The otherworldly stones are being designated and are at risk in their style being thoroughly destroyed.
It turns out that the Demon King is the single one Emma can flip to for support . . .
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Additional resources for Earth To Hell (Journey To Wudang, Book 1)
It is important to stress that artistic merit is of no importance for the purposes of this activity. Even so there may be individuals who are frightened by the prospect of drawing in public. A way round this is to invite the whole group to draw with their ‘other’ hand, the non-dominant hand. This can release inhibition for everyone— after all, no one is expected to draw well under these conditions, In reality some ‘other’ hand drawings turn out to be unexpectedly expressive. The quality of drawings produced in this way might, as we suggest later, be explained by the split-brain hypothesis.
This may seem like a small point but in fact there may be some learning just in the size of paper a student uses to express her fantasy imagery. Once again the teacher models the notion of offering students a choice here, the optimal spatial context for selfexpression. This also applies to the use of drawing materials: felt tips for strong bold expression, wax crayons and pastels for a more subtle, muted line. We would suggest that these notions could be introduced to the students via an instruction such as: ‘Choose the size of paper that feels appropriate to express how you feel right now.
Don’t hurry the students into activity. When the class is ready, they can be invited to form small groups, preferably pairs, to talk about their fantasies. It is best to start with pairs until the students have learned to listen and wait for their turn to speak. Groups of three provide a wider range of experiences to share, but some students find it difficult to hold on to their own material while others are relating theirs. Once a group is practised in working this way and have begun to understand what co-operative behaviour entails, they can be encouraged to work in larger groups.