SACE Stage 2 ENGLISH STUDIES
SCHOOL No: 322
TASK SHEET
SACE No: 443894G
Assessment Type 2: Individual Study
Response: paired texts – Silver Linings Playbook Directed by Joe Wright and The Soloist
Directed by David O. Russell
Context:
an individual study of two texts chosen sequentially – the first within the context of student interest
and enthusiasm; the second within the context of ideas generated by the first, under teacher
guidance – and developed through the collection of support material designed to analyse various
aspects of both texts.
Task:
write a maximum 2,000 word critical essay that explores the constructed nature of texts and the
influence of sociocultural contexts on reader responses by answering a question created by yourself
and generated by your collection of support material on both texts.
Topic: (write out your question)
How do Joe Wright and David O. Russell use the arts as a therapeutic
motif in The Soloist and Silver Linings Playbook to explore mental
illness?
Learning Requirements
Assessment Design Criteria
1. analyse texts, demonstrating
depth of understanding through
the identification of the
structural, conventional, and
stylistic features used by
authors
Knowledge and Understanding
2. understand that the
interpretation of texts is
influenced by the interplay
between what the author
presents in the text, the context
in which the text was generated,
and what the reader, viewer, or
listener brings to the text
3. compare and contrast the ways
in which texts are constructed
4. use evidence to develop and
support critical reasoning in the
form of sustained argument
5. compose texts that engage the
reader, viewer, or listener
6. express ideas clearly and
accurately in a range of
appropriate forms.
KU1. Knowledge and understanding of authors’ use of stylistic features
and language techniques to communicate ideas and influence the
reader’s response.
Capabilities
Learning
KU2. Knowledge and understanding of ideas, values, and beliefs in texts.
KU3. Knowledge and understanding of the textual conventions of
different text types.
Analysis
An1. Analysis of the interplay between what authors present in texts and
the experiences, ideas, values, and beliefs of readers.
Personal
Development
An2. Analysis of the similarities and differences in texts, in comparative
exercises.
An3. Analysis of the ways in which language techniques are used to
influence opinions and decisions in texts.
Work
Application
Ap1. The use of language skills and techniques to create coherent texts
that address the meaning and intention of the task.
Ap2. Recognition of connections between texts, and an integrated
approach to comparing and contrasting texts.
Citizenship
Ap3. The use of evidence from texts to develop and support a response.
Ap4. The use of textual, structural, and conventional features of selected
text types and forms of presentation to convey meaning.
Communication
Communication
C1.
Accuracy, clarity, and fluency of expression.
C2.
Appropriate form and register for audience and purpose.
Students can refer to the rubric provided over the page to identify the performance standards that they need to
demonstrate to reach their highest possible level of achievement in this task.
Knowledge and
Understanding
A
15
14
13
Knowledge and understanding of a wide
range of ways in which authors use
stylistic features and language
techniques to communicate complex
and familiar ideas, and to influence the
reader’s response.
Detailed knowledge and understanding
of the ideas, values, and beliefs in
familiar and unfamiliar texts.
Knowledge and understanding of the
ways in which creators and readers of
familiar and unfamiliar texts use a range
of textual conventions to make
meaning.
B
12
11
10
9
8
7
6
5
4
3
2
1
Analysis of complex connections
between personal experiences,
ideas, values, and beliefs, and
those explored in familiar and
unfamiliar texts.
Use of a wide range of language skills and
techniques to create sophisticated and coherent
texts that address the meaning and intention of the
task.
Fluent and precise writing
and speaking, using
appropriate style and
structure for a range of
mainly unfamiliar audiences
and contexts.
In comparative exercises, a
perceptive analysis of connections
between texts, based on analysis
and synthesis of similarities and/or
differences.
Perceptive analysis of a range of
ways in which authors use
language techniques to influence
opinions and decisions in familiar
and unfamiliar texts.
In comparative exercises, a perceptive recognition
of connections between texts, through responses
that integrate discussion of texts and move easily
between them.
Detailed and appropriate use of evidence from texts
to support responses, with textual references
incorporated fluently in discussion.
