STUDY GUIDE
www.actf.com.au/education
© 2014 Australian Children’s Television Foundation 2
Introduction
The Study Guide for the Series Worst Year of My Life, Again! is predominantly relevant to the Literature Strand of the English Curriculum, allowing the students to respond to, examine and create their own literature. It provides opportunities for classroom teachers to explicitly teach the components of digital literacy. Students are able analyse the Director’s choices to gain a greater understanding of the effect the editing process has on enhancing the visual narrative. The study guide allows the teacher to explore issues prevalent in today’s teens in a non-threatening and humorous way. It encourages the students to relate to their own personal experiences and have mature discussions on issues based around the consequences of stereotypes, cyber bullying and moralistic decision making. 2014 Australian Children’s Television Foundation Children’s 2014 Australian © 3
Curriculum Links
The Worst Year of My Life, Again! Study Guide has been written for upper primary and lower secondary students. This resource provides interdisciplinary tasks that explore and evaluate a television series as well as providing a platform for students and teachers to explore and develop a range of elements from the Australian Curriculum General Capabilities such as personal and social capabilities and ethical understanding. It aligns with the Australian Curriculum in the areas of English, the Arts (media), Humanities and Social Sciences and Health. Teachers are encouraged to choose teaching and learning experiences that best suit the needs and abilities of their students. Teachers should use their professional judgement to decide how much of the • How texts reflect the context of culture and content to address with any particular class and situation in which they are created. modify and adapt as necessary. • Identify and discuss main ideas, concepts and The Worst Year of My Life, Again! Study Guide points of view in spoken texts to evaluate supports the vision for 21st Century learning with qualities, for example, the strength of an activities that support the development of the skills, argument or the lyrical power of a poetic knowledge, behaviours and dispositions that will rendition. assist students to live and work successfully in • Recognise and analyse the way that the future. characterisation, events and settings are combined in the television series Worst Year of Opportunities are provided within the Study Guide My Life, Again! and discuss the purpose and to promote the development of specific skills such appeal of the approaches. as critical thinking, problem solving, self-direction, • Investigate ethical issues by understanding and creativity, communication and collaboration skills. comparing the language and images that are The tasks allow the students to engage in the used to create characters and how these can processes of listening, speaking, reading, viewing influence the audience’s emotions. Students and writing. Teachers are advised to choose are encouraged to draw on a range of personal tasks that are age-appropriate. The Study Guide examples to substantiate personal views provides a flexible scaffold for students to develop, expressed. apply, analyse, synthesise and evaluate the following elements: • Make connections between culture and environment when exploring ethical issues provided. • Compare the ways that language, gestures and images are used to create protagonists, antagonists and stereotypes. • How language is used to express opinions, and make evaluative judgments about people, places, things and texts. • How language used for different formal and informal social interactions is influenced by the purpose and audience. 2014 Australian Children’s Television Foundation Children’s 2014 Australian © 4
Curriculum Links Series Synopses
• Experiment with different narrative text They tell you school days are the best years of your structures to develop an understanding of life. But what if they weren’t? And what if you woke the impact that these techniques have on an up one morning to discover you had to relive the audience’s experience. most excruciating 12 months of high school all over • Develop knowledge and understanding of how again? Worst Year of My Life, Again! is a 13-part communication technologies are used to enhance comedy series for every child who’s tried to take stories and to critically analyse the Director’s control of their life. editing choices in the series Worst Year of My Alex King (Ned Napier) has had a horrible year – Life, Again!. humiliated by his teachers, targeted by bullies and • Develop a working knowledge on how media embarrassed by attempts to impress the most language is used to portray stories and explore popular girl in school, Nicola Grey (Lana Golja). So the codes and conventions that are manipulated when he wakes up on his birthday to discover that to create meaning. somehow time has reset itself, he can’t believe he • Reflect and evaluate how digital technologies must relive every miserable moment of the past 12 have expanded the role that the media plays in months once more. everyday life and develop a critical perspective on At first Alex is horrified by the prospect but slowly the influence media has on society. he begins to see the possibilities it throws up. If the • Identify key issues affecting young people universe has decreed he gets a second chance at and connect with these on a personal level this year then maybe this time he can get it right… to design problem solving strategies that maybe this time he can make it the best year of his will generate sustainable solutions that the life and win over the girl of his dreams… or at the students will be able to actively use to improve very least, bearable! And so with the help of his their own social situations. closest friends – Simon Birch (Laurence Boxhall) and • Support a positive sense of self-worth by Maddy Kent (Tiarnie Coupland) – that’s exactly what developing, valuing and reflecting on the he’s going to try and do. students own wellbeing by comparing and contrasting personal experiences to those of Worst Year of My Life, Again! is a comedy about characters in this series. friendship, destiny and second chances. • Use Worst Year of my Life, Again! to identify and critically discuss illustrations of moral dilemmas, social dilemmas, personal dilemmas. • Create a wide range of texts, make presentations and actively contribute to class and group discussions. • When writing, the students will demonstrate an understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their own work to provide structure and meaning. • Use a range of software to create, edit and publish texts. 2014 Australian Children’s Television Foundation Children’s 2014 Australian © 5
Character Profiles
ALEX KING (Ned Napier) Alex, 14, is a born optimist which is a good job because fate is about to conspire to knock every sliver of positivity out of him during his ‘worst year’. He’s confident enough in himself to think that someone like popular girl Nicola Grey might actually go out with him, although he knows he has to work to impress her. He’s friends with Maddy because they grew up together as next-door neighbours, and deep down he finds her oddness endearing (not that he’d ever tell her that!). He’s more into soccer than AFL, and is genuinely good at it (unlike his best friend Simon who just pretends he is!). Along with a love of soccer, Simon and Alex enjoy a shared love of tearing each other down. What kind of mates would they be if they didn’t laugh at each other’s misfortunes? Alex Despite his endless misfortune, Alex isn’t a downbeat person and he’s also slow to learn the lesson that he really can’t change fate. He’s resigned to his lot in life and bears the slings and arrows with a dry, sardonic, self-deprecation and an ongoing belief that next time, things will be different. He’s funny and likeable, with an admirable dose of stamina and fortitude. While many people would be crushed by the ordeal of having to live over their nightmare year again, for Alex it becomes a welcome opportunity to fix the mistakes of the past, and become the Alex King he was meant to be. Ned describes Alex as an ideas man. “Whenever a plan fails, he always has a backup. He takes time to learn important life lessons, but eventually works out to put his family and friends first.”
SIMON BIRCH (Laurence Boxhall) Simon, 14, was born in England but has lived here for almost two years. He’d describe himself as ‘cool’, ‘streetwise’, ‘athletic’ and ‘popular’. Whether anyone else would agree doesn’t faze him: his shallowness is matched by his self-delusion. He has no shame in lying about his abilities and is narcissistically unaware of how obvious the lies are. He’s not a bad person, or a particularly bad friend. Sure, sometimes he laughs at Alex’s humiliations, but only because they’re funny! And only as long as he’s not humiliated as well. At the end of the day, he’s (mostly) there when Alex needs him… and if his friend’s Nostradamic-like abilities also happen to help him too, that’s SimonSimon just an added bonus. Simon and Maddy are very much friends-in-law and find it difficult to communicate without Alex around. Simon gets Alex’s obsession with Nicola but considers himself way above mere schoolboy crushes. In his eyes, he’s a man and therefore needs a mature woman who’ll be his intellectual equal – someone like Alex’s sister Sam. “While Simon learns many of the same lessons that Alex does, he also learns that pursuing something wholeheartedly will lead to success.” 2014 Australian Children’s Television Foundation Children’s 2014 Australian © 6
Character Profiles
MADDY KENT (Tiarnie Coupland) Maddy, 14, has been Alex’s next-door neighbour for as long as they both can remember. She’s one of his oldest friends – and very much an irritating thorn in the side to the image- conscious Simon. She’s a bright but eccentric girl who seems to drift through life utterly unencumbered by the woes and worries that trouble everyone else. She’s a daydreamer who can find magic in unexpected places whilst at the same time remaining utterly underwhelmed by it all. So Alex’s bizarre announcement that he’s stuck in some kind of temporal loop comes as no surprise to her. She duly appoints herself as his guide through this weird world and, more importantly, as his ‘voice of reason’. Maddy’s crush on Alex has developed in the last year or two. Maddy As kids, they played together constantly and it’s not surprising that when Maddy’s teenage hormones kicked in it was Alex who became the object of her ‘love’ fantasies... She likes the status quo, and just wishes he could see how deep their friendship is rather than pining after the superficial Nicola. Actor Tiarnie Coupland says throughout the series, Maddy learns to accept that Alex is just a friend and that she can’t control everything. “If it’s meant to be, it’s meant to be!”
MR NORRIS (Syd Brisbane) Mr Norris is the school maths teacher and year head. He has no love for students and views his occupation as a ‘job’ rather than a ‘calling’. He is contemptuous of just about everyone (including other staff members) and speaks with both cold, piercing sarcasm or rage-fuelled yelling.
