© ATOM 2012 A STUDY GUIDE by Warren Prior & Suzanne mellor
http://www.metromagazine.com.au
ISBN: 978-1-74295-220-8 http://www.theeducationshop.com.au Production of the film
Goalpost Pictures Australia and Screen Australia in association with Screen NSW, 2012. Starring Chris O’Dowd, Deborah Mailman, Curriculum links Jessica Mauboy, Background to the Shari Sebbens, real Sapphires The Sapphires is a PG-rated film, so it is suitable Miranda Tapsell The film was inspired by a true story for a wide range of year levels, as are the issues it about four indigenous women: sisters raises about indigenous Australians. Because of Laurel Robinson and Lois Peeler and some swearing and non-explicit sex scenes, the film is mainly suited to middle to upper secondary their cousins Beverley Briggs and Naomi school levels. Mayers. These four Yorta Yorta women, born along the Murray River, were part The curriculum areas that the film could be related of an extended family who regularly sang to include: together in their community during the • SOSE/HSIE • Politics 1960s and 1970s. They toured Vietnam in • English • Indigenous Studies the late 1960s, singing to American troops • Media Studies • Music Studies during the prolonged Vietnam War. All • Civics four women still live in Australia, working tirelessly for indigenous peoples’ rights. Australian National Curriculum Synopsis of the film The Australian National Curriculum – History makes specific reference to Aboriginal and Torres The film is initially set on a remote Strait Islander peoples in Primary Years 4–6 and mission in outback Australia, where three Secondary Years 9–10. In Years 11–12, many state sisters who have sung together since they curriculum frameworks refer to Indigenous studies. were very young enter a talent quest in a pub in a nearby country town. Even In the proposed Australian National Curriculum – though they are overwhelmingly the Civics and Citizenship the cross curriculum priorities best act, they don’t win, as Aboriginals are: • Aboriginal and Torres • Asia and Australia’s are not welcome in the town. The girls Strait Islander histo- engagement with are ‘spotted’ by a down-on-his-luck Irish ries and cultures Asia musician, Dave Lovelace, who is the pub • Sustainability pianist. As he dares to publicly voice his support for the sisters’ undoubted talent The first of these proposed priorities, ‘Aboriginal he is promptly sacked by the pub owner. and Torres Strait Islander histories and cultures’, One of the sisters hears about American recognises the importance of the Aboriginal and marines in Vietnam needing acts to Torres Strait Islander histories and cultures for perform and they convince Dave to get their capacity to develop more informed citizens them an audition. As they say, the rest is and contribute to social cohesion and inclusion. history, with the three sisters – Gail, Julie The subject will acknowledge the contribution to and Cynthia now joined by their ‘lost Australian society and civic life of Aboriginal and Torres Strait Islander peoples, and recognise them sister’, Kay – wow the US army recruiting as having the longest continuous histories and officers and get to Vietnam. Over there cultures in the world.
they have a professionally successful tour SCREEN EDUCATION © ATOM 2012 and many personally challenging The Civics and Citizenship curriculum will encour- experiences, age students to learn about Indigenous social with the war and political processes and laws. It will also happening provide opportunities for students to en- all around hance their understanding of contemporary them. Indigenous experiences of Australia’s legal system and citizenship. 2 1
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3 Context of the Film personal and national identity, drugs, Before viewing the film it is worthwhile doing some etc. research to place the issues raised in the film into • Construct a table of significant some form of historical context. A good starting events in the 1960s and early point is going back to the above background infor- 1970s mation section on the real Sapphires. -- Cultural example – the visit of ‘The Beatles’ to Australia ώώ Activity 1 – Yorta Yorta peoples -- Political example – Australia at War 4 -- Indigenous affairs example – the • Investigate the origins and location of the Yorta 1967 referendum Yorta peoples. If you begin at the Wikipedia -- Social unrest example – student activism site, you can use the map to get a broader -- Global example – the extent of Australia’s in- picture of the different indigenous language teraction with the world, especially the USA. groups. • What is a ‘mission’? Investigate the role mis- ώώ Activity 3 – The Vietnam War sions played ‘educating’ young Aboriginal (1962-1972) children? Why did they exist? What were the values underpinning the missions? How effec- • Locate Vietnam on a world map. tive were the missions in the assisting young • Conduct a web search about the causes Aboriginal children? and outcomes of the war and Australia’s • Underpinning the many Indigenous issues in involvement. the film is the complex history of race relations in Australia. Research the meanings and rela- Issues Raised tionship to the film of the following milestones in indigenous history in Australia: ‘Terra Nullius’, This film raises a large number of issues that are Native Title, and the ‘Stolen Generation’. This relevant to all of us today, nearly fifty years after will provide students with a richer, empathetic its setting in the late 1960s. Below are some of the understanding of the racial background to the issues or concepts that the film touches. It might film. be useful for teaching purposes to consider the concepts in terms of a spectrum or as opposites.