Knowledge and understanding of some
ideas, values, and beliefs in familiar,
and some unfamiliar, texts.
In comparative exercises, a clear
analysis of connections between
texts, based on analysis of
similarities and/or differences.
Appropriate use of evidence from texts to support
responses, with textual references incorporated in
discussion.
Knowledge and understanding of a
narrow range of ways in which authors
use stylistic features and language
techniques to communicate mainly
familiar ideas, and to influence the
reader’s response.
Knowledge and understanding of some
ideas, values, and beliefs in mainly
familiar texts.
Knowledge and restricted
understanding of some simple stylistic
features and language techniques used
by authors to communicate mainly
familiar ideas, and to influence the
reader’s response.
Knowledge and understanding of some
familiar ideas, values, and beliefs in
familiar texts.
Knowledge and understanding of a
restricted range of simple stylistic
features and language techniques used
by authors to communicate familiar
ideas, and to influence the reader’s
response.
Analysis of a range of ways in
which authors use language
techniques to influence opinions
and decisions in familiar, and some
unfamiliar, texts.
Analysis of simple connections
between personal experiences,
ideas, values, and beliefs, and
those explored in familiar texts.
In comparative exercises, analysis
of connections between texts,
based on some understanding of
similarities and/or differences.
Descriptive analysis of a number of
ways in which authors use
language techniques to influence
opinions and decisions in familiar
texts.
Reference to simple connections
between uncomplicated personal
experiences, ideas, values, and
beliefs, and those explored in
familiar texts.
In comparative exercises, answers
that make partial comparisons and
contrasts.
Reference to some ways in which
authors use a narrow range of
language techniques to influence
opinions and decisions in familiar
texts.
Recognition of a simple connection
between a straightforward
personal, experience, idea, value,
or belief, and that explored in a
highly familiar text.
Identification of an idea, a value, or a
belief in familiar texts.
In comparative exercises, answers
that make a simple comparison or
contrast.
Knowledge and understanding of the
ways in which a creator or reader of a
highly familiar text uses textual
conventions to make factual meaning.
Reference to the way in which an
author uses language techniques
to influence opinions and decisions
in a highly familiar text.
Appropriate use of form
and register to convey
mostly complex meaning in
a range of unfamiliar
contexts.
Skills in using the textual, structural, and
conventional features of text types for a range of
familiar and unfamiliar contexts, audiences, and
purposes.
Use of a range of language skills and techniques to
create clear and coherent texts that address the
meaning and intention of the task.
Knowledge and understanding of a
restricted number of ways in which
creators and readers of a narrow range
of familiar texts use some textual
conventions to make simple or factual
meaning.
E
Communication
Analysis of some complex
connections between personal
experiences, ideas, values, and
beliefs, and those explored in
familiar, and some unfamiliar,
texts.
Knowledge and understanding of some
of the ways in which creators and
readers of a range of familiar texts use
textual conventions to make simple or
factual meaning.
D
Application
Knowledge and understanding of the
ways in which authors use stylistic
features and language techniques to
communicate complex and familiar
ideas, and to influence the reader’s
response.
Knowledge and understanding of the
ways in which creators and readers of
mainly familiar texts use some textual
conventions to make meaning.
C
Analysis
In comparative exercises, recognition of
connections between texts, through responses that
compare and contrast texts in an integrated way.
Skills in using some of the textual, structural, and
conventional features of text types for a range of
mainly familiar, and some unfamiliar, contexts,
audiences, and purposes.
Use of language skills and techniques to create
texts that address the meaning and intention of the
task.
In comparative exercises, recognition of some
connections between texts, through responses that
compare and contrast texts, usually in a sequential
rather than an integrated way.
Competent use of evidence from texts to support
responses, with some use of textual references in
discussion.
Skills in using some of the textual, structural, and
conventional features of some text types for familiar
contexts, audiences, and purposes.
Use of some language skills and techniques to
create texts that partly address the meaning and
intention of the task.
In comparative exercises, some awareness of
connections between texts, through partial
responses that mainly deal with texts separately.
