Arrows of the Thunder Dragon - A Student’s Guide
STUDY GUIDE FOR FILM ANALYSIS
1
Synopsis
Set in the 1970s, the story follows brother and sister
Filmed entirely on location in the breathtaking
Kuenphen and Jamyang, raised in a remote Himalayan
Himalaya mountains, many of the actors are
village in the country of Bhutan, the ‘Land of the Thunder
local highland village people. The ‘ordinary’ current
Dragon’ by their Mother and a wise but eccentric
traditional medieval life and death in tiny, isolated
Grandfather Sangay.
Bhutan is fascinating and anything but ordinary
Tradition dictates that Sangay focuses his strict training
on young Kuenphen who has opportunities to further his
interests while sister Jamyang is expected to stay
at home and follow the womens’ path like her mother.
The norm for a young woman - staying in the village
to the outside world. This beautiful story from
the ancient Buddhist Kingdom that originated the
concept of ‘Gross National Happiness’ examines
the gentle toughness required to overcome all odds
- and win at what means most.
to weave, cook and get married is a fate she is not willing
to accept without a fight.
When Kuenphen has to leave the village to take his
mother on a 3-day trek to the old castle for medical
treatment, Jamyang’s own desire to explore the wider
world is awakened. While Kuenphen struggles to finetune his skills, Jamyang battles to find any support for
the potential abilities she has. As the world beyond the
borders of their village though daunting at first becomes
more familiar, we learn that change to life as we know
it and personal development does not need to mean the
death of old traditions and the things we hold dearest.
This guide is designed to aid junior or secondary school students in analysing Arrows of
the Thunder Dragon. Teachers may choose to approach the questions as part of broad
group-based discussion (particularly the Quick Quiz) or apply the items to individual
assessments. The Media and Film Studies section (pg 7) includes a list of practical studybased activities that will enhance the student’s understanding of the story and its themes.
Arrows of the Thunder Dragon - A Student’s Guide
ABOUT THE STUDY GUIDE
2
Background
The country of Bhutan has an enduring medieval culture
in which a simple life is valued above possession and
technology. Research the national culture through the
following questions.
Locate Bhutan on a map of the world and colour it
before marking the spots of Thimpu and the Himalayas.
Through an application such as Google Maps or
using an atlas, establish the width of the country and
compare it to places you are more familiar with e.g. If
you were to start the journey in your home town, where
would you end up if you travelled the same distance?
How much time do you spend using a computer
everyday? What about a mobile phone or television?
Create a pie chart breaking up your own daily activities
into different percentages of time, for example two
QUICK QUIZ
What is the main language spoken?
What is the national sport of Bhutan?
What religion are the majority of its citizens?
thirds of your chart might be taken up with sleep and
school while the remaining third could be broken up
into smaller tasks like sports or using social media.
Now consider what things might be like in Bhutan
where education and technology is a lower priority
than farming, cooking, and weaving. Create another
pie chart imagining yourself as living in Bhutan and the
things you might do. Compare the differences.
Research traditional clothing of the Bhutanese people
and describe the differences between what men and
what women wear. What determines who wears what,
and what colours, textures, and fabrics are used?
* The Takin is an unusual animal only found in Bhutan.
What animals are only found in Australia?
Arrows of the Thunder Dragon - A Student’s Guide
3
Characters
Jamyang
The film focuses on the story of a family, their
individual journeys, and self development. A
grandfather, mother, daughter and son grow
throughout the course of events and you
can investigate their roles and character arcs
through the following exercises.
Provide an analysis for each character in the
family. Describe their personalities and what
motivates them, concentrate on why they do
things rather than what they do.
Who is the main character? Sometimes
when a story involves many individuals, it
can be difficult to tell who the lead character
is or if there even is one! In your opinion,
who is the story focused on and why do
you believe this? What aspects of the film
suggest this is the case?
Kuenphen
An adult Jamyang narrates the story but does this mean
it is told from her perspective? Justify your reasoning.
There are many other important characters outside
of the family that play crucial roles in the story. Some
do this in very subtle ways and we might not think we
Grandfather
Sangay
know much about the character but there are hints and
clues that suggest they have a backstory that helps
build the narrative.