PARKER (Xander Speight) Parker is the school bully. He’s interested in nothing except getting out of school work and making sure he brings vengeance on anybody who crosses him. He generally won’t fear consequences for his actions unless they involve Mr Norris having to stay at school longer than he needs to. He has no friends other than Howe and shows little interest in wanting any. His full name is Teddy Parker, but kids at school have quickly learnt to never use his first name, unless they enjoy having their head shoved down a toilet. Xander says Parker is very confident in himself, until he gets firmly put in his place, which completely confuses him. Parker 2014 Australian Children’s Television Foundation Children’s 2014 Australian © 7
Character Profiles
HOWE (Liam Erck) Howe is Parker’s best mate and also a school bully... though there’s a sense he probably wouldn’t be if he wasn’t hanging around with Parker. In fact although he usually does as Parker says and isn’t opposed to threatening people, he also has a weirdly soft side that often comes out when he’s thinking aloud... in particular he seems very keen on cuddly animals, unicorns and making his mum happy! He’s not especially bright and is easily confused. His slightly off-the-wall insights into situations often mean that he is on the same plane as Maddy. “Howe is a follower”, says Liam. “You could say his mind isn’t really connected to his mouth, as he blurts Howe out random thoughts, much to Parker’s embarrassment.”
NICOLA GREY (Lana Golja) Nicola is the school-belle and queen-bee. Traditionally beautiful and ultra-cool. Head of the netball team... probably head of just about everything else too. She’s popular with teachers, parents and students alike. Basically everyone loves her. But she’s not a bimbo; she does very well at her studies. Her aspirations are to be an actress. She’s essentially a nice person but can be prone to temper fits if someone crosses her. “Nicola sees something in Alex that her A-listed friends do not”, says Lana. “Over the course of the series, she learns to give the ‘nerds’ second chances.” Nicola
LOREN (Kaiting Yap) Loren is part of Nicola’s entourage. Not quite as attractive as Nicola... Not quite as cool... Not quite as smart... But getting there! She’s part of the school A-List and endorses everything Nicola does. She is much more of a nasty character than Nicola though, and is prone to viewing everyone who isn’t part of their clique as being losers. She has no real interest in anything outside of fashion and popularity. “Loren is an acolyte to Nicola in every sense”, says Kaiting, “but eventually learns that she doesn’t need Nicola as much as Nicola needs her.”
Nicola’s Gang AMY (Jessie Blott) The third member of the A-List entourage... Quieter than Loren she tends to just follow the other two and do as she’s told. She’s got a sweet nature, which comes out when Nicola and Loren aren’t around. “Amy has a small secret crush on Alex but she’d never admit this”, says Jessie. “She’s mean and kind of intimidating, but does have a nice side.” 2014 Australian Children’s Television Foundation Children’s 2014 Australian © 8
Character Profiles
HANNAH (Bellamy Duke) ALEX’S DAD (Jeremy Stanford) Hannah is TALL, very tall – hence her nickname ‘Big Dad is a typically male sports-loving blokey bloke Hannah’. She’s a very sweet and pleasant girl who is a who would be completely lost without his wife and little self-conscious about her height. She’s probably would only be able to exist on barbequed food. He an average student and generally gets on well with tends to keep quiet around the house unless he’s everybody though doesn’t fall into any particular being told to say or do something by Mum. He loves clique. She has very sensitive feelings which can his children but has so little in common with the easily be hurt, but then bounces back just as quickly. current generation that he never really knows how When anyone shows her some positive attention, she to communicate with them properly: he misses the responds with enthusiasm. It also means she’s built time when they were young and thought the world up a strong resistance to any negative attention and revolved around him. is more inclined to bite back than run away if she feels under attack. Her favourite time of year is Easter because she loves chocolate! SAMANTHA (Arielle O’Neill) Samantha, 17, is Alex’s older sister... and is TOBY (Fergus McLaren) perpetually irritated and embarrassed by him. She’s cool and fashionable – she would probably have been Toby is a slightly weedy boy who constantly tries hard the Nicola equivalent when she was in their year. to please – he wants to be everyone’s best friend, She has a similar sardonic wit to Alex but is far more teachers and students alike, and succeeds in being self-conscious about herself than him. She considers nobody’s! He poses no great threat to anybody so is herself ‘grown up’ and Alex a ‘child’ despite the fact never particularly bullied or picked on... if anything, there’s only three years difference. She goes to the he’s just ignored. He always seems to be getting same school as Alex but will never deign to talk with into some scrape or other – often the result of Alex’s him or even look at him if they cross paths there action. He has no real instinct of how he’s perceived. (which they rarely do).
TROY (Kingsley O’Connor) Troy is the year level heart-throb. He’s captain of the football team and an athletic superpower in all other sports. With the exception of Maddy, he is fancied by every girl in their class ... but nowhere near as much as he fancies himself. While he’s got good looks and charm in bucketloads, his personality is bland and uninteresting.
ALEX’S MUM (Annie Jones) Devoted to her family, Alex’s Mum is an excitable, sweet woman who thinks her Alex’s Parents children are the most amazing creatures and almost can’t believe she had a hand in making them. She loves festivities and will go to town decorating the house for every holiday or anniversary she deems special – from the logical, like Christmas, to the ‘unique’, like the first-year anniversary of Alex and Samantha’s first steps… She still views her offspring as ‘her babies’ and is quite oblivious Samantha to any embarrassment this might cause them! 2014 Australian Children’s Television Foundation Children’s 2014 Australian © ©© 2014 2014 Australian Australian Children’s Children’sChildren’s Television Television Foundation FoundationFoundation Episode 1 around students increating ablogtorecord theirlearning teacher. There are manyfree sitesthatcansupport can alsobeagreat assessmentpiece foryou,the their creative andcriticalthinkingskills.Ablog Blogs are agreat wayforstudentstodemonstrate own blogs. engage studentsincreating anddevelopingtheir practising theirskillsinrelation toICTs, isto learning, experiencesandthoughts,whilealso A goodwaytohelpstudentsrecord their Summary for Teachers Stereotype Collage Activities: his life? he doomedtoperpetuallyrelive theworstyearof mistakes anddisastersfrom lasttimearound? Oris all overagain!Canhelearnhislessonsandfixthe birthday andhe’s abouttorepeat thesameyear Instead ofturning15,he’s gonebacktohis14th he realises somethinghasgoneterriblywrong… But whenAlexwakesupthefollowingmorning, that he’s sure nextyearwillbeasuccess! the eveofhis15thbirthday, declaringtohismates forward through ayearof disasterstofindAlexon (Liam Erck). Andthere’s more tocome…!Flash school bullies,Parker(XanderSpeight)andHowe Nicola (LanaGolja),andincurred thewrathof embarrassed himselfinfront ofhisdream girl, minutes ofarrivingatschool,he’s already But theuniversehasotherplansandwithin will gosmoothly. 12 monthsandhe’s determinedthateverything best yearofhislife.Alexhasbigplansforthenext Maddy (TiarnieCoupland),thatthiswillbethe to hisbestfriends,Simon(Laurence Boxhall)and ever. Butdespiteallthis,Alexconfidentlydeclares his mumisplanningthedorkiest“surprise”party gets aheapofdudpresents from hisfamilyAND terrible start.Hepoursperfumedownhisshirt, Alex’s (NedNapier)14thbirthdaygetsoff toa Happy Birthday Worst Year ofMyLife,Again!.
film makingtechniquesandcharacterisation. student activitiesexplore topicsrelating togenre, others callforcollaborativegroup work.These to beself-directed inundertakingresearch, while their blog.Someoftheactivitiesrequire students provide tasks tobecompletedandrecorded in ongoing blog,thefollowingstudentactivities To getyourstudentsstartedindevelopingan
personal identity, blogs, media arts media blogs, identity, personal
friendship, social relations, life skills, skills, life relations, social friendship,
language, stereotypes, determinism, determinism, stereotypes, language,
Genre, film film Genre, Themes/Topics: Activity
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Literature, literacy, literacy, Literature, sub-strands: Relevant
English, The Arts (media) Arts The English, Curriculum Links: Curriculum 9 10
Stereotype Collage
Student Activities Ask students to create a Worst Year of My Life, Again! online blog. Use this blog to record all responses to the following questions and activities. Students will be required to update the blog episode by episode. When they have finished Episode 1 Episode viewing the Worst Year Of My Life, Again! series and the associated students activities, the blog will be submitted and assessed.