ώώ Activity 2 – The 1960s SCREEN EDUCATION © ATOM 2012 In one sense this film is an amusing and triumphant 1: The Sapphires perform; • Ask students to conduct a survey about life in celebration of self-discovery, family and music. It from left: Gail (Deborah Australia in the 1960–70s. They may ask some might also be considered, at its core, a story about Mailman), Cynthia (Miranda Tapsell), Julie (Jessica senior teachers or their grandparents who were the ‘great divide’ in Australia: that of belonging vs Mauboy) and Kay (Shari born in the 1940–50s about what was it like not belonging. Sebbens) 2: Gail 3: Kay, Julie, living in the 1960s. Topics might include music, Gail and Cynthia have fun gender, food, housing, attitudes to govern- Below can be seen other divides which are subsets with the US troops 4: Gail in front, with Julie, Cynthia ments, wars, relationships, family relationships, of this key idea: and Kay 3 2
of belonging, you might begin by using the word in a number of contexts, for example, the school community.
1 2. Concept Maps are a technique for representing knowledge in a visual form; they are networks of • Racism vs tolerance concepts. You may like to try developing a concept • Individual identity vs nationhood on the blackboard instead of, or as well as, the • Innocence vs experience above strategy, for several reasons, e.g. a visual • Relationships vs isolation approach may be beneficial for some learners and • Family vs the individual a connective rationale may suit others. • Laws vs tradition • The 1960s vs the 2010s The teaching strategies are similar, in the sense that they draw on student ideas. The benefit of A number of other concepts are important in ana- a concept map, however, is that it places the lysing the film. concept in the middle and ideas are built around it, showing connections. In the film there are ongoing • Multiple causation references to and examples of the same concept. • Motivation • Evidence Many of the above concepts are interrelated and • Empathy could be discussed together. You might also identify other concepts in the film. Let take just ώώ Activity 4 – Teaching and one concept – belonging – and look at how it is learning about concepts explored in The Sapphires.
Perhaps before starting with specific concepts, it ώώ Activity 5 – Belonging vs not might be a good idea to look at a couple of strate- belonging gies about how to teach concepts. The film explores, on numerous occasions, the Concepts are invaluable in teaching because they issue of belonging, as opposed to not belonging or enable students to transport an idea to a range of being different. contexts saving you from having to explain it again in every context. Existing concepts can be used as • What does it mean to belong? a basis for acquiring new concepts. For example, a • Do we all need to belong? student who knows what a horse is can relate the • Is it possible to belong to a number of groups new concept of unicorn to horse in order to under- at the same time? stand the new concept. Here are two ideas about • How do you know when you belong (or don’t SCREEN EDUCATION © ATOM 2012 teaching and learning concepts. belong)? • What might you do to increase your chances of 1. Word webs should be learned in context. The belonging (or not belonging)? contextual setting gives students clues to word • What factors might work against you belonging meanings. The teacher should provide examples in (or not belonging)? which the new word is used correctly and students • What are the feelings and values of belonging should have opportunities to apply the word’s 1: The Sapphires perform in (or not belonging)? Vietnam 2: Sebbens, Mauboy, meaning to different contexts. So in the example Tapsell and Mailman 4 1
reverse racism. The film is not didactic or heavy- handed in its message and the overall felling is one of triumph and celebration.
• How was this balance between a triumphant 2 story and an examination of a serious issue achieved in the film? The Sapphires also explores the push and pull of not belonging, on a personal level. Irishman Dave is Consider the early flashback scene, set in the late at the crossroads of belonging and not belonging, 1950s in Australia, of Aboriginal children being for he wants both. taken away from their parents.