Choose a minor character and describe what you think
their background might be. For example, Nun Doelma
is suggested to have shared feelings for Grandfather
Sangay and although we don’t know specific details,
we know there is a detailed history unspoken. Choose
your characters and use what evidence you are given to
Mother
Tchering
create the details
What is the relationship like between Jamyang and Kuenphen.
Does it change from childhood to adulthood?
Which character do you think changes the most from beginning to end? Why?
Arrows of the Thunder Dragon - A Student’s Guide
QUICK QUIZ
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Story & Plot
Do you know the difference between story and plot?
“What’s it about?” can be a difficult answer! Describing
The story is what the film is really about while plot is
such a detailed subject in a short answer can be
‘what happens’ - it is the structure of events that allows
tough so when writing, sometimes it’s easier to write
the story to happen. When describing the story it can be
more then cut it down to what really matters. Describe
tempting to re-tell the plot however story if often more
the story of Arrows of the Thunder Dragon in two
emotion of psychological-based. In this section we are
paragraphs.
distinguishing the difference between story and plot to
establish the true story and the meaning behind it.
In dot points, choose 5 things that happen within the
PLOT of the film, this should be a list of 5 events that
Next, cut it down to one paragraph.
Finally, try and describe the entire story in two
sentences!
occur. For example Jamyang meeting the Bhutanese
The story of a film can be presented in many ways
Olympic women’s team would be a plot point.
and in this instance, Jamyang guides the audience
Now using those same 5 plot points, describe the
meaning behind them in terms of STORY. Using
the example above, the story point could be that
Jamyang gains a feeling of acceptance upon meeting
fellow female archers.
through the narrative with her voice over. Would the
story change if was told from the perspective of another
character? Describe what you think might change and
how the audience might also see things differently.
Chose either Kuenphen, Grandfather Sangay or Mother
Tchering and rewrite the voice over introduction.
Consider how they might view the situation and present
the story to the audience in a different way e.g. Mother
Tchering may discuss why she favours the traditional
way of life and that she simply wants a protected,
happy life for her daughter.
QUICK QUIZ
Can there be multiple stories happening at once?
If you could extend the ending, what do you think would happen next?
Arrows of the Thunder Dragon - A Student’s Guide
5
Themes - Gender Roles
One of the major themes of the story is Jamyang’s
In your own culture, do you think many women
struggle to overcome pre-determined gender roles in
struggle to receive the same opportunities and levels of
traditional Bhutanese culture. Eventually she learns
recognition as men? Can you think of a woman in sport
there are others like herself and finds a sense of identity
that has become highly successful and recognised in
amongst them. Here we discuss the film and how
their field? Discuss their role in sport.
Jamyang defies them.
Jamyang makes her decision to leave the village after a
woman in the township pretends to be dying because
her child refusese a pre-arranged marriage. Describe
why this occurred and why this might have inspired
Jamyang’s decision to leave?
Do you think Mother Tchering really believes Jamyang
should stay in the village and be more traditional, or
is she just concerned and protective of her daughter?
What else could be her motivation?
QUICK QUIZ
Do you think Jamyang would have been happy if she stayed in the village?
Do you think there are men that would rather not do what is traditionally expected?
Do you think Jamyang’s decision could influence other women to try new things?
Do you think Grandfather Sangay believes Jamyang
should pursue her love of archery? Does this change
over time? What evidence in the film suggests this?
Do some research on the Bhutanese women’s archery
team. Find out when women started participating in
the sport in Bhutan and how many medals they have
received.
Arrows of the Thunder Dragon - A Student’s Guide
Discuss the key scenes as evidence.
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MEDIA STUDIES
Now that you are familiar with
Arrows of the Thunder Dragon,
get involved with these practical
challenges and activities.
In traditional Bhutanese culture, women weave
Bhutan is a fascinating country that few people
baskets for personal use and for trade. These
from the outside world have had a chance
are created on a loom and some can take
to experience. Students may enjoy an entire
months to make but simple woven baskets can
day dedicated to experiencing the culture of
be made with a variety of craft supplies just
Bhutan and the Himalayas. A class room can
about anywhere. As a class, plan and make
be decorated with colourful flags (much like
your own individual baskets. All students should
Tibetan prayer flags) made from squares of
participate in the process just as both Jamyang
paper or scrap material attached to strings.
and Kuenphen participated in the same
The flags shown in the film are decorated
activities.
with wood block prints that can also be easily
How long do you think it would take Jamyang’s
mother Tchering to weave 1 meter of cloth?
replicated in a classroom environment.