Some use of evidence from texts to support a
response, with use of a narrow range of textual
references.
Mostly fluent and precise
writing and speaking, using
appropriate style and
structure for a range of
mostly familiar audiences
and contexts.
Appropriate use of form
and register to convey
complex and simple
meaning in a range of
familiar and unfamiliar
contexts.
Generally fluent and
functional writing and
speaking, using appropriate
style and structure for
familiar audiences and
contexts.
Appropriate use of form
and register to convey
simple meaning in a narrow
range of familiar and
unfamiliar contexts.
Achievement of a level of
fluency in writing and
speaking, in a mainly
appropriate style.
Occasionally appropriate
use of form and/or register
to convey simple meaning
in familiar contexts.
Skills in using some of the textual, structural, or
conventional features of a text type for a familiar
context, audience, or purpose.
Attempted use of a restricted range of language
skills and/or techniques to create a text or texts that
attempt to address the meaning or intention of the
task.
In comparative exercises, identification of limited
connections between texts, through fragmented
responses that deal with texts separately.
Restricted use of evidence from texts to support a
simple response, with limited textual reference.
Skills in using the textual, structural, or conventional
features of a text type for a highly familiar context,
audience, or purpose.
Emerging development of
fluency in an occasionally
appropriate style.
Occasionally appropriate
use of form and register to
convey literal meaning in
highly familiar contexts.
How do Joe Wright and David O. Russell use the arts as a therapeutic motif in The Soloist and Silver
Linings Playbook to explore mental illness?
Mental illness is a common theme in Joe Wright’s The Soloist and David O. Russell’s Silver Linings Playbook. With
the arts as a motif, the two texts are explored through cinematic techniques to gain an understanding of how music and
dance are used therapeutically to help those suffering from mental illnesses. Music and dance are used to explore
isolation, alienation and relationships through the theme of mental illness. While the symbol of clothes and use of
heads as a visual motif explores isolation and alienation. Wright’s The Soloist uses music to explore the relationships
of Nathanial (Jamie Foxx), a homeless cello player, with LA Times writer Steve Lopez (Robert Downing Junior).
Russell’s Silver Linings Playbook follows Tiffany (Jennifer Lawrence), recently widowed and suffering from
nymphomania and Patrick (Bradley Cooper), who suffers from bipolar disorder, as they use dance as a therapeutic
method to deal with mental illness.
Isolation is present within both Russell’s Silver Linings Playbook and Wright’s The Soloist to provide emphasis on the
theme of mental illness. Isolation is represented in The Soloist through the motif of homelessness and segregation
from modern society, Nathanial’s combination of homelessness and schizophrenia creates abnormality which leads to
isolation and is further emphasized by his difficulty with verbal communication due to his schizophrenia. Instead, it is
through music that Nathanial communicates, further highlighting the importance and power of music. Isolation is also
highlighted through his relationship with Steve because he is the only one suffering from mental illness. In a scene
representing Nathanial’s isolation and his social status relative to Steve, he asks: “Why are you Mr. Steve Lopez and
I’m Nathaniel Ayers?” Wright incorporates such stark juxtapositions in their relationship through much of the film.
Wright’s choice to display Steve’s normality in contrast to Nathanial’s schizophrenia, creates a comparison which
causes the viewer to make a distinction between the two characters. This can be contrasted to Russell’s directing
where the two protagonists suffer from mental illness, removing an aspect of isolation from Silver Linings Playbook.
However, Nathanial’s feeling of isolation can still be related to that felt by Patrick with his bipolar mood swings.
Russell shows Patrick in a scene when he is talking to himself in his room at the psychiatric hospital. At the beginning
of the scene, specific camera shots display the bare contents of his room and odd objects, creating his aura of
abnormality, proving his isolation from society.