• What groups does he appear to belong to early • How did the whole Aboriginal community react in the film? to the arrival of white people intent on removing • How does he demonstrate his not belonging children from their families? with The Sapphires? • In the film, which sister was removed from her • To what extent does the push-pull effect of family? belonging and not belonging play out in his • What was Gail’s role with her younger sisters relationship with Gail? and how did this role affect her relationship with • Why does Dave, by the end of the film, so want them in the group? to join The Sapphires’ family? • Which groups of people were taking Aboriginal children? Explore some examples from the film where The • Where were they taking them? Sapphires, at the same time, both belong and don’t • Why were they being taken? belong. As a start, how important is family to The • What arguments were used to justify the re- Sapphires? Contrast this with the scene in which moval of Aboriginal children from their families? the taxi refuses to pick up the two sisters. • The taking of children has often been referred to as creating the ‘Stolen Generation’. What Having discussed some of the issues raised in the does this mean? above questions, now look at broader examples of • Up until when was this practice continued in belonging or not belonging in the film. You might Australia? wish to explore how belonging is played out in: • What is your view of the practice of taking Aboriginal children from their parents? • Family • Country A more subtle form of racism in the film occurs • Race/ethnicity throughout The Sapphires tour of Vietnam during • Love the war in the early 1960s.
• Gender SCREEN EDUCATION © ATOM 2012 • Look at the many war scenes in the film, How does the sense of belonging and/or not be- and especially the audience cohort at The longing contribute to the discussion about racism? Sapphires’ concerts. What racial group predominates? Why is this the case? ώώ Activity 6 – Racism vs tolerance • Over 7000 Australian soldiers fought with 1: Gail visits Dave (Chris American soldiers in the Vietnam War O’Dowd) in hospital in Saigon The Sapphires has the issue of racism at its centre, throughout the 1960s. Is it odd that there 2: Dave and Gail in front, with Kay, Cynthia and Julie behind but it takes a number of subtle forms, including were no Australian soldiers in the film? 5 2
• What evidence is there that she appears to have abandoned her Aboriginal heritage? • When she returns to her Aboriginal family home for her mother’s funeral, what is her attitude to 1 her cousins? • What defence does Kay later give for her • Is it odd that so little space is attitudes? given to Vietnamese people in the • Why is Gail so antagonistic towards Kay for film given the fact that the war much of the film? took place in their country? • What reasons did Kay have for joining The • Compare the introductions of Sapphires? The Sapphires given to their • What reasons did the sisters have for letting her soldier audiences at the beginning join the group? and later during their tour. • What explanation do you have for the 3 There are so many blatant racist scenes in The changes? Sapphires, from the scene of opening small town • Why were the Sapphires so readily accepted talent quest, to the wounded American soldier’s by the soldier audiences in the war zone of reaction to Robby in the helicopter. Vietnam? • What do you think the US soldiers in Vietnam • What are the intellectual and emotional argu- knew about Aboriginal Australians? ments promoting racist attitudes? • Construct an advertising poster for The • What causes the characters in the film to have Sapphires on tour in Vietnam. racist views? • Are there any characters in the film who do not An even more subtle form of racism occurs when have racist views? Dave accuses Gail of being racist. Find this scene. • In 2008 the then Prime Minister of Australia, With most of the film concerning issues about rac- Kevin Rudd, made a national apology to ism by white people towards black people, this is a Indigenous Australians – the ‘Sorry’ speech case of reverse racism. to the Stolen Generation. Find the speech on the internet, read it and discuss why he felt it • What does ‘reverse racism’ mean? appropriate to make the apology. How impor- • Note the conversation in which Dave calls Gail tant has this speech been in eliminating racist racist. What was his supporting argument for attitudes to Indigenous peoples? this accusation? • How does Gail react at the beginning and then Music at the end of the conversation? Music is a huge part of the film and includes some
