Film Study: Studio Ghibli | Stage 4 | English
Summary
Duration
5 weeks
Unit overview
Unit Title
This unit of work will focus on a study of the Japanese animation
Film Study: Studio Ghibli and Cultural Expression in Anime
company Studio Ghibli through the prescribed text,
Grave of the Fireflies and extracts from a range of other films produced by
director Hayao Miyazaki. Students will examine and evaluate a range of
specific devices employed in anime film in order to understand the cultural
and historical context of this form and its place in the broader
animation context. Students will examine the ways in which film and
animation conventions help shape meaning in a text with regards to
characterisation, setting, plot and themes. They will consider the
relationship between text and image. Students will understand and
evaluate how anime conventions work together in distinctive ways to
present ideas and information in the texts they compose and
comprehend.
This unit of work was written by Kim Elith, Saint Ignatius College. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
1
Outcomes

›
›
English K-10
Assessment
Assessment of Learning Representation Task (Weight: 25%)
EN4-1A responds to and composes texts for understanding,
Students will compose a Directorial Commentary on Key Scenes from
interpretation, critical analysis, imaginative expression and pleasure
Grave of the Fireflies in which they will annotate screenshots in the light
EN4-2A effectively uses a widening range of processes, skills, strategies
and knowledge for responding to and composing texts in different media
of interpretation of cultural representation through a recorded voice-over
presentation using either Keynote, PowerPoint or similar.
and technologies
Outcomes Assessed:
›
EN4-6C identifies and explains connections between and among texts
EN4-1A
›
EN4-7D demonstrates understanding of how texts can express aspects
EN4-2A
of their broadening world and their relationships within it
EN4-8D
›
EN4-8D identifies, considers and appreciates cultural expression in texts
Syllabus Text Requirements

Close study of film

In each year: Spoken, visual, media, multimedia and digital texts

Across the stage, experience of:
a wide range of cultural, social and gender perspectives, popular and
youth cultures
Texts that provide insights about the peoples and cultures of Asia
Graphic novels
an appropriate range of digital texts, including film, media and multimedia
Cross-Curriculum Priorities
Asia and Australia’s Engagement with Asia
General Capabilities

