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FLAWED Flawed Study Guide For Grades 7–12 A NATIONAL FILM BOARD OF CANADA PRODUCTION Flawed presents learning opportunities Questions for Discussion or Research in the following subject areas: – Before Screening • Healthy Living and Relationships • Health and • Who is the filmmaker? Where does she live? How Personal Planning • English and Language Arts did she learn to make animation? • Media Literacy • Fine Arts/Visual Arts • Family • What is self-concept? Who do you turn to for ac- Planning curate information? What is a support system? How do you build and maintain positive rela- Learning Outcomes tionships with family and friends? Demonstrate an understanding of how to stay safe in a variety Learning outcomes will include understandings of of interpersonal relationships. healthy decision-making, building trust and esta- • What factors influence your attitudes and deci- blishing boundaries, exploring conflict resolution sions regarding healthy lifestyles (e.g. family, and using positive communication skills. Students peers, media)? Analyze how media and role will gain knowledge of fine arts and technology models can influence opinions about adolescents. uses, how to articulate messages in media, how to build and maintain positive relationships and how to integrate broader concepts of perspective, story- Questions for Discussion or Research telling and artistic expression. – During Screening Note to teachers: This film contains drawings of Context and Outcomes bodies and body parts. The film is made with sto- Students will explore personal and universal ques- ryboards and is lyrically narrated by the filmmaker. tions about relationships, careers, self-concept, Stop periodically and ask questions to ensure com- safety, gender and body politics. Participants will prehension and establish links to curriculums. understand the positive impacts that storytelling, • [4:00] “It wasn’t him, it was me.” the arts, storyboarding and filmmaking can have This midway point is also the “turning point” of in the classroom. Facilitator will acquire tools to the story, when the character realizes that she inspire personal and meaningful reflections. has been “editing” and “selective-listening.” Dis- cuss. • [6:10] “Big Nose!” Why Animated Stories? The narrator shares the fact that she is being sin- Just like plays, films, books and comics, animation gled out by bullies and called names. She seeks invites an audience to observe and interact with a friend with a big nose (a similarity) and makes the world in new and magical ways. Animation tech- reference to having “character.” Discuss. niques develop character and emotion through vi- • [6:34] “Different Point of View” suals, tempo, repetition and timing; they challenge How does looking at something from a different conventional notions of representation, imagination point of view (POV) change an idea, a concept or and human interaction. a rationale? Questions for Discussion or Research • Refer to the Embracing My Flaws website to in- spire sketching of mini models of self. Have the – After Screening class add their own—whether real or imagined— The filmmaker demonstrates a willingness to places of shame or shyness for a “master” group explore how she can mend her past hurts and self- map. Deconstruct these unique features and concepts when she comes to realize that there are make them beautiful. parts of herself that she has never fully embraced. For example: “Grade 7. Doing aerobics to lose Additional Sample Activities and Actions weight on my thighs . my body started to feel war- ped and awful. Hair, skin, braces . others going English and Language Arts through the same thing. A hellish time for everyone, When does the filmmaker start to really get to know but there was one exception . .” her boyfriend? Review the film, looking for the point • Is there someone who, in your view, has avoided of change in her—and in him. Transformation is key these external changes? Do you think they are to classic dramatic storytelling. Do a storytelling the exception to the rule? unit using examples of “transformation” in books, • Have you ever felt judged about your looks, poetry, drama and films. Have the students write clothes, the way you speak or the food you eat? personal accounts of a time when they changed or What is the impact of this (dieting, exercising, were transformed. Extend the project to use media cosmetic surgery, rejecting family cultures, etc.)