Clothing is used as a symbol within both texts to express characters’ isolation and alienation and is seen in the
protagonists Nathanial and Tiffany. Nathanial wears odd clothing similar to clothes stereotypical of homeless people;
however, his costumes often include excessively flashy items, representing his jumbled, schizophrenic mind. The
choice of eclectic clothing is first seen when Nathanial wears a hat with the words “Mr. Walt Disney” and “Mr. Stevie
Wonder” written on it. This hat, with hand written names, represents both Nathanial’s admiration of artistic figures
and his abnormalities. At Nathanial’s second appearance he is wearing a slightly tattered, silver, sparkly jacket. This
jacket symbolizes the lively but also damaged part of his personality; his schizophrenic mind, which causes him to be
isolated and alienated from the rest of society. Nathanial’s brightly coloured and mismatched clothing can be seen as
opposite to Tiffany. Tiffany’s costumes are often black: black clothes, black eye make-up and black finger nails.
Black is used to symbolize her grief and depression. Tiffany also covers up her body; her clothing signifying the
bandages she is using to keep herself together. In contrast, during the dance scenes, Tiffany is seen wearing lighter
coloured clothing, such as pink and purple. These colours are used to represent the lifting of her depression through of
her enjoyment of dance. Tiffany wears less clothing during these scenes; representing the freedom felt from dancing.
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Alienation due to mental illness is considered in both The Soloist and Silver Linings Playbook through the characters
and the arts. The characters within these texts are often alienated from society as a result of suffering from mental
illness. In Silver Linings Playbook the restraining order placed on Patrick is an extreme form of alienation ensuring his
separation from some individuals. Patrick displaces his alienation onto Tiffany in an attempt to group her into the
“mental illness society,” a society he doesn’t think he belongs in, because of her depression and previous scandalous
activities. Patrick’s attempt to alienate Tiffany, from others because of her mental illnesses, prompts outburst from
both characters “You (Patrick) told your therapist you’re in a superior mental illness category than me (Tiffany)”.
Patrick’s is seen as his wedding song “Ma Cherie Amour” plays when the characters are arguing; revealing that
Patrick has alienated the song as something that causes his hurt and pain. Russell directs this with jagged camera
angles and the characters’ disjointed dialogue. Russell uses juxtaposition in this scene as it takes place on Halloween,
where children dress up as monsters; but it seen through the protagonists that the real horrors are in their heads. The
contrast of the use of music within the texts is seen in The Soloist where Nathanial using the cello to create a calm
mood after a schizophrenic outburst; similar to the way dance is used to help Tiffany overcome her grief and thus, her
alienation.
As the characters’ mental illnesses originate by definition in the brain, the use of heads as a visual motif is a
significant aspect within both films. In The Soloist the first scene shows Steve crash his bike and injure his head,
symbolizing that his lack of mental illness doesn’t mean he is protected from it affects. Wright shows this through
Steve’s relationship with Nathanial. Wright’s use of the CT scan of Steve’s head in the following scene is a cinematic
technique used to represent mental illness and its involvement in the film. Close ups are a largely used camera
technique in Silver Linings Playbook. Russell applies this technique on Patrick when he walks into the therapist’s
office, symbolizing the mental illness that Patrick suffers. At Tiffany’s first appearance the camera focuses on
important aspects of her appearance: her cross necklace, black finger nails and her head. This shows that mental
illness is as an important part of her person as the symbols that represent her. These camera shots are closely followed
by one on Patrick’s head; signifying a connection between the two characters.
Mental illness hinders relationships and this is displayed through Silver Linings Playbook’s Patrick and The Soloist’s
Nathanial. Patrick’s inability to maintain a healthy relationship with his ex-wife resulted from his mental illness.