Critical and creative thinking

Information and communication technology capability

Intercultural understanding

literacy
This unit of work was written by Kim Elith, Saint Ignatius College. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
2
Content
Teaching, learning and assessment
Resources
Stage 4 - Outcome 1
Week 1
Table document for Webquest
Introductory Lessons:
Suggested websites for Webquest:
Context - Survey students about their knowledge
(All websites referenced in unit accessed on
of comics, manga, graphic novels, anime and
30/6/2014)
 explore and explain the ways authors
combine different modes and media in
creating texts, and the impact of these
choices on the viewer/listener (ACELY1735)
Stage 4 - Outcome 2
Japanese culture.
History and Conventions of Manga Webquest in small groups, students create a table in their
http://en.wikipedia.org/wiki/Manga
http://www.mit.edu/~rei/Expl.html
understand and use bibliographies, citations
books or using Word with two column headings
(including web citations) to acknowledge
(Source and Summary); Internet search for key
http://www.matt-
sources and avoid plagiarism
details about the origins, history, conventions
thorn.com/mangagaku/history.html
use a range of software, including word
processing programs, to create, edit and
publish texts imaginatively (ACELY1728,
ACELY1738)
use a range of effective strategies for
and evolution of Japanese manga form. Each
member of the group takes responsibility for the
research and writing of a summary of
l=manga&Submenu=4
the information found for one of the above
areas.
organising information, ideas and
Manga Composition Task: In their groups,
arguments, eg clustering, listing,
students compose a manga-style comic (using
compare and contrast, semantic chains,
about 15 frames) that provides a summary of the
graphic and diagram outlines, and mind
most significant information they have gathered
maps
from Webquest activity above in an imaginative
Stage 4 – Outcome 9
http://www.japanesegallery.co.uk/default.php?Se
way.
Reflect on and assess their own and others’
This unit of work was written by Kim Elith, Saint Ignatius College. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
3
Content
Teaching, learning and assessment
learning against specific criteria, using
Students peer assess their manga comics using
reflection strategies, eg learning logs, blogs
a class devised marking criteria.
Resources
and discussions with teachers and peers
Stage 4 - Outcome 8
investigate texts about cultural experiences
Week 2
Exploring manga texts: students read a range of
from different sources, eg texts from
manga texts and extracts to explore the visual
Asia and texts by Asian Australians, and
conventions employed in the form; (teacher
explore different viewpoints
provides a guide to identifying and
 understand and explain how combinations
of words and images in texts are used to
represent particular groups in society, and
how texts position readers in relation to
those groups (ACELT1628)
respond to and compose texts in a range of
interpreting key devices to assist with their first
reading: structure (back to front), frames,
gutters, shape, perspective, colour, contrast,
lines, symbolism, background and foreground,
vectors
First impressions - students write their first
and appreciating cultural factors,
impression of the allocated manga text or extract
perspectives
Stage 4 - Outcome 7
draw on experience to consider the ways the
watch?v=Hyvd2Fjgk7U&feature=youtu.be
Suggested Manga Texts:
Astro Boy by Osamu Tezuka
Naruto by Masashi Kishimoto
Bleach by Tite Kubo
Fruit Baskets by Natsuki Takaya
Reading Activities:
different modes and media, recognising
including cultural background and
New Literacies video: https://www.youtube.com/
Summarising - students write a summary of the
plot that occurs in their allocated text
Review - students write a review of the text they
have read, giving their opinion on the plot,
This unit of work was written by Kim Elith, Saint Ignatius College. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
4
Content
'real world' is represented in the
imaginary worlds of texts, including
imaginative literature, film, media and
multimedia texts
analyse and understand the ways
Teaching, learning and assessment
characters, ideas and style of the visual form.
Identifying and analysing: students select a
double page spread from the text and write an
annotation of the way in which at least THREE
visual devices have been employed to shape
techniques of representation in
meaning about character/s, event/s, setting or
multimodal texts are used to present
idea/s.
alternative views of the world, people,
places and events
Stage 4 - Outcome 6
 compare the text structures and language
features of multimodal texts, explaining
how they combine to influence audiences
(ACELY1724)
 investigate how visual and multimodal
texts allude to or draw on other texts or
images to enhance and layer meaning
(ACELA1548)
Stage 4 – Outcome 8
Identify and explain cultural expressions in
Resources
Cultural Representation: Jigsaw Activity and
Class Presentation
In small groups, students examine the ways in
which allocated manga texts represent aspects
of Japanese cultural experiences and factors.
Step 1 - divide the class into 5 groups of 3-4
students. Allocate ONE of the following topics for
each group to research - significant historical
events, religion, literature and the arts, national
character, environment. Each group finds and
records at least SIX facts they believe
demonstrate their allocated topic; each student
records their chosen facts on a Word document
texts, including those about gender,
(or similar). Each student is then re-grouped so
ethnicity, religion, youth, age, sexuality,
that there is one representative from each
research area in the new group - they share their
This unit of work was written by Kim Elith, Saint Ignatius College. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