This could be a simple activity, or explored
An hour, 1 day, 1 week, or 1 month? Can you
thoroughly by arranging traditional foods and
believe it takes a whole month to create this
music.
fabric by hand?
What would the cloth be used for? Think about
the number of items you own that use cloth
and similar materials, how long it would take to
make all of these by hand.
Build a simple loom using wood, nails and wool.
Attempt to make your own woven fabrics from
the loom.
Watching the film, Kuenphen receives
instruction from an elder showing him how a
bow is made. Design a set of instructions that
would teach somebody how to make a bow
and how to shoot with it according to Sangay’s
instructions.
Keen for a little archery? This sport has existed
in almost every culture for both hunting and
recreation, and it’s a fun and challenging
sport for all ages. Organise a day of physical
education in which all students can safely
remembering the hints provided by Sangay.
Additional information about the film
can be found at:
www.ArrowsOfTheThunderDragon.com.au
Arrows of the Thunder Dragon - A Student’s Guide
practise archery for their own experience,
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ADDTIONAL MATERIAL FOR TEACHERS
BHUTAN AND THE FILM 'ARROWS OF THE THUNDER DRAGON'
Map above for students to consider the Gross National Happiness Index
USEFUL INFO:
Bhutan government education program:
http://www.rec.org.bt/wp-content/uploads/2012/06/National-Education-Framework-Part-finalformatted.doc-for-print-2.pdf
Recent study including many interesting points highlighting Bhutan as a country emerging
from self-imposed isolation:
http://www.asafas.kyoto-u.ac.jp/dl/publications/no_1202/AA1202-01_Penjore.pdf
QUESTIONS FOR JUNIOR STUDENTS
Bhutanese parents and grandparents discipline and guide the children. Is this the same for
Australian children?
The narrator is the daughter. How helpful is it to the movie that a narrator tells the story.
Describe a typical day in the life of a Bhutanese girl? Is there any difference to that of a boy?
Look at the roles below and mark which ones are done by Bhutanese women from those that
are done by bhutanese men:
• Cooking ……………
• Sewing…………..
• Weaving…………
• Carrying……….
• Archery………
• Child care
True or false Bhutanese woman can grow up to be:
• An astrologer
• A llama
• Nun
• Monk
• A seamstress or loom weaver
• Teacher
• Singer
• Bus driver
True or false: The grandfather’s role is to:
• Talk to the boys only
• Sing songs when mother is angry
• Tell the boys what their role is
• Make arrows
• Discipline the children
• Assist the mother
• Prepare food,
• Sew, cook and clean
• Protect the family
Who said the following sayings in the film were:
• They love you and then they leave you and break your heart
• You are a man now – now you must take responsibility
• My grandfather said we must not lose face
What do these sayings mean? Do you think they are true for you? Do these sayings show
the social value given to certain activities?
What does a llama do? Why do you think they are important to a community?
If you lived in Bhutan, what occupation would like to have and why? – king, astrologer, llama,
monk, nun, tax collector, driver, teacher, mother, father, archer, sportsman.
Make a model of a typical Bhutanese Village including the following:
• Agricultural fields
• Astrologers house
• Llama house
• Buddhist temple
• Homes
• Wells
• Looms and anything else you feel should be there.
In Bhutan children are taught that the profile of an ideal citizen is someone who is:
1. Mindful
2. Caring
3. Reflective
4. Disciplined
5. Active and informed
6. Knowledgeable
7. Creative
8. Industrious
9. Communicative
10.Skilful and productive
11.Confident individual
12.Self-directed life-long learner
Discuss what each of these values means.
QUESTIONS FOR OLDER STUDENTS
Gender
Group discussion The film depicts the emotional interior of a small family unit in a rural village in developing
Bhutan and how they accept and manage life’s challenges and community expectations.
