Media Literacy
Clip 4: Worker’s rights
Activity 6: Lights, camera, action
Discover:
Ask students to view the clip and discuss the following questions:
  1. How has the cinematographer used lighting to create atmosphere in this scene/s?
  2. Why do you feel these lighting techniques were used?
  3. Where in the scene is the lighting the most obvious and/or has least impact?
  4. List the camera shots that are used in this scene.
  5. How has the director enhanced the meaning of the scene through the use of close-up, wide angle or medium scope camera shots?
  6. Assess the importance of the camera and lighting to emhasise the meaning of the story.

Reflect:
  • Ask students to use the six frame story board template and design this scene from a different point of view or design the scene that would follow this one or the scene that goes before it. Ask students to annotate the scenes with
  1. What camera and lighting techniques they would use?
  2. Why they chose these?
  3. What they are trying to achieve by these decisions?

Download:
Student Activity Sheet: ML12.6

Student Activity Sheet: ML12.6

Clip 4: Workers’ rights

Activity 6:Lights, camera, action

NAME: ………………………………………………………………………...CLASS: ………………

Use the six frame story board template and design either:

  • this scene from a different point of view, or
  • the scene that would follow this one, or
  • the scene that goes before it.

Annotate the scenes with

  • What camera and lighting techniques you use and why?
  • What you are trying to achieve by choosing these devices.

Media Literacy
Clip 4: Worker’s rights
Activity 7: Communicating
Discover:
  • Discuss the concept of relationships and have students reflect on significant relationships in their lives and how they could be described. For example, this could include relationships between friends, between siblings, between a child and a parent.
  • As a class, discuss ways in which the filmmaker has created relationships in this episode and how they have conveyed this information to the viewer using dialogue, acting and body language, camera shots and camera angles.
  • Re-screen segments of the episode so students can explain their observations and discuss the ways in which the filmmaker has used these clues to build up the viewers’ understandings of what is happening between these characters.
  • As a class, explore the ways in which a novel or short story writer builds relationships between characters using words. Discuss some examples from a current text they are reading in class. Model this activity first.

Reflect:
  • After viewing Episode 12, Rowley have students identify and describe what Rowley’s significant relationship is in this story. Ask them to justify their responses with evidence from the text using Student Activity Sheet: ML12.7.
  • Have students work in pairs to explore the construction of significant relationships between characters in a favourite print text of theirs, using a similar worksheet to the one above.

Download:
Student Activity Sheet: ML12.7

Student Activity Sheet: ML12.7

Clip 4: Workers’ rights

Activity 7: Communicating

NAME: ………………………………………………………………………...CLASS: ………………

(1) After viewing Episode 12, 1898 Rowley identify and describe Rowley’s significant relationship is in this story. Justify your observations with evidence from the text using the table below.

Character relationships / Words that describe this relationship / How do you know? Evidence from the story
Rowley and his mother / Eg closeness / Conversation, darning socks, tears, doing chores
Rowley and Tom
Rowley and Jonno Bayliss (school boy)
Rowley and Mr Merry

(2) Work in a pair to explore the construction of significant relationships between characters in a favourite book of yours. Deconstruct these relationships using the table below.

Character relationships / Words that describe this relationship / How do you know? Evidence from the story

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