Karen Yager
Richmond River High School
NSW Department of Education and Training November 2004
Page 1 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Concept
Building on Year 7 skills and
knowledge through close analysis of
a film. Focus is on a transformation
and the influence of popular culture.
Stage 4
Year 8
Duration: 5 weeks
Cross-curriculum Content
Outcomes
Gender
Literacy
Difference and diversity
A student:
Language modes
Reading/writing/speaking/listening/
viewing & representing
Texts
1.responds to and composes texts for
understanding, interpretation, critical
analysis and pleasure
2. uses a range of processes for
responding to and composing texts
8. makes connections between and
among texts.
Film: transformations such as Shrek
or Ever After
Rationale
As filmic techniques were introduced in Year 7, this unit is designed to revisit and extend the knowledge and
understanding of the students through a close study of a film. A transformation was chosen as it introduces the students
to: the role of popular culture, critical perspectives, intertextuality, appropriation and parody. Sophisticated concepts can
easily be learned with a film, such as Shrek or Ever After, that is engaging and invites interesting close analysis.
The unit begins with an examination of fairy tales and their conventions. Extracts from Disney films such as Sleeping
Beauty and Snow White as well as classic picture books provide obvious examples of the genre. These extracts and
picture books provide an excellent opportunity to revisit filmic techniques and provide students with a film glossary. This
is followed by a selection of parodies such as Alan Garner’s Politically Incorrect Fairy Tales or Roald Dahl’s Revolting
Rhymes. A discussion of what prompted the transformations leads to an exploration of popular culture and context.
Critical perspectives, such as a feminist reading can then be introduced. This leads to the close study of the film. The
aim of this unit is for students to be critical viewers, aware of the potent influence of culture, changing values and
context.
NSW Department of Education and Training November 2004
Page 2 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Syllabus
content
1.1
1.2
1.3
1.4
1.5
1.6
1.8
1.9
2.7
8.1
8.2
8.3
8.4
1.11
Learning content and activities
Students learn to:
 respond to imaginative, factual and critical texts, including the required
range of texts, through wide and close listening, reading and viewing
 respond to and compose texts intended to inform, persuade and
entertain, including humorous texts
 compose imaginative, factual and critical texts for different purposes,
audiences and contexts
 manipulate, combine and challenge different text types in order to
compose new texts that address specific purposes, audiences and
contexts
 interpret, question and challenge information and ideas in texts through
close study
 categorise texts by content, genre, composer and purpose
 graphically represent aspects of texts such as the storyline of a novel or
film, the structure of a poem, the set of a play, and links in a webpage
 demonstrate understanding of the complexity of meaning in texts
 discuss and explain the processes of responding and composing, and
identify the personal pleasures and difficulties experienced
 identify, compare and describe the connection between spoken, written
and visual texts with similar subject matter, such as a book and its film
adaptation or various descriptions of an incident
 synthesise information from texts with similar subject matter and identify
differences in content, purpose, attitude, values and perspective
 identify and describe the similarities and differences in meaning and
language between texts composed for different purposes or audiences
including different media descriptions of an event
 compose texts that make connections with other texts, such as
preparing promotional material for a film or book or writing a narration
for a documentary
Students learn about:
 the ideas, information, perspectives and points of view presented in
NSW Department of Education and Training November 2004
Page 3 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Quality teaching
Deep understanding
Deep understanding
Higher-order thinking
Deep knowledge
Higher-order thinking
Deep knowledge
Student
direction/engagement
Deep understanding
Connectedness
Deep understanding
Higher-order thinking
Deep understanding
Student direction
Deep knowledge
1.15

1.16

1.18

1.19
1.20
2.15



8.5

8.6

8.7

imaginative, factual and critical texts
the forms and features of language, the structures of texts and the
nature of content that enables categorisation by content, composer and
genre
conventions associated with generic definitions of literary, film,
television and other multimedia, information, everyday and workplace
texts
inference, figurative language and alternative readings as strategies for
responding to and composing texts beyond the literal level
types of humour and how humour is expressed in texts
the complexity of meaning in texts
processes of representation including the use of symbols, images,
icons, clichés, stereotypes, connotations, inference and particular visual
and aural techniques including those of camera, design and sound
the ways in which meaning is shaped by form, structure, style, personal
perspective and by the composer’s purpose and audience
the ways in which use of detail, perspective and choice of vocabulary
connect texts
the ways composers use stylistic features, content and marketing to
develop and promote popular appeal
NSW Department of Education and Training November 2004
Page 4 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Deep knowledge
Deep knowledge
Higher-order thinking
Deep knowledge
Deep understanding
Background knowledge
Deep understanding
Deep understanding
Connectedness
Week 1: Once upon a time…
Content:
1.11
8.2
1.1
1.15
1.16
1.5
1.9
1.11
1.19
Learning and teaching activities
Spelling – look, cover and write – revisit filmic terms.
