Media Literacy
Clip 3: The Tippy
Activity 4: Running motors
Discover:
·  Ask students to close their eyes and listen to the sound track of the opening sequence to this episode. Ask them to identify the style of music represented for the era. They should also describe what the music adds to understanding what era the episode is addressing.
·  Research the music styles of this era and assess whether the title music of the episode matches the historic era. List some typical Australian song/music from the era and their artists.
·  Discuss with students the importance of background music to develop atmosphere and meaning to each scene.
Reflect:
·  Ask students to identify how sound has been used to create atmosphere and tension in this scene.
·  Have them list the types of sounds used and how they were made.
·  Ask them to assess the style of background music that is used for the scene and its effectiveness to convey the meaning.
Download:
Student Activity Sheet: ML4.4


Student Activity Sheet: ML4.4

Clip 3: The Tippy

Activity 4: Running motors

(1)  Identify how sound has been used to create atmosphere and tension in this scene. List the types of sounds used and how they were made.

Sounds identified / How they were made

(2)  Assess the style of background music that is used for the scene and its effectiveness to convey the meaning.

Media Literacy
Episode
Activity 05: Text to screen
Discover:
·  Ask students to examine the script and take note of the directions for each scene and the notes for character/role.
·  Ask students to compare how and why this scene is different from what the original screenwriter required.
·  Discuss with the students who would make these suggestions for change and why these changes would be needed.
·  Ask students to read the original illustrated book, My Place by Nadia Wheatly and illustrated by Donna Rawlins. Look at the specific pages for this episode. Ask student the following has interpreted the original text to screen and compare their interpretations
o  producer
o  director
o  screenwriter
o  actor
·  Ask students to assess what parts of the original story became most important in the TV series episode.
Reflect:
·  Have students develop their own story into a decade page for the book. They should write approximately 200 words, illustrate their house, their favorite tree and construct a small map of their neighbourhood.
·  Also, they should use the storyboard template to develop the opening sequence of their story as a TV episode.
Download:
Student Activity Sheet: ML4.5


Student Activity Sheet: ML4.5

Episode

Activity 5: Text to screen

(1) Read the original illustrated book, My Place by Nadia Wheatly and illustrated by Donna Rawlins. Look at the specific pages for this episode.

(2) Write a story about ‘you’ and develop your story into a decade page for the book. Write approximately 200 words, illustrate your house, favourite tree and construct a small map of your neighbourhood.

(3) Use the storyboard template to develop the opening sequence of your story as a TV episode.

Media Literacy
Episode
Activity 6: Exploring character
Discover:
·  Examine the complex character of The Tippy as he raises many questions and issues.
·  Ask students to discuss why they think people are frightened of him and how the filmmaker contributes to this through the portrayal of the character at different times throughout the episode.
·  Discuss the ways in which the filmmaker also lets the audience know that The Tippy is a good character not a bad character.
Reflect:
·  Ask students to write a follow-on scene from the end of the episode. This scene is where Mike can help the Tippy make stronger social connections with the world outside his junk yard.
Download:
Student Activity Sheet: ML4.6


Student Activity Sheet: ML4.6

Episode

Activity 6: Exploring character

(1) Examine, the character of ‘The Tippy’

·  Why do you think people are frightened of him and how does the filmmaker contribute to this portrayal of the character at different times throughout the episode?

·  In which ways has the filmmaker also let the audience know that The Tippy is a good character not a bad character?

(2) Have students write a follow-on scene from the end of the episode where Mike can help the Tippy make stronger social connections with the world outside his junk yard.

Media Literacy
Episode
Activity 7: Mike
Discover:
·  Discuss the development of the character of Mike throughout the whole episode.
·  What information does the filmmaker give about him? (For example, he loves cars, interested in Australian muscle cars from 1968-1978, he is mathematically gifted and has trouble making friends.)
·  Discuss the problems Mike is experiencing with his lack of friends at school and how this is built up over the course of the story.
·  Discuss the ways in which Mike tries to deal with his problem, in particular the way he tries to please Ben so he will be his friend.
·  Have a class discussion about bullying and the different formats this can take including name calling, intimidation and exclusion.
·  Do students think Mike is bullied by Ben and his classmates? Why? Why not?
·  Further explore the bullying of bright and different kids like Mike in another film story called Top Kid.
Top Kid clip ‘The Bullying of Gary Doyle’
http://australianscreen.com.au/titles/winners-top-kid/clip1/
Teachers notes at
http://www.actf.com.au/learning_centre/school_resources/productions/win/lesson_plans/topkid.htm
·  With students working in small groups, ask them to think about how Mike is feeling in this clip and to write a brief description. Share these and then think of some ways in which the class could help a classmate like Mike feel more comfortable and happy at school.
Reflect:
·  Discuss with students why they think some people discriminate against people who are different and are intolerant or prejudiced.
·  List the reasons suggested, identify the key threads and discuss why this is a problem.
·  Discuss the importance of promoting tolerance and acceptance of difference within the class and have students think of ways to do this, researching ideas, poems, books, pictures and images to share with the class.
·  Create a class scrap book on tolerance, diversity and acceptance. Additionally, the scrap book could hold symbols and newspaper clippings of celebratory events or articles that tackle these issues.
·  Ask students look to the future and imagine what Mike might be like in another ten years, therefore 1988. Ask them to write a character outline for Mike as a young adult and outline his life at that time.
Download:
Student Activity Sheet: ML4.7


Student Activity Sheet: ML4.7

Episode

Activity 7: Mike

(1) Describe the character of Mike.

(2) Record all the different camera shots used in this episode, for example, close-up, mid shot, wide shot. These shots are used to create social distance between the viewer and the characters.

In what ways can a shot influence the audience? Make a list of everything you think is important. How does the filmmaker use different shots to draw the viewer’s attention to Mike, in comparison to the other characters?

Shot selection:
eg. Close-up / When would a filmmaker want to use a close-up?
Mike’s face / Influence of this shot on the audience
Forces the audience to examine Mike’s expression and become aware of what he is thinking

(3) What does the opening scene tell us about Mike? Discuss the way the camera frames Mike in many of the shots and why is it in so close to him?

How is Mike depicted in this Episode?
What does this tell us about him?
What can we learn about the role of camera shots and framing in helping to establish a character in this clip?

My Place for Teachers