Consider also the role of Kay, a cousin of the three of the period’s greatest hits. It’s a big ask, but you SCREEN EDUCATION © ATOM 2012 sisters, who used to live on the mission but who could try to list the songs that are Australian and has lived most of her early life with a white family those that are from USA. Music can be representa- in the city. She has fairer skin and has attended tive of the culture of a society. The film uses music secondary school. as a context of the 1960s as well as a vehicle to display the amazing talent of The Sapphires. You • Why is Kay living in the city away from her may be surprised to know that there are twenty-six extended family? songs in the film. 1: The Sapphires 2: Gail 3: Kay, Julie and Cynthia 6 2
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ώώ Activity 7 – Music
• What is country and western music? • What is soul music? • In the film how does Dave define both forms of music? Research the origins of soul music and consider who the listening audience was for soul music. 4 • Dave is convinced that soul music is the only form of music that is both valuable and ap- propriate for The Sapphires to sing in Vietnam. deliberately provocative. Why does he think this? • Discuss the rapid progress of The Sapphires ώώ Activity 8 – Humour through their gigs in Vietnam. What is different about their music from the beginning of the tour • What techniques did the filmmaker use to be to that at the end of the tour? provocative? • What did Dave mean by telling The Sapphires • What type of humour is it? to ‘make it sound blacker’? • Who had the humorous lines? • How did they do it? • Do you think the film got the balance right • Why did The Sapphires not sing in their between humour and challenging ideas? Indigenous language? (Compare this to Gurrumul Yunupingu) Some Notes on the • Speculate about why The Sapphires did not continue in the music scene after coming home Cinematic Style/ from the Vietnam War. • As a follow-up activity look at another ATOM Characteristics of the Film Study Guide, murundak – Songs of Freedom, The following three activities need not be left to
written by Roger Stitson. last! They can be interwoven with many of the SCREEN EDUCATION © ATOM 2012 other earlier activities as illustrations of the cin- Humour ematic style of the film. The film is triumphant celebration of four young ώώ Activity 9a – Newsreels and talented singers. Its predominant tone is one of lighthearted humour, yet the central issues raised At key moments the film adopts a style where im- 1: Dave 2: Cynthia with by the film are very serious and personally chal- ages from newsreels are quickly run together, with Hendo (Eka Darville) 3: Julie performs 4: The Sapphires in lenging to our beliefs and values today. The film is the soundtrack being present but hard to follow. It Vietnam 7 2
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bringing together the ‘real’, outside world and the film’s storyline in focusing on some of the is chiefly a visual style rather than a film’s key issues? dialogue style. ώώ Activity 9b – Flashbacks At the beginning of the film there are a number of clips of international Another cinematic device used in the film is the events and Australian lives, crushed flashback. The most obvious examples are as- together. sociated with the pivotal event of the taking of the children. The flashback images are widely sepa- • At first viewing, what kind of world do 4 rated in the film. these images depict? • What about the director’s purpose do they • What effect do the flashbacks and their separa- convey to the viewer? tion from one another have on the viewer? • Mid-film there is a group of film images of Indigenous Australian protest events. What is ώώ Activity 9c – Cutting the visual and narrative context of these images and what effect do they have on the viewer? Thirdly, the film adopts a general style of cutting • Several times there are instances of newsreel from a point in the narrative where a decision will or images being overlaid with images of The needs to follow, to a new scene where the outcome Sapphires being transported around Vietnam of the decision is revealed. This device enables the How effective are these in creating ‘mood’? film firstly to keep moving very quickly, secondly to convey precise information about the characters, Near the end of the film, a set of images illustrate a and thirdly to support the film’s humour, which is key dramatic event in the US. But this time the im- so important to the way the film connects with its SCREEN EDUCATION © ATOM 2012 portance of the images is directly referenced in the audience. characters’ actions and dialogue in the film (both in Vietnam and on the mission). • Find instances from your viewing which support these three propositions. • What is the reaction of the film’s different groups to this event? 1: Director Wayne Blair • What links their reactions? in Vietnam 2: Tapsell and http://www.itunes.com.au/thesapphires Sebbens backstage in • How powerful is this cinematic device of Vietnam 3: Dave 4: O’Dowd http://www.thesapphiresmovie.com 8 This study guide was produced by ATOM. (© ATOM 2012) ISBN: 978-1-74295-220-8 [email protected] For information on Screen Education magazine, or to download other study guides for assessment, visit
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