Genre With your class, discuss genre in film and video and ask them to provide some examples. Ask your students to identify the genre of the Worst Year of My Life, Again! TV series and provide any other Film Making Techniques examples of this particular genre. Different film making techniques are used in Discuss with your students the evolving genre of different genres to make inferences and to ‘Kid Com’. improve audience experience and engagement. ‘Kid Com’ is a variety of sitcom in which the main Review students’ existing knowledge of camera characters are usually teenagers, with adults in angles, long shot, medium shot, close-up and supporting roles such as mentors or authority discuss the purpose of each angle. Discuss figures. Perhaps the most common setting for a different types of scenes from television and film, ‘Kid Com’ is an academic one with the characters e.g. opening shot, romantic scene, scary scene, being schoolmates. Ask students to answer the and then discuss what angle the students might following questions in their blog: use. Students complete the following activities: • Define genre and provide examples. • Watch the title sequence of Worst Year of My Life, Again!. It begins with a special effect, • Are there any genres only relevant to television? reverse motion. How does this set the scene/ • Define the evolving genre ‘Kid Com’. tone for the series? • What would students expect from a series in • The reverse motion is followed by another visual this genre? Discuss characters, relationships, effect, slow motion. Why do you think that the settings, actions Director has made this decision? • What time slot on, TV would you usually find a • Do you get more information about this show in the Kid Com genre? character from the special effect? • Why do you think the broadcasters have chosen • What camera angle has been chosen? Why is this time slot? this important? • What impact does the camera angle have on the audience’s relationship with characters and possible plot lines? • Can you make predictions based on camera angles? • Identify the different camera shots that were used throughout the title sequence. 2014 Australian Children’s Television Foundation Children’s 2014 Australian © 11
• What information does this sequence give in Protagonist relation to the plot and characters? A protagonist is the main character of the A flash forward is an interjected scene that story. The audience is meant to identify with takes the narrative forward in time. The events the protagonist and the plot revolves around presented in a flash forward are bound to happen their story. The Worst Year of My Life, Again! in the story. It represents expected events, protagonist is Alex King. revealing the important parts of the story that are • The audience is meant to identify with the yet to occur. protagonist, Alex King, and the plot often • In Episode 1, the audience experiences a flash revolves around their story. The Worst Year Of Episode 1 Episode forward for the character, Alex. How does this My Life, Again! protagonist is Alex King. Is he a help you understand Alex in more detail? familiar character to you? • What information about Alex King can you infer • Describe someone you know that reminds you from the flash forward? of Alex King? • Analyse the Director’s choice of camera angles/ • Create a character profile for Alex King. shots. Explain why you think the Director has chosen these camera angles/shots. Ask students to brainstorm the types of • Discuss the impact of these choices on the stereotypes associated with school communities. audience. How do they make the audience feel Category types should include behavioural, and what information can the audience gather attitudinal, gender based and role based groups. from the use of these camera angles/shots. Scribe student responses. List characteristics and personality traits associated with each stereotype. If the teacher is not mentioned, explain to students that stereotypes can also be based around different professions and include these in the brainstorm. Ask students to complete the following and record the answers in their blog: • Identify characters from Worst Year of My Life, Again! that match each one of the identified stereotypes. • Provide evidence from Episodes 1 and 2 for your choices.
In small groups of three to four students, discuss the following: • Do you think students can be victimised at school because of stereotypes? • Are stereotypes ever helpful (you are considered smart if you wear glasses)? • What part does the media play in creating stereotypes?
Each group is to create a collage that will visually demonstrate the effect of stereotyping in today’s society. It may be digital, scrapbook, artistic. 2014 Australian Children’s Television Foundation Children’s 2014 Australian © ©© 2014 2014 Australian Australian Children’s Children’sChildren’s Television Television Foundation FoundationFoundation Episode 2 way to tell Nicola of his romantic feelings for her? way totellNicolaofhisromantic feelingsforher? archa enemyinsteadofhisdream girl.WillAlexfind Alex’s hugedeclarationofloveultimatelyreaches his card directly toheronlyresult inmore mishapsand big tofitinNicola’s locker!Hisattemptstogetthe becomes hisundoingwhenthemassivecard istoo by gettingherabettercard. Buthisgenerosity a secondchance-Alexisthrilledandstartsoff Next timearound -whenherealises he’s got screams! It’s likeahorror moviegone wrong! violin musicplays.Nicolatakesonelookand flowers intheshapeofahatchet,whilescreeching Alex appearsinthedarkeneddoorwaywithbroken wrong andinsteadofcreating aromantic mood, and adeclarationoflove.Butthingsgoterribly help tosurpriseherinthegymwithflowers,music (Laurence Boxhall)andMaddy’s (TiarnieCoupland) with abigromantic gesture, soheenlistsSimon After thatmixup,AlexdecidestowowNicola (Bellamy Duke)handsinsteadofhisdream girl’s. his ridiculouslysmallcard endsupinBigHannah’s to declare hisfeelingsisthwarted,startingwhen least that’s theplan.Unfortunately, everyattempt (Ned Napier)toimpress Nicola(LanaGolja).At Valentine’s Day:theperfectopportunityforAlex Valentine’s Day
create suspense. narrative usingavarietyofliterarytechniquesto understanding bywritinganexcerptfrom a Students explain,extendandevaluatetheir and suspense. explore inthecinematiceffects usedtocreate fear The objectiveisforthestudentstoengageand stereotypical elementsinahorror flick. provides anexcellentopportunitytoanalysethe Episode 2ofWorst Year OfMyLife,Again! frequent moviegoersforthisspecificgenre. The lateteenpopulationsare amongstthemost around demons andgodsslayingeachother. Mythology enticedaudienceswithsuspensebased terrifying audiencessinceAncienttimes.Greek Horror storieshavebeenentertainingand Summary for Teachers Movie Activities: Horror
Imagination
skills, personal identity, comedy of errors, errors, of comedy identity, personal skills,
determinism, friendship, social relations, life life relations, social friendship, determinism,
storyboards, cinematography, film editing, editing, film cinematography, storyboards,
genre, stereotype, plots, camera shots, shots, camera plots, stereotype, genre,
Film language, language, Film Themes/Topics: Activity
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Curriculum Links: Curriculum
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Horror Movie • Brainstorm and display what makes a scene scary. Student Activities • Discuss with the students the impact of music in a scary scene. Throughout this episode there is evidence of • Are there musical themes associated with fear? Maddy’s one way crush on Alex. Ask students to (Psycho knife, Jaws theme) answer the following questions on their blog. • Relying on the students existing knowledge on • How has the Director been able to portray this camera angles and camera shots, review the
Episode 2 Episode character’s feelings without any dialogue? scene of Nicola alone in the gym. • Take note of the evidence of her crush. What • Students are to identify the scary elements of actions, gestures and facial expressions does this scene in Episode 2. Maddy use? • Encourage students to take as many notes as • Why are these emotions not obvious to Alex they can on the elements of light, sound, audio. and only the audience? • Identify the camera movements that have been • Predict how you think this relationship will included. impact on the storyline? • Compile a class list of the scary elements in Episode 2. Nicola is the only girl for Alex and he is • Scribe and display the class list. completely obsessed by her. This is highlighted by the Director’s choice of using the visual and • Some responses should include a girl, alone in musical effects. a dark room, intense music, she hears a noise. She stands and waits for the attacker, silhouette • Discuss the purpose of the slow at the door raising arm. motion technique? • Why do you think that the Director assumes that • Why was harpiscal music chosen? young teens will identify with these images? • Choose a moment from your own personal • How did the scene make you feel? Have you experiences when you would want to slow seen scenes similar to this? down time. Your first crush, receiving good news, receiving bad news. You want to create Direct students to choose one of the following tasks: second-by-second tension in words. To achieve • A written response identifying the effects used slowing down of time for your reader you by the director to create a stereotypical horror will need to write comprehensive information story element. so that your audience can live every second. • Translate the scene into an excerpt from a Include aspects from all of your senses, what narrative, for the students to create a suspenseful can you see, hear, feel, and taste. text. Students will need to consider sentence Maddy attempts to warn Alex that Nicola has a structure and length. Are the verbs active or bad temper. Alex replies that, “She is edgy, and passive? Repetitive? What vocabulary could be that is a good thing!” used to suggest that Nicola is feeling helpless?