Select 15-20 challenging words from our film
glossary. Find five more on the Internet and explore
meanings in groups.
Class discussion on traditional fairy tales and their
roles. Brainstorm of features, narrative structure,
characters and concerns. Groups to analyse a
traditional fairy tale picture book:
1. list the main characters, their roles,
appearance and their traits
2. what is the moral of the story and what does
it tell you about the values of society when it
was composed? Do the members of the
group believe in the moral of the story?
3. if a group member was a feminist, a youth
worker, a conservative politician, speculate
on how this individual might respond to the
role of the women in the fairytale?
4. look at three pages of the book and comment
on the visual techniques:
- composition: what is included in the
frame – background, costumes, props
and colour
- framing: camera shots and angles
- contrast – lighting/colours.
Groups to report to class on responses. Students
make notes from discussion.
View extracts from Disney films –Beauty and the
Beast and Cinderella – and focus on the heroes,
heroines and villains. Students to be allocated one of
these and comment on: appearance, actions,
relationships and traits.
Class discussion to follow, students discuss and
make notes on genre, narrative conventions,
character types and functions in the narrative
Define parody for students. Groups to read
transformations of fairy tales by Alan Garner and
Roald Dahl and respond to these questions:
1. what makes this transformation humorous?
2. what changes have been made to the original
fairy tale?
3. why have these changes been made?
4. do these transformations reflect the changes
in our culture, taste and values?
Class discuss and make notes on the features and
social purpose of parody using examples from
Garner and Dahl.
Quality teaching
Metalanguage
Substantive
communication
Background
knowledge: prior
knowledge of
visual and filmic
techniques
Problematic
knowledge:
consideration of
others’
perspectives
Deep
understanding
Deep
understanding
Substantive
communication
NSW Department of Education and Training November 2004
Page 5 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Week 1: Filmic terms
Select 15 or 20 challenging filmic words from the glossary.
Word
Look
Cover
Write
Total correct:
NSW Department of Education and Training November 2004
Page 6 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Week 2: “The characters are ripe for parody because they’re part of the
Content:
1.4
1.8
1.11
8.2
1.1
1.5
1.6
1.9
8.1
8.2
8.5
1&8
cosmic consciousness.” J. Katzneberg (www.digitalmediafx.com)
Quality teaching
Learning and teaching activities
Spelling and vocabulary – look, cover and write.
Students elect 15 – 20 words from notes on
critical perspectives, add definitions and discuss
in groups.
Read the picture book Princess Smarty Pants
and then create a princess, a prince or a villain
that one of the following would favour:
1. a feminist
2. a conservative
3. a misogynist
4. an environmentalist
Students will need guidance in what these
perspectives mean.
Describe his or her appearance, costume,
personality, relationships with others and
actions. Present character to class. Students
make notes on critical perspectives.
Close study of film
1. View the credits and establishing sequence of
the film. Class discussion on viewer
assumptions about the genre, narrative and
characterisation. Recall the original fairy tale
and what happened.
2. View the next three scenes and comment on
whether these assumptions were challenged
such as:
a. has the original story line been altered?
If so what has changed?
b. have the characters met your
expectations or are they changed and
how have they been changed?
c. have any of the generic conventions
been subverted and if so, how have
they been challenged?
d. why have these changes been made?
Discuss the impact of popular culture
and changing values.
e. create a mind map recording the
changes from the original text to the
transformation.
3. Restart the film and begin the close viewing
assessment task. (See task details.)