5
Content
disability and social class
Teaching, learning and assessment
Resources
facts with the other students.
Step 2 - Students remain in their new group and
are provided with a photocopied extract from a
manga text or a whole text. Students identify
aspects of Japanese cultural experiences and
factors represented either literally or
metaphorically in their text. The group prepares
a class presentation (Oral or PowerPoint,
Keynote or similar) of their findings. The
presentation should consist of relevant images
(can be photographed on a mobile device or
scanned) which have annotations demonstrating
what aspects of Japanese culture have been
represented and how the composer has
represented them using conventions of manga.
Stage 4 - Outcome 6
 investigate how visual and multimodal
texts allude to or draw on other texts or
images to enhance and layer meaning
(ACELA1548)
identify and explain the links between the
Week 3
Anime Resources:
Introduction to Anime
http://www.awn.com/mag/issue1.5/articles/patte
Teacher led discussion about the origins, history
and conventions of anime.
In pairs, students are provided with a range of
ideas, information, perspectives and
frames from manga and screenshots from anime
points of view presented in a range of
films. They construct a Venn diagram comparing
n1.5.html
That Anime Project website:
http://www.umich.edu/~anime/index.html
http://www.rightstuf.com/rssite/main/animeReso
This unit of work was written by Kim Elith, Saint Ignatius College. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
6
Content
different texts
compose texts that make creative
Teaching, learning and assessment
Resources
the features in the images (similarities and
urces/globalHistory/part1/
differences).
connections with, adapt or transform
Students select ONE of the recommended
other texts, such as the preparation of
anime films and source a series of screenshots
promotional material for a film or book or
(or a excerpt) that reflect aspects of character
a narration for a documentary
and setting. Using the notes provided by the
teacher, students annotate their screenshots,
identifying and highlighting the key conventions
of anime used in their example.
Introduction to Studio Ghibli
Studio Ghibli resources:
Fact Sheet - students research background
http://www.ghibli-museum.jp/en/
information to Studio Ghibli and present FIVE
http://www.madman.com.au/studioghibli/
significant facts as a manga-style
poster/pamphlet for display in the classroom.
Teacher creates a “Gallery Walk” of the posters
and pamphlets for students to view. Students
take notes on which “facts” have been repeated
http://en.wikipedia.org/wiki/Studio_Ghibli
http://www.animenewsnetwork.com/encyclopedi
a/company.php?id=60
http://www.imdb.com/company/co0048420/
by most of the students? Which ‘different’ ones
have some students have included? Follow up
with a class discussion about why “facts” have
been interpreted or selected differently by each
group.
This unit of work was written by Kim Elith, Saint Ignatius College. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
7
Content
Teaching, learning and assessment
Resources
Group Task - in groups of 2 – 3, students are
allocated ONE of the following films produced by
Studio Ghibli:
- Castle in the Sky
- My Neighbour Totoro
- Kiki's Delivery Service
- Only Yesterday
- Porco Rosso
- Pom Poco
- Princess Mononoke
- Spirited Away
- Howl's Moving Castle
- Ponyo
Students research information about the film
using internet links provided - plot, characters,
setting/s, themes, cultural values, key motifs and
anime conventions; present a 3 minute overview
of the film as an example of Studio Ghibli
productions using a PowerPoint, Prezi or
Keynote to the class.
This unit of work was written by Kim Elith, Saint Ignatius College. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
8
Content
Teaching, learning and assessment
Resources
Stage 4 - Outcome 1
Week 4
Studio Ghibli wiki-
recognise, reflect on, interpret and explain
the connections between their own
experiences and the world in texts
consider and analyse the ways their own
Viewing and analysing Grave of the Fireflies
Contextual background - teacher leads students
through key background information about the
film such as: appropriated from novel by Akiyuki
experience affects their responses to
Nosaka, Japanese involvement in WWII,
texts
firebombing of Kobe and economic boom that
explore and appreciate the aesthetic
First Impressions: Students view the variety of
the power of language to communicate
publicity posters produced to advertise Grave of
information, ideas, feelings and
the Fireflies. In pairs, discuss the following:
respond to and compose imaginative,
informative and persuasive texts for
different audiences, purposes and
contexts for understanding,
interpretation, critical analysis,
imaginative expression and pleasure
Stage 4 - Outcome 7
explore the ways 'story' shapes their
experience of and responses to a range
Links to posters for the film: use Google images
search
and http://www.nausicaa.net/wiki/Grave_of_the_
Fireflies_(posters)
Film: Grave of the Fireflies by Isao Takahata
followed in post-war period.
qualities in their own and other texts and
viewpoints
http://www.nausicaa.net/wiki/Main_Page
- how does each poster use visual techniques to
shape meaning in different ways;
- what are your first impressions of the film?
- what predictions about the film’s plot can you
make from these posters?
- evaluate which poster is the most appealing
and persuasive. Share your opinions with the
class.
View the film over a series of lessons (running
This unit of work was written by Kim Elith, Saint Ignatius College. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
9
Content
of texts, including film and multimedia
Stage 4 - Outcome 8
consider the ways culture and personal
experience position readers and viewers
Teaching, learning and assessment
time: 88 mins)