• Define edgy. The episode concludes with Alex still none the • Discuss if this is something that all girls should wiser about Maddys’ feelings. strive to be. • How did the Director use visual symbolism in • Is it this sort of attitude that defines stereotypes? establishing the secret relationship? • Do you consider this to be a positive stereotype • Is the giraffe symbolic of Maddy’s character? How? for teenagers to have? Explain your viewpoint. • Discuss what animal students would choose Every genre has different stereotyped images to symbolise themselves. Get the students to attached to it. Say for example a HORROR STORY. explore what animal mostly defines their character. 2014 Australian Children’s Television Foundation Children’s 2014 Australian © ©© 2014 2014 Australian Australian Children’s Children’sChildren’s Television Television Foundation FoundationFoundation Episode 3 around…!! of disasters!Somuchforfixingthingsthistime resolve things,Alextriggersanevenworseseries get swappedfortubsoffish.Inhisefforts to trouble yetagainwhenthetubsthey’re organising equipment thistime,buttheymanagetogetin convinces Simontheyshouldsetupthelifesaving When hegetsasecondchanceattheday, Alex Could thingsgetanyworseforAlex? bursts theclub’s newinflatableboat. cash, Alexcausesastampedeatkids’partyand they knowwhere itis.Butinsteadofwinningthe Simon goindifferent directions, eachconvinced the mysteryobjectthey’vehiddennearby. Alexand announces acashprizeforanyonewhocanfind have it,aradiocrew setsuponthebeachand fisherman –endsupintheocean.Butasluckwould They faildramaticallywhenthemoney–and realises themoneyismissing. bait, theyhavetoracerecover itbefore Norris cash tinaccidentallygetsswappedforafisherman’s Mr Norris(SydBrisbane).Butwhentheirloaded the wayoftheirhatedteacherandlifesavingcoach, man thesausagesizzle,justsotheycanstayoutof Napier) andSimon(Laurence Boxhall)volunteerto It’s fundraisingdayatthelifesavingclub.Alex(Ned Beach
a narrative. of conflictandthepowerithasonstoryline to graphicorganisers foravisualrepresentation conflict types.Thisinformationisthentranslated for studentstoanalyseandidentifyarangeof Year ofMyLife,Again!provide anopportunity of conflicts.TheactivitiesinEpisode3Worst wise forstudentstobeableidentifyarange the conflictisnotstatedimplicitly, therefore, itis associated withtheconflict.Inmanyinstances crave thedilemmasandproblem solving Without conflictthere isnoPLOT!Audiences work ofliterature isbasedonatleastoneconflict. Conflict isverymuchapartofeverydaylife.Every Summary for Teachers Graphic Map Activities: Conflict
Imagination
skills, personal identity, comedy of errors, errors, of comedy identity, personal skills,
determinism, friendship, social relations, life life relations, social friendship, determinism,
storyboards, cinematography, film editing, editing, film cinematography, storyboards,
techniques, stereotype, plots, camera shots, shots, camera plots, stereotype, techniques,
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Curriculum Links: Curriculum
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Some of the more common types of conflict found Conflict Graphic in literature are • Character vs. self: also called internal conflict Map • Character vs. character: protagonist vs. antagonist • Character vs. society: main group of characters Student Activities have an issue with social traditions Antagonists are the adversary of the protagonists. • Character vs. nature • Character vs. supernatural: ghosts, demons, etc • Discuss with the students what this statement • Character vs. technology means. Episode 3 Episode • Character vs. destiny: the main character has a • Identify the antagonists in Worst Year of My problem with the predetermined path that has Life, Again!. been chosen for him. • Is there more than one character? • Discuss similarities and differences between the Alex faces a heightened amount of conflict in his antagonists. 14th year making it The Worst Year of His Life!. • Discuss the characters that are the main • The student’s task is to identify the primary antagonists. source of Alex’s conflict in Episode 3. • What conflicts does Alex encounter? • List the multiple types of conflict present. • What role did the introduction of the fisherman • Provide a brief description on each conflict antagonist have on the overall storyline? presented in Episode 3. • What was the purpose for the introduction of • Students may design their own note taking this character? table or use the suggested format. All stories are built on conflict and suspense. Seldom is a single conflict enough. Audiences expect one conflict after another. The suspense of “what next?” keeps a reader glued to the page, or eyes locked on a screen. A plot is a series of events providing conflict. There are both primary and secondary conflict elements within the plot. Until a story reveals the primary conflict, readers search for the “who, what, and why” of the story. It gives the audience a clear purpose. Secondary conflicts may transition into another conflict in another chapter or scene.
The Now Conflict type Brief description
Again 2014 Australian Children’s Television Foundation Children’s 2014 Australian © 16
Conflict Graphic Map Student Activities • Present this information in a graphic map. There are many available online. • Students are required to chart the highs and Episode 3 Episode lows of Alex’s day. • Highlight the ‘Primary Conflict’. • Include related images and descriptions on the graphic map • Compare and contrast “The Now” and “The Again” • Write a report based on your findings. • Do the conflicts remain relatively the same? • Are the conflicts in a different chronological order in each part of Episode 3? Provide examples to justify your answer. • Examine several examples to highlight how emotions, dispositions and decision making can affect outcomes. • Explore different viewpoints, practising being empathetic and considering alternative ways to respond.
A crowd evacuation is created in both parts of Alex’s day. • Examine how the movement of the camera is used. • What techniques could you identify? • What impact did this movement have on the audience? • What emotion is the Director trying to convey?
Simon comments that Alex has superpowers? • Do you think knowing the future is classified as a superpower? Justify your point of view. • Usually superheroes possess superpowers. Does Alex possess any other traits of a superhero? 2014 Australian Children’s Television Foundation Children’s 2014 Australian © ©© 2014 2014 Australian Australian Children’s Children’sChildren’s Television Television Foundation FoundationFoundation Episode 4 and more aboutwhotheyhappento. learn isthatstoriesare lessaboutwhat happens critical reading abilities,animportant lessonto relationships changeandevolve.To improve story isbeingtold,understandingthatcharacter to relate andempathisewithcharactersastheir in thenarrativeprocess. Theaudienceisable Different typesofcharactersfulfildifferent roles different typesofcharacterstotelltheirstories. literature. Infictionalliterature, authorsusemany Characterisation isacrucialelementinthestudyof Summary for Teachers Sociogram Activities: figure outthetrickbefore it’s too late…? hatch aplantocutAlexdownsize.Will doesn’t likewhatAlexhasbecome.Together they surprising allyinMaddy(TiarnieCoupland),who Simon decideshe’sa hadenough,andfinds humiliating notjuststudentsbutteachersaswell. the mostpopularkidatschoolashesucceedsin Drawing inspirationfrom Simon’s gags,heisbriefly champion pranksterandSimonwillbehisvictim. Next timearound, Alexdecideshe’llbethe him afterschool. into thinkingthatNicola(LanaGolja)wantstomeet (Kaiting Yip) andAmy(JessieBlott),whofoolhim day iscappedoff whenhegetstrickedbyLoren back buteverytrickhepullsbackfires. Hisworst Alex triestogethisrevenge byprankingSimon schoolmates anddubshimself‘KingofPranks’. front ofthegirls,Simongetsallgloryfrom their crowded hallway, half-nakedandhumiliatedin Development class.WhenAlexemerges intothe classroom thatturnsouttobeanall-girlsHuman into changingbacktohisuniforminadarkened to pushthegagfurtherwhenhetricksAlex it’s crazyhairandcasualclothesday. Hecontinues Alex (NedNapier)hisfirstvictimbyconvincinghim fancies himselfachampionpranksterandmakes It’s AprilFool’s Day. Simon(Laurence Boxhall) April Fool
present in theepisode. relationships, bothpositiveandnegativethatare they constructasociogramtohighlightthe to identifydifferent traits. Usingthisinformation students willreview anarrayofcharactertypes In Episode4ofWorst Year ofMyLife,Again! the
of errors, Imagination errors, of
relations, life skills, personal identity, comedy comedy identity, personal skills, life relations,
storyboards, determinism, friendship, social social friendship, determinism, storyboards,
Narrative, plots, plots, Narrative, Themes/Topics: Activity
numeracy
capability, intercultural understanding, understanding, intercultural capability,
and creative thinking, personal and social social and personal thinking, creative and
Literacy, critical critical Literacy, Capabilities: General
and wellbeing and
communicating and interacting for health health for interacting and communicating
literacy, being healthy, safe and active, active, and safe healthy, being literacy,
Literature, Literature, sub-strands: Relevant
English; Health and Physical Education Physical and Health English; Curriculum Links: Curriculum 17 18
Sociogram
Student Activities There are many characters developing in each episode of Worst Year Of My Life, Again!. Each one of them fulfilling different roles in the narrative process. • With some analysis, you can detect some or all Episode 4 Episode of the types. • Present the students with the definitions and read through them to ensure understanding.