Assessment task 1a & b: Close viewing of the
film and a listening task. (See sheet for criteria
and expectations.)
Metalanguage
Engagement
Problematic
knowledge:
consideration of
others’
perspectives
Inclusivity: all
members
valued
Substantive
communication:
questions
require deep
thought and
recall
Deep
understanding
NSW Department of Education and Training November 2004
Page 7 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Assessment task 1a and 1b: Close viewing and listening
Outcomes:
1. A student responds to and composes texts for understanding,
interpretation, critical analysis and pleasure.
8. A student makes connections between and among texts.
Language modes: reading, writing, speaking and listening
Nature of task:
You are required to complete a task while we are viewing the film. Select a
card detailing a viewing and responding task from the box. The tasks you
could be allocated are:
1. Focus on the heroine and describe her appearance, actions, dialogue,
relationships and the filmic techniques used to represent her. Compare
and contrast her with the traditional heroine or princess.
2. Focus on the hero and describe his appearance, actions, dialogue,
relationships and the filmic techniques used to represent him. Compare
and contrast him with the traditional hero or prince.
3. Focus on the villain and describe him or her appearance, actions,
dialogue, relationships and the filmic techniques used to represent him
or her. Compare and contrast him or her with the traditional villain or
witch.
4. List the changes that have been made to the traditional conventions of
a fairy tale and describe your response to four of these changes and
why you believe they have been made
5. Discuss the message or moral of this film and compare and contrast
this message with the original fairy tale or traditional fairy tales.
Comment on how this film’s concerns reflect popular culture.
6. List all of the intertextual references in the film. Select three, comment
on why they have been used and why they are humorous.
Requirements:
 At the end of the film find the other people in the class who have the
same task. Compare the findings and combine the information to
produce a report for the whole class
 present the information to the class in an imaginative and interesting
way. All group members should be involved in the presentation, even if
this involves collating and typing the information
Suggestions:
- PowerPoint presentation: you could add images downloaded
from <www.digitalmediafx.com/Shrek/> or DVD footage
- dramatic performance: role play as the characters and/or the
animators/director
- overheads and a panel discussion.
 self and peer assessment of task
 if unsure, submit a draft to teacher.
Date Due: end of week 3.
Assessment 1b: Your completed assessment of the other groups’
presentations will be used to assess your listening skills.
NSW Department of Education and Training November 2004
Page 8 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Week 2: Spelling – critical perspectives
Select 15 or 20 words from critical perspectives and own notes.
Word
Look
Cover
Write
Total correct:
NSW Department of Education and Training November 2004
Page 9 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Week 3: “And they lived happily ever after…”
Content:
1.1
1.9
1.15
1.20
8.2
8.3
8.5
8.1
8.2
8.3
8.4
8.5
8.6
Quality teaching
Learning and teaching activities
Spelling and vocabulary – look, cover and write. Metalanguage
Each group is to create a list of 15-20 words
related to our study of the film or the earlier
parodies. Give the words to the closest group for
a spelling test. At the end of the test, there will
be a quick whole class quiz on the meanings of
the words.
Continued viewing of film:
Student
direction:
Assessment task 1:
students
At the end of the viewing, groups commence
allocate
work on the assessment task. Allow the
jobs/decide
opportunity for groups to review selected scenes form of
of the film. One or two members of the group
presentation
could work on the presentation format,
especially if it is to be a power point presentation Social support
in the computer lab or library. An interesting site
to visit, especially for images or intertextual links Substantive
is: <www.digitalmediafx.com/Shrek/>
communication
High
The group has three lessons to complete the
expectations:
task. The presentation will be in the first lesson
meet a tight
of week 4.
deadline
Extension:
Higher-order
There are some exciting transformations of
thinking:
traditional fairy tales available. Students could
synthesising
read one of the following and compose a
and analysing
discussion essay on the similarities and
transformations
differences between the two texts and how the
and influence of
texts are a product of their times, reflecting
popular culture
popular culture and values.
Suggested transformations: (see resource list)
Angela Carter - The Bloody Chamber and Other
Stories
Ellen Datlow and Terri Windling (eds.)
