On a Tightrope
Teachers manual
About the movie
On a tightrope is a beautiful and touching documentary about the everyday life of four youths/children from Xinjiang-Province in China. The children are either orphans or they come from families who can’t afford to keep them at home. They live in a state run orphanage. All four are of Uyghur ethnicity, which is one of the largest Muslim minorities in China. As an ethnic group, Uyghurs feel pressured to assimilate into Chinese society, where there is no room for Uyghur religion, language and tradition.
Through the portrait of these four young people, “On a Tightrope” touch several large themes: children’s need for love, protection and care from adults, the need to see hope and possibilities for their future, (om å være minoritet I et samfunn some er dominert av en annen flertallskultur?), and last but not least about how the government in China demands loyalty and submission from their citizens and provide little room for basic Human Rights.
In the movie the children learn how to walk on a tightrope, which is an old tradition among Uyghur people.
The movie is touching and heartfelt, because we get an intimate portrait of the main (characters). They are strong people who have experienced hardship and they openly, but shyly, tell the stories of their lives, hopes and dreams for the future. At the same time their lives are filled with great challenges and small (margins).
“On a Tightrope” is the first in a line of movies about Human Rights in totalitarian and authoritarian regimes, made by the Rafto Foundation. The movie has won several international rewards (Sundance, IDFA, Watchdocs) and has been aired on TV-channels in a number of different countries, (including the Norwegian state channel: NRK.)
The movie’s four main (characters)
Sargigul a 14 year old girl, loves school
Abliz a 14 year old boy, dreams of being a singer
Aijamal a 14 year old girl, excels at walking on tightrope
Jumakhun an 11 year old boy, short stature
Director: Petr Lom
Producer: Torstein Grude for Piraya Film AS
Length: 70 minutes
Year of production: 2006 (released on DVD in 2009)
Language: Uyghur, texted in Norwegian, English, Spanish, Chinese
Censorship: Suitable for all ages, but particularly suitable for ages 10 and up.
Preparations for the movie
It would be advantageous if the pupils receive some background information before the showing, you could, for instance, hand out “More about eh Uyghurs of Xinjiang” (see Rafto.no).
The pupils could also write down what they know about Human Rights in China, and be more conscious about their own thoughts and knowledge before the movie.
Tips for the pupils immediately before the showing
When you see the movie, try to notice the following:
1. The police man in the first scene, what’s important to him?
2. Notice the slogans painted on the wall of the school.
3. Notice what the children/youths say when they assemble outside the school.
4. Notice what the children/youths sing about when they are in school, and what they sing about outside of school.
On page 3 and 4 in this document you will find the “Pupils manual” containing discussion exercises. It could be beneficial to choose some exercises the groups should focus on.
Reactions to the movie
A short discussion in class immediately after the movie is recommended, before having a break.
1. Describe a moment in the film that you think was particularly powerful or moving? What was it about that scene that moved you?
2. Why do you think we experience something as powerful or moving? What do you think is needed for us to have that experience?
3. If someone asked you what the movie was about, what would you answer?
4. Did the movie make you think of something in particular? If so, what?
“On a Tightrope”
Pupils manual
Group exercises – For reflection on the themes of the movie
Work in groups with the questions below. Take notes as you work. Present your work for the calss when you are done. Ask your teacher which themes you should work on.
The Orphanage
1. Why are the children not staying with their parents?
2. What do the children feel about not having parents?
3. How would you describe the conditions at the orphanage?
4. Why do the children want to walk on tightrope?
5. How do you feel about the two tightrope teacher’s relationship with their pupils?
6. What’s the biggest difference between the two teachers?
7. Do you think the children will achieve their goals regarding walking on tightrope? Why/why not?
8. The title of the movie could be interpreted metaphorical. In which way could you say that the life of the people in the movie is like balancing on a tightrope?
9. What is the “safety net” the children are missing in their lives?
On being Uyghur
1. We say that Uyghurs are a minority – what is minority and what is majority?
2. Uyghurs are often said to be an ethnic group. What is an ethnic group? Are you part of an ethnic group? Discuss.
3. How do we understand that the children are Uyghurs?
4. How does the school relate to Uyghur language and religion?
5. How do Chinese politics affect the lives of the children?
6. What do the children know about communism and socialism?
7. There is a mosque next to the school. The school’s principle says that it would never have been built so close to a school today. Because the mosque was there first, they haven’t demolished it. Why do you think the Chinese government would not allow the mosque today?
8. Which reflections do you make around Abliz’ situation? Han says that he’s scared of punishment from Allah if he doesn’t pray enough. At the same time the government does not allow religious worship, not for him or other pupils.
9. What does it mean to show respect for others religion or religious worship?
The school
1. How do the four main characters relate to the school? (What’s the four main characters attitude towards the school?)
2. Which values does the school try to teach to the children?
3. How is the school different from how you experience your own school?
4. What does the children in the movie “On a Tightrope” have in common with children and youths in your own country?
5. In which ways can you relate to them?
6. Which rights do the children in the movie have? See Rafto.no/education for the UN Declaration of Human Rights.
7. Which of the children’s rights are being violated?
8. How are things in your country? Are children allowed to speak freely and practice their religion?
9. Have things always been this way? If you look at the history of your country, what can you find regarding children’s rights?
10. Is it important to be allowed to speak freely and practice one’s religion? Why?
On Human Rights
1. At the start of the movie we see that Chinese authorities wants to control what should be filmed. Why do you think the camera team is controlled in this way? Do you think it would be different if the camera man was Chinese in stead of being foreign?
2. How can you tell that the people in the movie live in a society where you can’t say what you want or choose your opinions without risking severe consequences?
3. How can you tell when looking at the police man?
4. Why do you think that Freedom of Religion and Belief is a part of the Declaration of Human Rights?
5. Do you think the movie portrays conditions worthy of critique? Why/why not?
6. Do you think some of these conditions are violations of the Human Rights? Explain your answer.
7. What could be done to improve the conditions for Uyghurs in Xinjiang?
8. Who can fight Human Rights violations?
9. Which institutions, organizations or groups?