Remember that each character may embody more than one of these character types at the same time • Major or central characters are vital to the development and resolution of the conflict. • Minor characters serve to complement the major characters and help move the plot events forward. • Anti-Hero - A major character, usually the • Dynamic - A dynamic character is a person who protagonist, who lacks conventional nobility of changes over time. Most dynamic characters mind, and who struggles for values not deemed tend to be central rather than peripheral universally admirable. characters, because resolving the conflict is the • Foil - A foil is any character (usually the major role of central characters. antagonist or an important supporting • Static - A static character is someone who does character) whose personal qualities contrast not change over time; his or her personality with another character (usually the protagonist). does not transform or evolve. By providing this contrast, we get to know more • Round - A rounded character is anyone who about the other character. has a complex personality; he or she is • Symbolic - A symbolic character is any often portrayed as a conflicted and major or minor character whose very existence contradictory person. represents some major idea or aspect of society. • Flat - A flat character is the opposite of a round Use this information to construct a sociogram. character. This literary personality is notable for one kind of personality trait or characteristic. • This will need to highlight both positive and • Stock - Stock characters are those types of negative relationships and demonstrate any characters who have become conventional or changes in character. stereotypical through repeated use in particular • Investigate the benefits of these relationships types of stories. and examine the impact on their own and • Protagonist - The protagonist is the central others’ health and wellbeing person in a story, and is often referred to as the • Analysing how roles and responsibilities change story’s main character. and evaluate the strategies used for managing • Antagonist - The antagonist is the character(s) these increasing responsibilities (or situation) that represents the opposition against which the protagonist must contend. This task will be a progressive task and is ongoing throughout subsequent episodes. 2014 Australian Children’s Television Foundation Children’s 2014 Australian © ©© 2014 2014 Australian Australian Children’s Children’sChildren’s Television Television Foundation FoundationFoundation Episode 5 The mediareports thenews,servesasaconduit the worldandwhattheyconsider tobeimportant. Media coverageshapeshow Australiansperceive for teenagers? concept: doesthemediainfluence reality The focusofEpisode5istoexplore thefollowing Summary for Teachers Seagate Activities: Mapping Alex’s day? to sniggerat?Orwillanunexpectedarrivalsave embarrassing video.Willshesenditforeveryone on thepointofbeinghumiliatedbyhissister’s flood offailures andAlexonceagainfindshimself But movingoutsidedoesnothingtostopthe heartbroken andAlexholdingthetissues! (Josh Geary)endedupdumpingSam,leavingher and Justinapart.Afterthepartylasttime, Coupland) theplanfornightistokeepSam house partyoutside.AlextellsMaddy(Tiarnie disaster andsuggeststoSamthatsheholdsthe The nexttimearound, Alexisdesperatetoavoid the endofparty. she managedtosnogherhotnewcrush,Justin,at dashed. SamislividwithAlex,despitethefactthat party withoutunleashinghissister’s wrath,are short-circuits, andAlex’s hopes ofsurvivingthe and thenacheesetoastiecatchesfire, thepower the pantry, itseemsthecalamitieswillneverend makes himthrow up!WhenAlexgetsstuckinside accidentally drinksgingerbeer–whichalways when hespillssomejuiceontherugandthenAlex Simon (Laurence Boxhall)instantlycausesproblems video ofhimifhedoesn’t doasshesays. duty withthethreat ofshowinganembarrassing thought wrong. Samblackmailshimintoclean-up But ifAlexthoughthewasgoingtohavefun, clearly onlyonethingtodo–haveahouseparty! O’Neill), are lefthomealoneforthenight,there’s When Alex(NedNapier)andhissister, Sam(Arielle Sam’s Party
be foundonline. children andyoungpeople,more informationcan program aimedatpromoting onlinesafetyfor Cybersmart isanationalcybersafetyeducation that youmaywishtousesupportthislesson. teens andlistwhere toaccesshelpifrequired online resources availablethatinform,prepare prevalent issueofcyberbullying.There are many There isalsoanopportunitytodiscussthevery teenage girls. discussion iftheyare healthyrole modelsfor Popular girlstereotypes are examinedevoking own personalexperiences. analyse atelevisionfamilyandrelate themtotheir provides a platformforstudentstocritically Episode 5ofWorst Day ofMyLife,Again! and wemostlytrustwhatviewtobetrue. accurate andtruthfulinformation.We trustmedia of peopletrustthemediatoprovide themwith education andentertainment.Thevastmajority The mediaplaysarole inproviding uswithnews, politics andpopularculture keeps peopleactivelyinvolvedinsocietyand determine whichissuesshouldbediscussed,and between thegovernmentandpeople,helps
comedy of errors, imagination errors, of comedy
social relations, life skills, personal identity, identity, personal skills, life relations, social
plots, storyboards, determinism, friendship, friendship, determinism, storyboards, plots,
Maps, narrative, narrative, Maps, Themes/Topics: Activity
numeracy
capability, intercultural understanding, understanding, intercultural capability,
and creative thinking, personal and social social and personal thinking, creative and
Literacy, critical critical Literacy, Capabilities: General
analysing and concluding and analysing
evaluating and representing, interpreting, interpreting, representing, and evaluating
active communities, collecting, recording, recording, collecting, communities, active
and wellbeing, contributing to healthy and and healthy to contributing wellbeing, and
communicating and interacting for health health for interacting and communicating
literacy, being healthy, safe and active, active, and safe healthy, being literacy,
Language, literature, literature, Language, sub-strands: Relevant
Sciences, Health and Physical Education Physical and Health Sciences,
English, Humanities and Social and Humanities English,
Curriculum Links: Curriculum
19 20
Start to consider what type of geographical Mapping Seagate location Alex resides in. • List the places that the viewer has so far visited Student Activities in the fictional town of Seagate. Alex’s house, Simon lives nearby as he can pick him up, Pose the following question to the class. school, mall, surf life saving club, jetty. • How does the media construct reality? • Use this information to design and draw a map of Seagate. The students are to consider sets, characters and • Add locations as you watch subsequent relationships episodes of Worst Year of My Life, Again!. Episode 5 Episode • Scribe and display all student responses Samantha vs Nicola Alex King’s Family Direct students to compare and contrast the characters of Alex’s sister Samantha and the girl • Do you know anyone who is like one of the of his dreams, Nicola. Is there evidence that these characters in this TV family? characters are similar? • What is the relationship like between members of this family? Do they get along? Do they Guide a class discussion on the following points: support each other? both are good looking, popular and have many • Include evidence from Episode 5 to support your admirers. Ask students: statements • Do you personally know someone like Nicola • Do you think the actors that play the roles of the and Samantha? family in this TV series act this way in real life? • Do you think they are positive role models for Justify your answer. teenage girls? • Why do you think the Director chose these • Consider if they are unrealistic role models for actors for the roles? some teenage girls and the consequences of this. • Does this family live like your family? (i.e. their house, their neighbourhood, their clothes) Consider Samantha’s and Alex’s relationship. • How would you categorise this family? Real or • Is this type of sibling relationship real? not real? Have a class vote and record answers. • Do you know someone who has a similar Represent the answers as a column graph. relationship to this? • Present the problem do you think it is OK to present families that may not be real to viewers? • What do you think the problems associated with Cyber bullying this would be? Define cyber bullying with the class. There are many sites and resources online. Alex King’s Community • What do you think of the recording of Alex in the bath that was sent to all of Sam’s friends via • Discuss with the students how they would her phone? describe Alex King’s community? • Is it really a funny situation? Justify your response. • What type of people might he have as his • Is this a form of online bullying? neighbours? Explain your choices. • Do you know anyone that has had to endure • Discuss with the students what elements of the this type of public humiliation? township they can identify with. • Why did the Director assume that teens would • Do the students feel that they have visited the find this scene humourous? town before? • What is familiar to them? The students are to write a written response addressing if the media should depict/promote • Examine values and beliefs about cultural and online bullying in a comical way. This is to be social issues such as gender, race, violence, completed in paragraph format with a strong sexuality and disability that are prevalent in topic sentence. this community. 2014 Australian Children’s Television Foundation Children’s 2014 Australian © ©© 2014 2014 Australian Australian Children’s Children’sChildren’s Television Television Foundation FoundationFoundation Episode 6 the Director usesthistoenhancethestory. understanding ofthefunction ofeditingandhow use oftransitions.Students willdevelopan become familiarwithshotsequencesandthe There are opportunitiesforthestudentsto editing process. existing knowledgeandunderstandingofthe of MyLife,Again!istobuildonthestudents The focusofactivitiesinEpisode6Worst Year Summary for Teachers Time Storyboard ‘Again’ Activities: Will hesucceedorwillNorrisjustturnuptheheat? again crawlthrough theventstotryandfixthings. had thewrong answersheetsandAlexmustonce Parker andHowe.Afterthetest,theyrealise Simon desperately givesSimon’s stashofanswersheetsto the wholeclass.Alexisbackinbadbooksand punishment is…tothrow asurprisemathstestfor the answersheet.HegetssprungbyNorris,whose Convinced thiswillbackfire, Alexdecidesto return ahead andstolenananswersheetforthetest. test? ButSimon(Laurence Boxhall)hasplanned miss the bus – surely this means there’ll be no maths The nexttimearound, Alexmakessure hedoesn’t covered inventgrime. when Alexshowsupinthetestwithhisface him, hissneakymoveisquicklyapparent toNorris the air-conditioning vent.Only, unbeknownstto the answersheet,hefindsanescape route through answers! Whenhe’s almostcaughtred-handed with (Liam Erck) from beatinghimupbystealingthe solution? StopParker(XanderSpeight)andHowe him themostunpopularpersoninclass.His surprise testforeveryone,whichofficiallymakes (Syd Brisbane)mathsclass.Hispunishment?A Napier) missesthebusandarriveslatetoMrNorris’ When hesleepsthrough hisalarm,Alex(Ned Maths Test
Director andhiscrew initiallysawthestory. allowing thestudentstoexperience howthe display whenplacedinchronological order, The storyboards canbeusedasaclassroom visual effect. online. Alternately, penandpencilcreate thesame There are manystoryboard resources available storyboard language. frame. Thestudentswillbeencouragedtouse represent asegmentoftheepisodeframeby A storyboard willbeconstructedtovisually
storyboards, imagination storyboards,
film editing, camera shots, narrative, plots, plots, narrative, shots, camera editing, film
Cinematography, Cinematography, Themes/Topics: Activity
technology (ICT) capability (ICT) technology
capability, information and communication communication and information capability,
and creative thinking, personal and social social and personal thinking, creative and
Literacy, critical critical Literacy, Capabilities: General
Strait Islander people Islander Strait
including those of the Aboriginal and Torres Torres and Aboriginal the of those including
social and cultural values and beliefs, beliefs, and values cultural and social
representations to show familiar or shared shared or familiar show to representations
that engage audiences, develop media media develop audiences, engage that
plan, structure and design media artworks artworks media design and structure plan,
Language, literature, literature, Language, sub-strands: Relevant
English; The Arts (media) Arts The English; Curriculum Links: Curriculum 21 22
The students will be required to review the basic Storyboard ‘Again’ elements of a storyboard and become familiar with storyboard language. Time Use the following table to direct the students to research the language of storyboards or Student Activities alternatively, use the following information to take notes. Begin this lesson by asking students what do you Storyboards should convey: have to read/interpret when you are watching Worst Year Of My Life, Again!? • The story and associated movements. Episode 6 Episode • What the characters are saying to each other. Discuss with the students the role that the Director plays in establishing how the viewer reads a • How much time has passed from the last frame television episode. of the storyboard and the current one • Where the camera is positioned in relation Review techniques that the students have to the scene - close or far away; is the identified in previous episodes. camera moving? Explain the task before the students and watch Episode 6 of Worst Year of My Life, Again!.