Guided by their Buddhist philosophy, their cultural heritage, custom and ritual; there are many
influences and challenges that shape the destiny of each character. Influences can be
attitudinal, social, environmental, physical (health) and spiritual.
Each character is depicted as having rights and responsibilities. The common roles and/or
occupations that we see or hear about in the film are the King, village chief, archer, tax
collector, astrologer, llama, road worker, rural farmer, loom weaver, guard, parent, sibling,
monk, nun and others. Can you think of any others?
Each character plays role within their family and their community. Social values are what a
community thinks or feels about a particular event or happening.
What are some social values that you see expressed in the film?
In small groups list the civic roles or duties, familial roles and social roles and responsibilities
of each character. What are the “social values” of each role:
Grandfather
Brother – as a child and as an adult
Mother
Daughter – as a child and as an adult
Who or what influences or teaches each person their role and how is this done? For
example, how do men express their masculinity?
In one scene of the movie, Kuenphen tells his sister what her life is to be. Does Jamyang tell
her brother what is life is to be? What help does Jamyang give her brother and what help
does Kuenphen give his sister? Why do you think this is so?
Write a 100 word paragraph about the character you like to be OR would not like to be in the
film?
Media Studies
The film uses a range of techniques to portray intimacy, simplicity, wisdom and courage.
Lighting, music, camera angles, narrative, costumes, script, acting technique and the
placement of the actors against particular props and backdrops – all help the film maker to
convey meaning, inform and engage the audience. In this film, the mountains and the natural
scenery are used as props to extend the themes of simplicity as well as challenges. Physical
and emotional journeys are taken through the rugged scenery and the natural environment is
the place for learning life’s lessons.
As a class, consider the techniques used to understand and to assist the audience connect
with the character and the story. Consider the type of audience that it has special appeal for?
What acting and production techniques have been used to portray the thoughts, feelings and
vitality of the story?
Pick two production techniques and describe how they have been used to capture the
character of the lead roles?
How does the film maker create a sense of the pattern of rural life as distinct from urban life.
What techniques are used to depict the simplicity of the Bhutanese people’s lifestyles?
Activities
You are a film critic – write a 50 word blog to attract people’s attention to this film.
As a small group research and make notes about the people and geography of contemporary
Bhutan. Then:a. Prepare short script to camera (no more than 100 words) that tells
people about the country or
b. Prepare a brief one page media release for the King of Bhutan that
describes the film.
Brief synopsis of the film
Arrows of the Thunder Dragon presents the simplicity, beauty and vitality of rural Bhutan in
the 1970’s and follows the story of a brother and sister as they follow their dreams.
This feature length film explores relationships, the joys and sadness of change and the
possibilities that hope brings.
Bhutan film director Tshering Dorji and Australian film maker Greg Sneddon along with a cast
of talented local Bhutanese actors have showcased the natural beauty of Bhutan, its people
and ancient culture.
About Bhutan
Bhutan is nestled between India and Tibet with a population of 738,000 people. As an
emerging economy Bhutan is reliant on agriculture and cottage industries. With a strong
parliamentary democracy and as a member of the United Nations, Bhutan has forged links
with key partners to secure its economy. With fifty six percent of the population under 25
years, Bhutan holds dear the saying of their King : “ the future of our nation lies in the hands
of our children.”
Bhutan is a vibrant, culturally rich nation that protects their vast and beautiful natural forests,
waterways and skies with a constitutional commitment to sustainability.
In 1971, Bhutan introduced the concept of the Gross National Happiness Index – an indicator
that encourages investment in the well being of people – the idea of a social capital.
Quote from the King of Bhutan
“GNH acts as our national conscience, guiding us towards making wise
decisions for a better future…Our foremost priority must always remain
the happiness and well-being of our people-including the generations to
come after us…GNH is development guided by human values…the
noble goal of Gross National Happiness will be the key to Bhutan’s
success in maintaining our unity and harmony-indeed our character as a
nation.”
His Majesty Druk Gyalpo, Jigme Khesar Namgyel Wangchuck, 24
December, 2009
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For additonal information about the film, please visit:
http://arrowsofthethunderdragon.com.au/
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