Students keep a viewing log as they watch the
film in a table using the following column
headings:
and influence responses to and
1. Key Event /2. Personal
composition of texts
Response /3. Memorable Images or Sounds
Stage 4 - Outcome 1
 compare the ways that language and
images are used to create character, and
to influence emotions and opinions in
different types of texts (ACELT1621)
 recognise and analyse the ways that
characterisation, events and settings are
combined in narratives, and discuss the
purposes and appeal of different
approaches (ACELT1622)
 understand, interpret and discuss how
language is compressed to produce a
dramatic effect in film or drama, and to
create layers of meaning in poetry, for
Resources
Week 5
Analysing the film
Class Discussion - reflect on the impact of the
opening voice over of the film: "September 21,
1945, that was the night I died".
Discuss the ways in which this affects the
YouTube version of the
film: http://www.youtube.com/watch?v=fD_0dO2y2g
Reviews of the film:
http://www.rogerebert.com/reviews/great-moviegrave-of-the-fireflies-1988
audience’s response to the situation and
http://thatguywiththeglasses.com/bt/the-
characters in the film as a whole.
sage/anime-abandon/35418-anime-abandon-
Modelled Deconstruction of the Film - teacher
leads analysis of the opening 4 minutes of the
film (up until the end of the opening credits) - in
particular examine in detail the use of the
following - the symbolism of the flies/fireflies, the
music and sound effects, the contrast between
grave-of-the-fireflies
Resources for Assessment Preparation:
Keynote or iMovie to record the presentation
Sample Directorial
Commentary: http://www.youtube.com/watch?v=
This unit of work was written by Kim Elith, Saint Ignatius College. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
10
Content
Teaching, learning and assessment
Resources
example haiku, tankas, couplets, free
living and dead Setsuko, colour and hue, the
0SlpL8kv8k0
verse and verse novels (ACELT1623)
narrative structure, and any specific anime
Stage 4 - Outcome 2
 reflect on ideas and opinions about
conventions used.
Group Analysis
characters, settings and events in literary
Students work in small group, examining ways
texts, identifying areas of agreement and
ONE of the following themes are represented in
difference with others and justifying a point
the film:
of view (ACELT1620)
use processes of representation, including
the creative use of symbols, images,
icons, clichés, stereotypes, connotations
and particular aural, visual and/or digital
techniques
 analyse and explain the effect of
technological innovations on texts,
particularly media texts (ACELY1765)
Stage 4 - Outcome 6
investigate and explain appropriations into
War
Japanese Nationalism
Children and Adults
Progress
Siblings
Loss and Hope
Each group is to produce a handout for the
class on this aspect of the film and the ways in
which elements of anime (characters’ visual
representation, colour, music and sound, shots
English from a range of other cultures
and angles, costuming, framing and positioning,
and times
symbolism and motifs etc) have been utilised to
use an increasingly wide range of strategies
to present information, opinions and
shape meaning about their allocated theme. The
notes should use subheadings of each element
This unit of work was written by Kim Elith, Saint Ignatius College. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
11
Content
Teaching, learning and assessment
perspectives across a range of different
to organise the information clearly. Screenshots
types of texts
of stills from the film can be added if possible.
Resources
Share these notes with the class as a whole (via
Google Docs or similar, or as hard copy
handouts for each student).
Review Writing Task: Students read and view
http://www.scribd.com/doc/71498330/Film-
the differing opinions on the film (see resources
Review-Scaffold
for links). Then they write a 400 word review of
the film in which they justify their own view with
reference to specific examples from the film and
these contrasting reviews.
Assessment Preparation - students are to
commence their assessment task preparation
and submit their directorial commentary the
following week.
This unit of work was written by Kim Elith, Saint Ignatius College. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
12
NOTIFICATION OF ASSESSMENT
Stage 4 English
ASSESSMENT TASK - Representation Task
Unit: Film Study: Studio Ghibli and Cultural Expression in Anime
DATE DUE: TBC
Outcomes Assessed: EN4-1A, EN4-2A, EN4-8D
WEIGHTING: 25%
ASSESSMENT TASK DESCRIPTION
You will compose a Directorial Commentary
on Key Scenes from Grave of the Fireflies in
which you will annotate screenshots in the light
of interpretation of cultural representation
through a recorded voice-over presentation
using either Keynote, PowerPoint or similar.
Outcomes Assessed
›
EN4-1A responds to and composes texts for
understanding, interpretation, critical analysis,
imaginative expression and pleasure
›
EN4-2A effectively uses a widening range of
processes, skills, strategies and knowledge for
responding to and composing texts in different media
and technologies
ASSESSMENT CRITERIA
You will be assessed on how well you:
-
Demonstrate knowledge and
understanding of cultural expression in the
set text
-
Demonstrate knowledge and
understanding of the conventions of anime
film and their effects on shaping meaning in
a text
-
Use the features of information
and communication technologies,
including presentation applications, word
processing, importing and manipulation of
graphics and recording sound
›
EN4-8D identifies, considers and appreciates cultural
expression in texts
This unit of work was written by Kim Elith, Saint Ignatius College. Copyright © of the unit of work is owned by
AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of
New South Wales is protected by Crown copyright.
13
Stage 4 English
Marking Criteria
A student has:

Demonstrates perceptive knowledge and understanding of cultural
expression in the set text

Demonstrates comprehensive knowledge and understanding of the
conventions of anime film and their effects on shaping meaning in a text

15 - 13
Uses the features of information and communication technologies,
including presentation applications, word processing, importing
and manipulation of graphics and recording sound in a highly
sophisticated, original and engaging way

Demonstrates pertinent knowledge and understanding of cultural

expression in the set text
Demonstrates detailed knowledge and understanding of the conventions
of anime film and their effects on shaping meaning in a text
Uses the features of information and communication technologies,
including presentation applications, word processing, importing
and manipulation of graphics and recording sound in an effective and
engaging way

Demonstrates concise knowledge and understanding of cultural


expression in the set text
Demonstrates basic knowledge and understanding of the conventions of
anime film and their effects on shaping meaning in a text
Uses the features of information and communication technologies,
including presentation applications, word processing, importing
and manipulation of graphics and recording sound in an appropriate
way

Demonstrates limited knowledge and understanding of cultural






expression in the set text
Demonstrates limited knowledge and understanding of the conventions
of anime film and their effects on shaping meaning in a text
Uses the features of information and communication technologies,
including presentation applications, word processing, importing
and manipulation of graphics and recording sound in a limited way
12 - 10
9- 7
6-4
Demonstrates little or no knowledge and understanding of cultural
expression in the set text
Unable to demonstrate knowledge and understanding of the
conventions of anime film and their effects on shaping meaning in a text
Unable to use the features of information and communication
technologies, including presentation applications, word processing,
importing and manipulation of graphics and recording sound in an
appropriate way
2-0
This unit of work was written by Kim Elith, Saint Ignatius College. Copyright © of the unit of work is owned by
AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of
New South Wales is protected by Crown copyright.
14
Evaluation
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b) the copyright of AISNSW is noted on any part which is copied or noted
If any other licence is sought, inquiries should be directed to the Executive Director of AISNSW.
This unit of work was written by Kim Elith, Saint Ignatius College. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
15
This unit of work was written by Kim Elith, Saint Ignatius College. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
16