A Wolf at the Door
Black Thorn, White Rose
Snow White, Blood Red
Tanith Lee - White as Snow
Gregory Maguire – Confessions of an Ugly
Stepsister
Robin McKinley - Beauty
Anne Sexton - Transformations
Jane Yolan – Twelve Impossible Things
NSW Department of Education and Training November 2004
Page 10 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Week 3: Spelling – metalanguage terms
Select 15 or 20 nouns from critical perspectives and/or parody.
Word
Look
Cover
Write
Total correct:
NSW Department of Education and Training November 2004
Page 11 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Week 4 - 5: “A marketing masterpiece”
Content:
1.1, 1.9
1.15,
1.20, 8.2
8.3, 8.5
1.1
1.9
1.15
1.18
1.20
8.2
8.3
8.4
8.5
8.6
8.7
Learning and teaching activities
Spelling and vocabulary – look, cover and write.
Revise (by discussing the meaning within the
group) 15 – 20 difficult glossary words.
Assessment task 1a and 1b:
Presentation of set tasks. Students complete an
assessment sheet on the presentation.
Response used to assess listening skills.
Assessment task 2:
Composing and promoting
The entire class is transformed into a film
production team. Each member of the class has
an important role to play (see sheet):
 Script writers (4) – compose a five-minute
transformation of a traditional fairy tale or a
pastiche of fairy tales and other texts like
Shrek.
 Researchers (2) – research the fairy tale/s
and or texts for the writers and help them
with ideas.
 Story boarders (6) – create the storyboards
for the film script. Individual artists could
elect to draw and focus on one character.
Visit <www.digitalmediafx.com/Shrek/> for
ideas and comments by animators. Select
three ‘teaser’ frames to be pre-released.
 Promotional team (6): design a promotional
package to ‘sell’ the film. Brainstorm all
possible methods and outlets. Visit
<www.digitalmediafx.com/Shrek/>, which
has a detailed list and explanation of how
Shrek was promoted called “A Marketing
Masterpiece.” Contact a local marketing
company for further ideas.
 Film posters (3): design at least three
different film posters for different audiences.
One should target a young audience, the
second a teenage audience and the third an
adult audience - see <www.allposters.com>
 Press releases (4): compose four press
releases that promote the film. Target a
tabloid, a broadsheet, a teen magazine and
a children’s magazine.
 DVD game (2): design a game of the film
Quality teaching
Metalanguage
High
expectations
Student
direction:
students
choose the
area they are
interested in
Higher
expectations: a
challenging
task
Social support:
essential for
success of task
Engagement
Connectedness
Assessment task 3: Reflection (see sheet)
NSW Department of Education and Training November 2004
Page 12 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Assessment task 2: Creating and promoting
Outcomes:
1. A student responds to and composes texts for understanding,
interpretation, critical analysis and pleasure
8. A student makes connections between and among texts.
Language modes: reading, writing and viewing and representing
Nature of task:
The entire class has been transformed into a film production team. Each
member of the class has an important role to play. Select the task that allows
you to use your talents or challenges you to develop new skills.
 Script writers (4) – compose a 5-minute transformation of a traditional
fairy tale or a pastiche of fairy tales and other texts like Shrek.
 Researchers (2) – research the fairy tale/s and or texts for the writers
and help them with ideas. Use print texts and the internet.
 Story boarders (6) – Create the storyboards for the film script.
Individual artists could elect to draw and focus on one character. Visit
<www.digitalmediafx.com/Shrek/> for ideas and comments by
animators. Select 3 ‘teaser’ frames to be pre-released. Use models
from Take One.
 Promotional team (6): design a promotional package to ‘sell’ the film.
Brainstorm all possible methods and outlets. Visit
<www.digitalmediafx.com/Shrek/>, which has a detailed list and
explanation of how Shrek was promoted called “A Marketing
Masterpiece.” Contact a local marketing company for further ideas.
 Film Posters (3): design at three different film posters for different
audiences. One should target a young audience, the second a teenage
audience and the third an adult audience. Visit this site for ideas on
how to design an effective poster - <www.allposters.com>.
 Press releases (4): compose four press releases that promote the film.
Target a tabloid, a broadsheet, a teen magazine and a children’s
magazine.
 DVD game (2): design a DVD game of the film. Include an outline of
the characters, challenges, how points are awarded, etc. You could
include some of the graphics you will use. See the storyboard people
for graphics.
