Preliminary English (Advanced)Elective 1 – Context and Representation

Time: 4 weeks = 13.8 hours, 12x1.15hr lessons

DescriptionThis elective gives students to opportunity to critically study a text and examine the concepts of context and representation (of a chosen concept) in that textFor this unit, the critical study will be on the 2011 movie, The King’s Speech.The contexts examined will include the social, historical and cultural contexts of the filmThe concept that will be examined for its representation in the film is adversity.

This unit plan forms a four week segment of a term-long unit for this elective. For the purposes of this period, focus will be on conducting a critical study of the text, by:- Students engaging with and developing an informed personal understanding

of The King’s Speech. - Critical analysis and evaluation of the film’s language, content and

construction. - Students refining their own understanding and interpretations of the film and

Principal focus:A critical study of the film The King’s Speech in context and in regards to

the film’s representation of adversity. Assessment

Formative only; leading up to:

Internal Assessment Critical Response 25%, week 8 (after the conclusion of this four week unit)

Selected prescribed text

Hooper, Tom (Director). (2011). The King's Speech. In David Seidler (Screenplay). Britain: The Weinstein Company.

ICT ResourcesThe King’s Speech theatrical trailer: https://www.youtube.com/watch?v=pzI4D6dyp_o The King’s Speech final scene (the war speech): https://www.youtube.com/watch?v=6fY3BOcjAnw Footage of a real speech by King George VI: https://www.youtube.com/watch?v=p1TubkzxPFYKing George VI - The Man Behind the King's Speech: https://www.youtube.com/watch?v=d_etS1xT7j8 BBC Archive recording of the original speech: http://www.bbc.co.uk/archive/ww2outbreak/7918.shtml King George VI Coronation footage: https://www.youtube.com/watch?v=3KUKZ5y_Yss George VI Heartfelt Coronation Speech and Procession, 1937 https://www.youtube.com/watch?v=m-vlrXBqGw8 The Real Kings Speech King George VI September 3rd 1939 https://www.youtube.com/watch?v=zHnEGqEoMsM Critical review of the movie as a ‘bad’ depiction of history, but a good film: http://www.slate.com/articles/news_and_politics/fighting_words/2011/01/churchill_didnt_say_that.html Roger Ebert review of the King’s Speech (positive): http://www.rogerebert.com/reviews/the-kings-speech-2010 “At the movies” Margaret and David review: http://www.abc.net.au/atthemovies/txt/s3060339.htm IMDB King’s Speech: http://www.imdb.com/title/tt1504320/ Interview - The King's Speech Director Tom Hooper https://www.youtube.com/watch?v=2fq0yy2gN9k 2/3 https://www.youtube.com/watch?v=y851HkylnWQ 3/3 https://www.youtube.com/watch?v=qnxnP7XrG74 The King's Speech: Colin Firth & Helena Bonham Carter Interview https://www.youtube.com/watch?v=t_48yhSQxPA Geoffrey Rush -- The King's Speech Interview https://www.youtube.com/watch?v=PmE-0qOHKBM Colin Firth -- The King's Speech Interview https://www.youtube.com/watch?v=KUt0h3H9zOw Colin Firth Q&A about "The King's Speech" Part 1/3 https://www.youtube.com/watch?v=x-c1OA_JHqI The King's Speech: Colin Firth & Helena Bonham Carter Interview https://www.youtube.com/watch?v=t_48yhSQxPA Blog site: http://enchantedserenityperiodfilms.blogspot.com.au/2009/11/kings-speech-2010_14.html Review of the King’s Speech by Mark Kermode: https://www.youtube.com/watch?v=Hj-VvYlzSRk

Preliminary English (Advanced) Outcomes:

1. A student describes and explains the relationships between composer, responder, text and context in particular texts.5. A student demonstrates an understanding of the ways various textual forms, technologies and their media of production affect meaning.7. A student selects appropriate language forms and features, and structures to explore and express ideas and values.

10. A student analyses and synthesises information and ideas from a range of texts for a variety of purposes, audiences and contexts.

This four week unit will focus on outcomes 1 and 5, with some coverage of outcome 7.The full term unit will focus on achieving outcomes 1,5, 7 and 10.

Preliminary English (Advanced) Content

1. Students learn about the relationships between composer, responder, text and context by:

1.1 identifying and describing the situational, historical and cultural contexts of responding to and composing particular texts 1.2 changing elements of audience, purpose and context in a range of texts 1.3 explaining the ways meaning is reshaped as a result of the changes in these elements.

5. Students learn about the ways information, ideas and values are represented in and through various textual forms, technologies and media of production by: 5.1 describing the effects of different textual forms, technologies and media of production on the language and structure of particular texts 5.2 describing the effects of different textual forms, technologies and media of production on meaning in personal, social, historical, cultural and workplace contexts 5.3 composing a variety of texts using a range of textual forms, technologies and media of production 5.4 reflecting on the effects of a change in textual form, technology and medium of production through their own composing.