Storyboard Language
CLOSE-UP SHOT A close range of distance between the camera and the subject. DISSOVLE A transition between two shots, where one shot fades away and another shot fades in. FADE A transition from a shot to black where the image gradually becomes darker is a Fade Out; or from black where the image gradually becomes brighter is a Fade In. HIGH CAMERA ANGLE A camera angle which looks down on its subject making it look small, weak or unimportant. JUMP CUT A rapid, jerky transition from one frame to the next, either disrupting the flow of time or movement within a scene or making an abrupt transition from one scene to another. LEVEL CAMERA ANGLE A camera angle which is even with the subject; it may be used as a neutral shot. LONG SHOT A long range of distance between the camera and the subject, often providing a broader range of the setting. LOW CAMERA ANGLE A camera angle which looks up at its subject; it makes the subject seem important and powerful. PAN A steady, sweeping movement from one point in a scene to another. POV (point of view A shot which is understood to be seen from the point of view of a character shot): within the scene. REACTION SHOT A shot of someone looking off screen. A reaction shot can also be a shot of someone in a conversation where they are not given a line of dialogue but are just listening to the other person speak. TILT Using a camera on a tripod, the camera moves up or down to follow the action. ZOOM Use of the camera lens to move closely towards the subject. 2014 Australian Children’s Television Foundation Children’s 2014 Australian © 23
• Provide students the opportunity to collaborate Storyboard ‘Again’ with group. The students may need to review the second half of Episode 6 several times in Time order to elicit finer details. Direct the students to collaboratively prepare and Student Activities present their storyboard. Watch the first half of Episode 6 and ask the class Most commonly, storyboards are drawn in pen to identify the different types of elements that or pencil. However, photos, cut out pictures from would be included on a storyboard: magazines, can also be used. Keep in mind that Episode 6 Episode the drawings don’t have to be elaborate. • Pause and highlight a variety of techniques. • Discuss how camera angles highlight relationships and mood of characters. • Get examples from students on how the movement from the screen could be portrayed on a storyboard.
Students will be required to work in groups of 2-4. Each group will be responsible for the design and completion of the main storyboard elements for one section of the second half part of Episode 6. A suggested breakdown of the episode (below). • Watch the second half of Episode 6 to let each group become familiar with their scene. • On the second viewing of the second half of Episode 6 ask the students to take individual notes about all the different elements of a storyboard that they could identify.
Time start (approx.) Time completion (approx.) From home to school 13.06 Corridor to class 13.07 13.44 In classroom 13.45 15.31 Corridor to sick bay 15.32 15.57 Sick bay to library 15.57 16.37 Library 16.37 17.22 Stairwell and corridor 17. 22 18.34 Classroom to outside entrance 18. 34 19.46 Corridor/air vent 19.46 21.07 Storeroom, corridor, ceiling 21. 07 21.40 Ceiling, on the floor, in the office 21. 40 23.34 Office till end of episode 23.35 2014 Australian Children’s Television Foundation Children’s 2014 Australian © ©© 2014 2014 Australian Australian Children’s Children’sChildren’s Television Television Foundation FoundationFoundation Episode 7 victory, Dadjumpsintothegameagain! his teamwin.Butjustastheisonbrinkof from thegame andwillusethisknowledgetohelp key advantage–hecanremember everymove In hisloopyear, Alex goesintothematchwitha his team’s disastrous loss. sidelines andwatcheveryexcruciatingmomentof after Dadred-cards him,Alexhastositonthe that accreditation hascomeinhandyafterall.But suggestion togethisDadreferee. Lookslike to forfeit,hereluctantly agrees toSimon’s referee thematchandthathisteamwillhave When Alexdiscoversthemanwasmeantto being heldbystore security. over thelastsoccertop,whichresults intheman havoc whenhetussleswithatrack-suitedman Dad’s rantandruntothesportsshop.Alexcauses The kidstakeadvantageofatrafficjamtoescape his referee accreditation andcoachingcertificate. of thecheatingincidentthatinspired himtoget (Jeremy Stanford), whoregales themwiththestory get alifttothesportsshopfrom Alex’s Dad (Laurence Boxhall)andMaddy(TiarnieCoupland) captain theteaminatopdyedpink!Alex,Simon top withherred socks.There’s nowayAlexcan (Arielle O’Neill)hasdeliberatelywashedhissoccer to hishorror, Alex(NedNapier)discoversSam It’s themorningofsoccergrandfinaland Match Day
will bepresented inaperformeddialogue. experience oftheaudience andthisunderstanding sound effects are usedtoenhancetheauditory Students willgainanunderstanding ofhow the artofproducing everydaysoundsinfilm. The studentswillalsoresearch the‘ArtofFoley’, of skills. shooting comedyscenesrequire averyspecialset is anartformandunderstandthatdirecting and episode allowingthemtovaluephysicalcomedy comedy. Studentswillanalysethesequencesin demonstrates thechoreographing ofphysical Episode 7ofWorst Year ofMyLife,Again! puts muchmore focusonindividualstars. were comedies. Comedy, unlikeotherfilmgenres, genres in film; someoftheveryfirstsilentmovies emphasis isonhumour. Itisoneoftheoldest ‘Comedy’ isagenre offilminwhichthemain Summary for Teachers of Foley Dialogue Activities: TheArt
seeking behaviour seeking
arts, wellbeing, resilience, coping skills, help help skills, coping resilience, wellbeing, arts,
relations, life skills, personal identity, media media identity, personal skills, life relations,
storyboards, imagination, friendship, social social friendship, imagination, storyboards,
film editing, camera shots, narrative, plots, plots, narrative, shots, camera editing, film
Cinematography, Cinematography, Themes/Topics: Activity
interacting for health and wellbeing and health for interacting
safe and active, communicating and and communicating active, and safe
technology (ICT) capability, being healthy, healthy, being capability, (ICT) technology
capability, information and communication communication and information capability,
and creative thinking, personal and social social and personal thinking, creative and
Literacy, critical critical Literacy, Capabilities: General
text for a specific purpose and meaning and purpose specific a for text
symbolic elements of images, sounds and and sounds images, of elements symbolic
production skills to shape the technical and and technical the shape to skills production
engage audiences, develop and refine media media refine and develop audiences, engage
structure and design media artworks that that artworks media design and structure
Language, plan, plan, Language, sub-strands: Relevant
and Physical Education Physical and
English, Arts (Media); Health (Media); Arts English,
Curriculum Links: Curriculum
24 25
• Ask the students to identify when peer pressure The Art of Foley affected their own lives. • Was it a positive or negative experience? • What strategies can teens employ to empower Dialogue them to make their own decision? • Identify and discuss an example of where one Student Activities of the characters asserted their stance on a Introduce the lesson by asking students about situation, dilemma or decision by expressing what they remember about Alex’s bedroom. their thoughts, opinions and beliefs. Recount as many aspects as possible.