Wright showed Nathanial having difficulty creating strong relationships with his family, through the use of flashbacks,
caused by his mental illness. Nathanial’s inability to create strong relationships as a result of mental illness is also
displayed at the beginning of the film when Nathanial is unable to trust or communicate with Steve. Additionally, it is
shown that positive relationships are necessary for people with mental illnesses. In Silver Linings Playbook the
usefulness of positive relationships is represented through Tiffany’s change in clothes. Her clothes become lighter
toward the end of the film when grief plays less of a role in her life allowing her to trust and love Patrick. This is
displayed visually through the dance performance as she wears white, in contrast to her common black costuming,
representing her vulnerability and the abandonment of her grief. As the film progresses Patrick’s development is seen
as his wedding song affects him less; representing the discontinuing of past relationships and opening up new ones;
similar to Nathanial trusting Steve more at the end of The Soloist. Nathanial and Steve’s relationship blossoms as the
film progresses and is noticeable through the use of music. When the relationship is healthy the music is calm; when
the relationship is weak the music becomes forceful. At the end of the text their relationship is equal and healthy; calm
orchestral music is played and the camera is focused on Nathanial enjoying his one true love; music. However, Wright
shows, through Steve’s lack of involvement in the music process, that Nathanial is alone in both his love for music, “I
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[Steve] have never loved anything the way he [Nathanial] loves music,” and his suffering of mental illness. In contrast
Russell presents both Tiffany and Patrick involvement in dance. This represents the journey of the characters
relationship together through the use of the arts. In The Soloist the relationship is also based on inequality; with Steve
being a middle class, white male and Nathanial a homeless, African American suffering from mental illness.
Inequality of characters is juxtaposed in both texts, since Silver Linings Playbook’s protagonists are both middle class,
recovering from failed relationships and suffering from mental illness, leaving one not less than the other. However, a
camera shot at the end of The Soloist shows Nathanial and Steve shaking hands, with light classical music playing in
the background. This is a visual representation of the growth and progression of their relationship throughout the text.
The motif of the arts is used as a therapeutic method within Silver Linings Playbook and The Soloist; portrayed
through the actions of the films’ characters. Russell uses dance for Tiffany and Patrick to assist in overcoming their
mental illnesses. Similarly, music is used in Wright’s The Soloist. Nathanial both listens to and performs Beethoven’s
music to deal with his schizophrenia. The beauty and clarity of the music offers Wright’s Nathanial a sense of control
while expressing powerful emotions, which would otherwise engulf him. Nathanial’s intense devotion to music
attracted Steve to him, while Steve’s goodwill and charitable actions helps develop their unlikely friendship. As Silver
Linings Playbook progresses, Patrick becomes less obsessive about his relationship with his ex-wife and has fewer
bipolar episodes. The change in Patrick’s attitude to his ex-wife is demonstrated by his increased involvement in
dance with Tiffany; he has fewer reservations about how dancing may affect his relationship. Initially, Patrick was
reluctant to dance with Tiffany and would barely participate. However, at the concluding dance competition Patrick
performs with a great deal of passion, demonstrating his progression through his mental illness. The competition
allowed him to express deeply felt emotions, without relapsing into a manic episode. The directors’ choice of the style
of arts within the films also creates a dramatic contrast between them. In The Soloist, classical music plays a
significant role. Wright shows this through Nathanial’s inspiration, Beethoven. The influence of Beethoven is seen
throughout the film, whether it was Nathanial playing his music on the cello or the statue at which Steve and Nathanial
first met and Nathanial stated “Beethoven is the leader of Los Angeles.” Contrasting this is the use of contemporary
dance seen in Silver Linings Playbook. Russell’s Tiffany and Patrick show that style and era of the art used is not
important in the process of minimizing the effect of mental health. The influence the arts have on mental illness is
also seen in The Soloist as Nathanial uses music to reduce the control his mental illness has on his life. He plays music
to create a calm atmosphere when his schizophrenic thoughts predominate. A key example is a scene during The
Soloist, when, after an argument with Steve, Nathanial played the cello solitarily, to calm himself.
The theme of mental illness featured in Silver Linings Playbook and The Soloist is explored through the therapeutic
motif of the arts. Isolation and alienation are demonstrated through the symbol of clothing and heads as a visual motif
and are present within Silver Linings Playbook and The Soloist as the plots explore the lives of the protagonists and
their differences from the majority of society because of mental illnesses. The relationships represented in the texts
demonstrate the complexity of the human mind and the effects of mental illnesses. David Russell and Joe Wright both
explored the difficulties of mental illness through the motif of the arts with great individuality and rawness while
maintaining respect for mental illnesses without glorification.
1999