? and record their stories using GarageBand, or give • Have you ever judged others, only to find out that them digital texture with images and text in Power- your assumptions were unfounded? Discuss. Point, iMovie or Movie Maker. Play the results in • How does the media play a part in how we judge class and invite students to evaluate their impact, ourselves? as well as self-evaluate. • Have students describe ways in which they can contribute to a safe and caring school environment. Debate and make a case for topics such as Arts vs. Science, Math vs. English, Stop-motion Anima- The filmmaker experienced bullying and self-loathing tion vs. Digital Animation, Natural vs. Manufactu- as an adolescent. What she could accept about red, Sexual Activity vs. Abstinence, Social Media herself only changed when she met someone who vs. Postcards, etc. Reference “The Debaters” challenged her ideas (that is, she had “stakes”) <cbc.ca/thedebaters> on CBC radio for inspiration. and she was forced to come to a deeper unders- Extend by using a PROS or CONS list to demonstrate tanding about her relationship with her body, speci- the process of decision-making, the value of infor- fically her (big) nose, in order to become closer to med decision-making, and the support that positive someone who cared for her. decision-making will bring throughout life stages. • Discuss puberty, adolescent issues and challenges and include the physical, emotional and social changes Do an Interview Project utilizing active listening, ques- associated with stages of growth and maturity. tioning and editing skills. Have students develop in- • Have students propose strategies and effective terview questions together and practice mock inter- ways for coping with such changes. views with each other. Invite them to select an elder, • What are strategies for responding to discrimina- friend or family member to interview on topics of rela- tion, stereotyping and bullying? For responding to tionships, careers, belonging, home and safety. images in the media about what is “cool,” accep- table and popular? Fine Arts and Visual Arts Media Studies Storyboarding is one of the key tools that an ani- The filmmaker becomes critical of ads that portray mator uses. Through a series of paintings or sto- women in compromised ways, and is judgmental of ryboards, the filmmaker of Flawed paints in se- those who choose surgery to change themselves. quence, photographs in series and then plays back Have students use digital cameras to create a “digital her story to us, creating the optical illusion of mo- journal photo essay” on media that they encoun- vement, or animation. ter on their daily travel to and from school. Include Examine the visuals of the animation. What does print, TV and Internet images or radio clips. Also the phrase mise en scène mean? Analyze how sto- have them gather images that help them to feel rytelling elements and animation techniques are positive about themselves. Put together a gallery used to convey mood and meaning in images. Note show and choose the top three images, analyzing how style, tone and pacing contribute to the impact their messages and comparing and contrasting of the film. images that evoke a positive self-concept with those that do not. To describe different ways people communicate, including verbal and non-verbal communication, Compare modern social networking with old-style create a series of scenes or tableaux that capture postcards and “snail mail” by collecting media from scenes from the film; take photos and create a digi- these different “eras.” Study the way that people tal storyboard of scenes. communicate, and how technology and globaliza- tion are transforming the way we live, change and Use a variety of tools to draw, paint or collage a relate to each other and the environment. postcard with a journal entry or a secret on it, and send it to a friend. Draw a flip series, being sure to express ideas in a sequence, and play back. Healthy Living and Relationships, Health Create images that express personal identity and and Personal Planning that reflect aspects of art from a variety of histori- The filmmaker recalls the first day of Grade 8, when cal and cultural contexts. she decided that her nose was part of her, and also that she was flawed. Review the “one hundred noses” series that plays during the credits of the film. Invite students to make Invite a counsellor into class to discuss strategies for drawings of the many ways that body parts can be responding to discrimination, stereotyping and bul- drawn, beyond cartoon or airbrushed media images. lying. Have students write a dialogue about how they would counsel a friend who is feeling self-critical. De- Assign poetry projects that explore “my deepest, monstrate these good communication and leadership darkest secrets” as per the Embracing My Flaws skills through short dramatic plays or presentations. site. Add a Media Literacy element, making col- lages from popular magazines. Use humour and In small groups, have students define “personal po- critical thinking to explore the messages behind tential.” Interview a local hero, leader, elder or fa- the practice of airbrushing and Photoshopping to mily member about their journey to self-acceptance create the illusion of perfection. and maintaining a healthy lifestyle. How did this person draw on creativity, patience, diligence and discipline to complete their goals? Create a slide show and/or audio diary and share with others, in- cluding the student’s personal reflections.

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