Episode 7 Episode One of the oldest comedic traditions is physical • What information have the set designers tried comedy. It is one of the hardest genres to direct to convey about this protagonist? and capture well. Timing has to be tight and action • What are the colours? has to be realistic, or the point is lost and the • Are there clues about his interests? laughs don’t come to pass. • Is there any one part of the set design that Analyse the scene in the clothing shop starting stands out and why? from approximately 5.29 min through to 7.29 min. • What have you noticed about the Doona Cover? • List all of the comedic moments that the • Do you think that it is a deliberate choice for it Director has set up through complex staging. to keep changing? • Why might the Director have done this? Record what you think might have been written in this scene to help the actors and director grasp the Describe the relationship that Alex has with ‘look’ of the scene. If possible, don’t just write “he his father. falls”, but write, “he steps in a bucket which sticks • Consider if this appears to be a normal teenage to his left foot, causing him to ski across the shop’s son and father relationship? wet floor.” • Analyse how their relationship influences their Watch the excerpt from when Alex and Parker are behaviours and actions. facing each other prior to kick off, approximately • Examine how individuals, family and peer 9.20 min – 9.40 min. groups have influenced Alex’s behaviours, • How has the Director used sound to heighten decisions and actions. the comedic experience? • What elements of their relationship can you • Are these really sounds that you would hear? identify with? • Do you think that these sounds were effective? • How would you describe the acting of Jeremy • Why did the Director feel that his audience Stanford portraying Alex’s dad? would identify with these sounds? • Do you think it was realistic acting or • Discuss why sound is crucial to the audiences over-acting? experience. • Why do you think that he would have been directed to do this? Direct the students to independently research the ‘Art of Foley’ and in particular how sound effects Alex convinces Nicola and her posse to attend can be generated in film. the soccer match by highlighting the fact that everyone will be there. • The task is to prepare a dialogue summarising the second half of Episode 7 of Worst Year of • How does Nicola react to this? My Life, Again! using some of the sounds they • Is this something that you would have predicted have researched. from her character? • The students need to use a combination of • How do Lauren and Amy, Nicola’s entourage, software and physical sound. react to her decision? • You may wish for the students to produce a • Do you think that this is portraying positive written statement on the sounds they choose, self-esteem? why they choose them and how they were made. 2014 Australian Children’s Television Foundation Children’s 2014 Australian © ©© 2014 2014 Australian Australian Children’s Children’sChildren’s Television Television Foundation FoundationFoundation Episode 8 present thisinformationinagraphicalpresentation. of musicpresent intheepisode.The studentsthen Life, Again!.Theywillcollectdataontheamount role ofmusicinEpisode8Worst Year ofMy In theseactivitiesstudentscriticallyexaminethe the filmforaudience. image sothatitenhancestheemotionalqualityof produce theexactsoundthatwillaccompanyan directors workhandinwithcomposersto choosing therightmusicisanartinitself.Film Music isapowerfultoolinfilmmakingand Summary for Teachers Graph Activities: Musical with Nicola’s foreternity Can hestillclaimvictoryandgethisnamepaired in order to win,quicklyleadstomore misfortune! great start, hisdeterminationtostickthecourse cheating won’t help.Andwhilehegetsoff toa trained, heknowstheroute, andheknowsthat The nexttimearound, he’s ready foraction.He’s of winningisdashed. and aticketinspector... untilanychanceAlexhad near misswithhismumandsister, missedstops takes themonaconvolutedjourneyinvolving a bustothefirstcheckpoint,butthis‘shortcut’ agrees toSimon’s (Laurence Boxhall)plantocatch Against Maddy’s (TiarnieCoupland)protests, he Even ifhehastocheat! is determinedtobethefirstacross thefinishline. O’Connor) isclearlythestronger contender–Alex he hasn’t trained,andthatsuper-fit Troy (Kingsley what hehastodo:win,win!Nevermindthat the schooltrophy cabinet.Suddenly, heknows the boys’racewillbeforever linkedwithherin girls’ cross countryrace,andthatthewinnerof Until helearnsthatNicola(LanaGolja)wonthe about runningintheboys’cross countryrace. Alex (NedNapier)couldn’t possiblybelessexcited Cross Country
when itwasusedandtheemotionevoked. report. Thereport willhighlightthearrayofmusic, information andpresent theirfindinginawritten The studentsare required toanalysetheir
plots, storyboards, imagination imagination storyboards, plots,
cinematography, camera shots, narrative, narrative, shots, camera cinematography,
techniques, sound, statistics and probability, probability, and statistics sound, techniques,
forms, analysing, film language, camera camera language, film analysing, forms,
Music, musical musical Music, Themes/Topics: Activity
communication technology (ICT) capability (ICT) technology communication
and social capability, information and and information capability, social and
critical and creative thinking, personal personal thinking, creative and critical
Numeracy, literacy, literacy, Numeracy, Capabilities: General
media arts media
Language, literacy, literacy, Language, sub-strands: Relevant
The Arts, English Arts, The Curriculum Links: Curriculum 26 27
• How much music have the students noticed Musical Graph in previous episodes of Worst Year of My Life, Again!? • Estimate how much music is actually delivered in Student Activities each episode of Worst Year of My Life, Again!
Critically analyse the music that has been chosen for Episode 8. • Students watch Episode 8 taking notes to critically analyse both quantity and the effects of music as a Episode 8 Episode mood enhancer. • They will need to consider the setting, type of music, actions and suggested emotional responses. • A suggested template is shown below.
You may wish to discuss ‘leitmotif’ with your students at this stage. A ‘leitmotif’ is a short, constantly recurring musical phrase, often associated with a particular character, place, or idea. • Discuss with the students Nicola’s ‘leitmotif’. • Consider why the Director chose this to be constant throughout the series of Worst Year of My Life, Again!. • On the completion of viewing Episode 8 of Background Music Worst Year of My Life, Again!, calculate the total time where music is used to enhance Discuss the role of music in film. the scene. • What is the music’s purpose? • What percentage of total air time is this • Is music necessary? equivalent to? • What is the impact of the music? • Was it more or less time than you expected? • How does music impact on the emotion you feel?. • Are you surprised with this analysis? • Direct students to categorise the music, e.g. Should music always be noticeable? action, chase, foreshadowing. • Direct discussion to background music provides • Direct students to record and display the data tone and emotion. they have collected. • It may foreshadow a change in mood and add to • Compare, interpret and assess the effectiveness the viewer comprehension by linking scenes. of data displays.
Time length min Set Action Music Emotions 1.08 -1.16 Alex’s bedroom Waking up Whistling Calm, ready to start new day 2014 Australian Children’s Television Foundation Children’s 2014 Australian © 28
Musical Graph
Student Activities The students now have to decide on a graphical representation for this data. There are many online resources for this activity. • Direct the class to gather the mean, median and mode from their data. Episode 8 Episode • Write a written report critically analysing your graphical interpretation.
Discuss with the students information that would be relevant for individual reports, e.g. • What type of music was used the most, least? The Camera Action Tilt • Could this breakdown be typical of each episode in the series? Describe how the Director has introduced the • Did you recognise the same music sequences character Troy into the series. from previous episodes? • Did Troy look larger and wider than Alex? • Why might a director choose to do this? • Why do you think the Director chose this camera angle? • Do you think Troy will feature in future episodes?
Maddy is Alex’s motivational coach in the “Again” segment. • Identify the techniques the Director used to infer bonding between the characters. • Predict if you think that this will be a turning point in Alex and Maddy’s relationship.
In this episode Parker pours juice into Alex’s bag and then in the temporal loop Nicola pours the juice in the bag. • Compare and contrast these two characters to consider and discuss the similarities and differences between these characters.
Discuss the subtle plot differences in Episode 8. • Guide discussion around the reversal: cheated the first time, did it right in the “Again”. • Discuss which was a better day, the “Now” or the “Again”? • Can you suggest a moral message that is linked to this? • Do you think that this will be an ongoing trend in the next lot of episodes? 2014 Australian Children’s Television Foundation Children’s 2014 Australian © ©© 2014 2014 Australian Australian Children’s Children’sChildren’s Television Television Foundation FoundationFoundation Episode 9 associated withthemaincharacters. discussions reflecting themoralchoicesthatare They are encouragedtobeinvolvedinclassroom ethical issuesonAlex’s knowledgeoftheuniverse. creates opportunitiesforthestudentstoexplore suspense ofthechasescene.Thisepisodealso editing choicesmadebythedirector tocreate the Bandits. Studentswillanalyseandreflect astothe there isabikechasescenereminiscent ofBMX In Episode9ofWorst Year ofMyLife,Again! Summary for Teachers Analysis Activities: Stunt the dogandwingirlthistime? off tobringherback.Butcanhemanagesave again, Nicolafleesindisgust;onceAlexsets overwhelms himandhe’s sickatherfeet.Once Nicola. Butdespitehisbestintentions,nausea time, Alexrefuses togiveuponhischancekiss instead. Despiteanevenworseinjurythanlast but managestogetadoorslammedinhisface avoid theskateboard accidenthesuffered before, On hissecondchance,Alexcarefully triesto busy street... everything upbylettingherdoglooseontoa but justasshe’s softeningtowards him,hestuffs Alex chasesafterherandconvincestoreturn, insult, Nicolaabandonstheplayandrunshome. sneeze alloverher. Unabletoovercome thisnew injury causeshimtotumbleatNicola’s feet,then snot onNicola.Onstagehefares nobetter, ashis his nose.Then,tomakemattersworse,hewipes (Xander Speight)intheschoolcorridorandinjures celebrations, heslamsintoaskateboarding Parker a kissonhisdream girl.Butattheheightofhis Golja) Julietintheschoolplay–finally, hecanland chance toplayRomeooppositeNicola’s (Lana Alex (NedNapier)isthrilledwhenhegetsthe School Play
action, culture and traditions, humour traditions, and culture action,
film techniques, techniques, film Themes/Topics: Activity
managing and operating ICT operating and managing
(ICT) capability, investigating with ICT, with investigating capability, (ICT)
information and communication technology technology communication and information
exploring values, rights and responsibilities, responsibilities, and rights values, exploring
understanding ethical concepts and issues, issues, and concepts ethical understanding
social management, ethical understanding, understanding, ethical management, social
and social capability, self-management, self-management, capability, social and