Process of allocating tasks:
Imagine you are applying for one or more of the above positions. Submit a
resume or curriculum vitae that lists your skills, hobbies and interests. Make
sure that you apply for more than one position. A panel of elected students,
including the teacher, will decide what position you get. Remember, no one
will miss out and the outcome is open to appeal.
Requirements:
 The tasks must be published. You could opt to do some of the tasks
using ICT, e.g. If you can use Flash you could create a scene for the
animation or a character. Film posters can be made in a publishing
program. The only limits are the software, the skills and the time!
Date Due: Beginning of week 6
NSW Department of Education and Training November 2004
Page 13 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Week 4: Spelling – revisiting the glossary
Word
Select 15 or 20 words you found challenging.
Look
Cover
Write
Total correct:
NSW Department of Education and Training November 2004
Page 14 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Assessment task 3: Reflection
Outcome:
2. A student uses a range of processes for responding to and composing
texts.
Language modes: reading & writing
Nature of task:
Use your ‘Dreaming Tracks’ (learning journal) to record your journey through
this unit. Discuss and evaluate the following:
 what you have learned about transformations, critical perspectives and
parody
 your responses to the discussion questions and what you discovered
about popular culture, values and context
 the quality of the tasks that you completed for this unit
 the changes you would make, if any, to your composing tasks
 the composing task that gave you the most pleasure and the reasons
why you are proud of your composing task
 the difficulties you experienced and how you overcame these or if they
are still a problem, what action needs to be taken.
Requirements:





the reflection should be a minimum of 250 words
you can use headings and sub-headings
your drafts should be included
a bibliography of the resources you used such as DVD’s, print texts
and the internet
if you did any of the extension work, please list the novels you read.
Date due: ……………….
NSW Department of Education and Training November 2004
Page 15 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Assessment task 1b: Listening skills – marking sheet
Select one group – not your own!
Group’s name:……………………Assessor’s name: ………………….. Mark:
/10
Features:
Describe:
Evaluation:
E/S/W1
Content:
Critical comments:
Presentation:
interest
engagement
cohesiveness
Links to:
original text/s
or
popular culture
or
humour
1
E = Effective
S = Satisfactory W = Weak
NSW Department of Education and Training November 2004
Page 16 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Student and teacher resources
CD rom:
Take One
A. Tolley & B. Dalley
Films:
Ever After
Andy Tennant
20th Century Fox (1998)
Shrek
Jeffrey Katzenberg
DreamWorks (2001)
The Princess Bride
Reiner. R
20th Century Fox
Web sites:
All Posters.com
<www.allposters.com> (film posters)
Fox: Ever After
<www.foxmovies.com/everafter/> (good links, reviews and interviews)
Greatest Films
<www.filmsite.org> (great site for all films and a wonderful film glossary)
<www.digitalmediafx.com/Shrek/> (interviews with animator, director,
intertextual links, film marketing campaign, etc)
Shrek the Movie
<www.shrek.com/intro/> (very commercial and slow to load but good images)
Snow White
<www.scils.rutgers.edu> (Interesting site on Snow White with resources and
ideas)
SurLaLUne Fairy Tale Pages
<www.surlalunefairytales.com> (annotated fairy tales)
NSW Department of Education and Training November 2004
Page 17 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Print texts:
Angela Carter
The Bloody Chamber & Other Stories
Ellen Datlow & Terri Windling (Ed’s)
Black Thorn, White Rose
Avon, Nova & Morrow, NY, 1994
Ellen Datlow & Terri Windling (Ed’s)
Snow White, Blood Red
Avon, Nova & Morrow, NY, 1993
Tanith Lee
White as Snow
Gregory Maguire
Confessions of an Ugly Stepsister
Regan Books, NY, 1994
Gregory Maguire
Wicked
Regan Books, NY, 1995
Robin McKinley
Beauty
Harper Trophey, NY, 1993
Anne Sexton
Transformations
Houghton Mifflin, NY, 1979
Jane Yolan
Twelve Impossible Things
Harcourt & Brace, NY, 1997
NSW Department of Education and Training November 2004
Page 18 of 18
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au