7. Students learn to communicate information, ideas and values for a variety of purposes, audiences and contexts by: 7.1 identifying and describing the effects of language forms and features, and structures of particular texts 7.2 composing and adapting texts to address different purposes and audiences.

10. Students learn to analyse and synthesise information and ideas by: 10.1 collecting, selecting, interpreting and drawing conclusions about information and ideas in a range of texts in personal, social, historical, cultural and workplace contexts 10.2 making connections between information and ideas and synthesising these in a range of texts10.3 developing and presenting information and ideas in a range of texts and in analytic, expressive and imaginative ways.

Key Definitions (from BOS syllabus)

concept A concept is an abstract idea derived or inferred from specific instances or occurrences. In the context of an Area of Study, ‘concept’ typically operates in and through language and text which enables ideas and experiences to be organised and at the same time shapes meaning and inferences.context The range of personal, social, historical, cultural and workplace conditions in which a text is responded to and composed.critical thinking The ability to think using hypothesis and deduction as a way to question, interpret and draw conclusions.interpretation Explanation of meaning within the context of one’s own understanding.representation The ways ideas are portrayed through texts.textual integrity The unity of a text; its coherent use of form and language to produce an integrated whole in terms of meaning and value.

Week Outcomes

Suggested Sequence of Teaching & Learning Activities

1Lessons 1-3

1,5,7 Introduction to The King’s Speech and Elective 1: Context and Representation First Impressions Students make a mind map (individually) on their first impressions of the film from their viewings last week. Consider:Pros/Cons, Characters – who are they? Who did I know/not know (both actors and characters), New things learnt about the historical period/the film period drama genre“Things I noticed”, film techniques I saw, One thing I could relate to, One thing I didn’t understand/would like to know more about, similar movies I knowQuiz - What is the genre of this film? (period drama), who is the main character? (King George VI) What famous actors did you recognize? What did you already know about this film before you saw it?Introduc e t he elective and key c onc epts - What is context, representation, critical study, adversity – ask students what they think these are/prior knowledgeKey Definitions from syllabus and key film technique terminology 2

Lessons 4-6

5 Focus study on The King’s Speech as a film (outcome 5)Film Techniques: Distribute a basic film glossary, go through some of the terms. Provide a few examples from the film. Ask students to find examples of their own of at least one film technique in the movie (take-home task)Film form/technology and effect on meaning: discuss original play format (Seidler) and how this text would be different as a play, how students would respond if it was a play. Differences between plays and films. How does film technology affect the “relationship between text and responder” and how the events/information are portrayed? Consider: emotion, characterisation, settings, plotReviews : Read and respond to reviews of the movie, write own reviews of the movie (in preparation for critical response assessment) Trivia Quiz: How well do you know the movie? http://www.hwdyk.com/trivia/m/1789/the-kings-speech or http://www.funtrivia.com/playquiz/quiz334552264ca48.html Students might create their own quiz for their peers?

3Lessons 7-9

1 Focus study on The King’s Speech and context (outcome 1)Context of the movie : teach some history – who is George VI, significant events, WW2, invention of radioRevisit/read review: “good movie, very bad history” – do you agree or disagree with the points raised by this reviewer on the film?How and where is your personal response to the film similar and different?Who is Tom Hooper? Students to research and find interesting facts about Tom Hooper and other key crew members, like writer David Seidler. Watch interview with Tom Hooper on the film, read text version. 1.1Context comparison : Watch/research/find out about the context of the films events. Examine film reviews and information to establish knowledge about the context in which the film was made. Students write down similarities and differences between the contexts of the film’s subject (England in 1939) the film’s making (England in 2009-10) and the context in which they saw the film (school in 2014) 1.1, 1.2Audience, purpose and shaping of meaning: Who was the original audience of King George’s speech in 1939? How is that different from us as the audience of the film? Watch the final scene clip/listen to recording of original speech: how does the difference between these audiences, and the purposes of these speeches (war rallying/entertainment) shape the meaning of the speech itself? Consider difference between original audio and film clip, with soundtrack and shots of the listeners. 1.2, 1.3

4Lessons 10-12

5,7 The Representation of Adversity in The King’s SpeechStudents write their own speech, as if they were the leader of Australia now, announcing to the citizens that the country is at war – how would your knowledge that the speech would be recorded and filmed affect your composition, and presentation? 5.2,5.3 7.2How do you feel about public speaking? Similar/unique challenges today and for George VI 5.4, 7.1Watch interview with David Seidler, the writer: https://www.youtube.com/watch?v=4Q6t_5sKTUk Quiz on The King’s Speech, a stammerer’s view: http://www.eslvideo.com/esl_video_quiz_high_intermediate.php?id=7165