ideas, possibilities and actions, personal personal actions, and possibilities ideas,
organising information and ideas, generating generating ideas, and information organising
inquiring – identifying, exploring and and exploring identifying, – inquiring
knowledge, critical and creative thinking, thinking, creative and critical knowledge,
reading and viewing, text knowledge, word word knowledge, text viewing, and reading
comprehending texts through listening, listening, through texts comprehending
Literacy, Literacy, Capabilities: General
active
interpretations, being healthy, safe and and safe healthy, being interpretations,
of particular audiences, perspectives and and perspectives audiences, particular of
by story, genre, values and points of view view of points and values genre, story, by
artworks to create representations influenced influenced representations create to artworks
and symbolic elements are used in media media in used are elements symbolic and
literacy, viewpoints, analyse how technical technical how analyse viewpoints, literacy,
Language, literature, literature, Language, sub-strands: Relevant
Health and Physical Education Physical and Health
Humanities and Social Sciences, Social and Humanities
English, The Arts (media), Arts The English,
Curriculum Links: Curriculum
29 30
Multiple cameras Stunt Analysis Multiple cameras can greatly increase the impact of an action sequence without increasing the Student Activities complexity of the actions or stunts themselves. A • There is a dramatic change in the opening wide range of angles, close-ups, perspectives on scene in the bedroom. Discuss. the action, and changing balance between camera motion and subject motion allows the director • Why do you think the Director has chosen to more choices to tell the story. deviate from the traditional start to the episode of Worst Year of My Life, Again!? • Was there evidence in the chase scenes that Episode 9 Episode more than one camera has been used to film a In this episode the drama teacher is introduced. shot? Consider if the drama teacher is representative of • What was the overall effect of multiple cameras? a certain type of stereotype. • Consider if multiple cameras are a more • Review the lighting in the drama rehearsal proficient way to tell a story. room, how would you describe it? • What computer effects were evident in the • What mood do you think the Director was chase scene? trying to create? • What was the purpose of these special effects? • Describe the action that is taking place in • Were sound effects used to heighten the the scene? audience’s experience? • Do you think the Director was trying to create a Comment on the costumes used in the play. humorous or a realistic scene? Your answer will • Which actors are and aren’t in costume? need to include evidence from Episode 9. • Why do you think not all characters are in costume? A suggested extension for this activity is for students to film (e.g. skateboard, jumping down • Have you experienced a theatre rehearsal stairs) with one camera using a range of angles. at school? Students then combine and edit the scenes • Is this typical of your experience? together using an online editing tool. Discuss why the Director has the character of Alex doing stunts on his BMX while chasing after Nicola? • What was your reaction to the stunts? 2014 Australian Children’s Television Foundation Children’s 2014 Australian © ©© 2014 2014 Australian Australian Children’s Children’sChildren’s Television Television Foundation FoundationFoundation Episode 10 injects their own detail. injects theirowndetail. Legends changeovertime as eachstoryteller generation tovia word of mouth. of folklore, where thestorieswere passedfrom Urban legendsextendfrom theageoldtraditions Summary for Teachers the Black Cat Urban Legend of Activities: blog afterall.Justnotinthewayheexpected…!! successful inhisbidtogetphotoonNicola’s costume. Whenallhellbreaks loose,Alexmaybe ends uponarooftop withaswiftlyunravelling around the housebyParker(XanderSpeight).Alex of Nicola’s, theysneakbackin,onlytobechased things willgosmoothly. Afterbeinglockedout do makeittotheparty, butthatdoesn’t mean The secondtimearound, Alexandhisfriends version of‘Death’! and scaringthepatientswithhistooconvincing ends upwanderingthehallsofageriatricward (Laurence Boxhall)takeAlextohospital,where he branch. Maddy(TiarnieCoupland)andSimon force andchaseAlexthrough aparkintotree costumes, whoturnintoasurprisinglyscary stopped byacrowd oflittlekidsinmummy and hisfriendscontinuetoNicola’s partythey’re But theembarrassmentdoesn’t stopthere. Ashe in hisundiesbyAmyandLoren. release it,suffering theindignityofbeingspotted has tostripdownandclimbbackintothehouse his costumegetscaughtinthefront door, Alex he justhastogetthepartyofyear!When makes animpressive GrimReapercostume.Now her upcomingHalloweenparty, hegoesalloutand opinion, hisbestbetatgettingherattention.For to instantcooldomand,inAlex’s (NedNapier) puts upphotosonherblog:aone-wayticket Whenever Nicola(LanaGolja)throws aparty, she Halloween
effective strategiestocombatcyber-bullying. experiences andactions problem solve students willrelate thestorytotheirownpersonal internet. Through adirected discussionthe with thestudentsinappropriate imagesonthe Episode 10canalsoactasastimulustodiscuss comprehend. you maywishtodirect thestudentstoread and familiar with.There are manyexamplesonlinethat students explore theUrbanLegendsthattheyare In Episode10ofWorst Year ofMyLife,Again! experienced theeventthemselves. or afriendoffriend,buttheywillnothave Often, youwillhaveheard thestoryfrom afriend, fabrication ofthetruth. an elementoftruthandothersare acomplete outrageous, andfrightening.Somemayhave Urban legendscanoftenberidiculous,
coping skills, help-seeking behaviour help-seeking skills, coping
life skills, media arts, wellbeing, resilience, resilience, wellbeing, arts, media skills, life
lighting, sound, friendship, social relations, relations, social friendship, sound, lighting,
social capability, personal identity, genre, genre, identity, personal capability, social
ethical behavior, peer pressure, personal and and personal pressure, peer behavior, ethical
cyber-bullying, cyber-bullying, Themes/Topics: Activity
(ICT) capability (ICT)
information and communication technology technology communication and information
social capability, ethical understanding, ethical capability, social
and creative thinking, personal and personal thinking, creative and
Literacy, critical Literacy, Capabilities: General
communities
contributing to healthy and active active and healthy to contributing
and interacting for health and wellbeing, wellbeing, and health for interacting and
healthy, safe and active, communicating communicating active, and safe healthy,
perspectives and interpretations, being being interpretations, and perspectives
purposes using responsible media practice, practice, media responsible using purposes
media artworks for specific audiences and and audiences specific for artworks media
processes, plan, produce and present present and produce plan, processes,
literacy, media arts, skills, techniques and and techniques skills, arts, media literacy,
Language, literature, literature, Language, sub-strands: Relevant
Humanities and Social Sciences Social and Humanities
Education, The Arts (media), Arts The Education,
English, Health and Physical and Health English,
Curriculum Links: Curriculum
31 32
Music Urban Legend of • Describe the music where Alex is walking down the corridor in the hospital. the Black Cat • Is it similar to anther TV series that you may have watched? Student Activities • How is the scary scene in this episode similar to the fright scene in Episode 2? Alex, Simon and Maddy discuss urban legends in Episode 10 of Worst Day of My Life, Again!. • Which scene do you consider to be more effective? • Why? • Ask students to define what these are.
Episode 10 Episode Part one of Episode 10 concludes with a mug shot Urban legends are narratives based on people’s of Alex. fear of the unknown. This type of story is transferred mouth to mouth, email to email, etc. • Explain the stereotypes that have been used and falls into the horror story genre. with this shot. • Do you consider a shot such as this to be Ask the students to consider the following realistic? • Do you know of any urban legends? Compile a • What purpose do you think the Director has class list of urban legends. chosen for this mug shot? • Discuss common elements of the legends. • Describe the camera angle and the effect of the • Do people believe in urban legends? clouds behind Nicola’s house for her party? • Why are they in society? • Did it help to create Halloween tension?
Consider why urban legends feature in the Halloween The music choice to set the scene for Nicola’s party episode of Worst year of My Life, Again!. is a 1970’s classic by Sky Hooks “Horror Movie”. Together as a class read an urban legend. • Lead a discussion of the language found in the narrative (short sentences, a point of climax, emotive language and the structure of an urban legend).
The students are to create their own urban legend incorporating the black cat featured in Episode 10. Encourage the students to experiment with their punctuation to maximise effect. Each student is to present their report orally. Encourage expressive reading for maximum impact. A possible extension to this activity would be for the children to film their story, including the ‘Art of Foley’ researched in previous lessons. There are many online programs that can support students to create the creepy background music. 2014 Australian Children’s Television Foundation Children’s 2014 Australian © ©© 2014 2014 Australian Australian Children’s Children’sChildren’s Television Television Foundation FoundationFoundation Episode 11 comic strip.Thefocusagainonwritingforhumour. use thisinformationtoportrayhisthoughtsina the studentswillanalyseAlex’s bodylanguageand finally hasheisfilledwithpure joy. Inthisepisode Nicola willnoticehim,andwhenhethinksthatshe Alex livesinhopeeverydaythattheloveofhislife Summary for Teachers loves Nicola’s Comic Activities: Alex Could hestillbeinwithashot...? had withNicola,shedoessomethingunexpected. just whenAlexdecideshe’s ruinedanychancehe has endedupwithticketsforanoldconcert.But $200, onlytodiscoverhe’s beenrippedoff and last timeandraidshispiggy-banktopaythe again, Alexremembers theticketscalperhesaw then shereclaims themtosellonline.Thwarted grabs theticketsbefore Samthrows themoutbut when hisloopyearcomesaround. Thistime,he But luckyforhim,hegetsthechancetotryagain any chancehehadofimpressing her. tickets, NicolaisfuriousandAlexknowshe’s lost hours later, completelydishevelledandminusthe tickets… Whenheshowsupattheconcerthall through apileoffilthyrubbishbagstofindthe He chasesittothetipwhere he’s forced to dig the garbagetruckdrivingawayfrom hishouse. Sure enough,bythetimehegetshome,sees before thebinsare collected. it’ll bearaceagainsttimetorecover thetickets he getsheldbackindetentionbyNorris,knows O’Neill) threw themoutthatmorning.Butwhen them outofhiskitchenbinwhere Sam(Arielle her favouriteband,Boyz-Az-1.Hejusthastodig Nicola (LanaGolja)overwithconcertticketsfor Alex (NedNapier)realises hehasachancetowin Concert Tickets
their ownmotivesforanswers. required todefinerightfrom wrong andquestion students willdefinetheirownmorality. Theywillbe My Life,Again!.Through guideddiscussionsthe more serious sidetoEpisode11ofWorst Year of Students are alsoencouragedtoexplore the
seeking behaviour seeking
wellbeing, resilience, coping skills, help- skills, coping resilience, wellbeing,
values, social relations, life skills, media arts, arts, media skills, life relations, social values,
learning, relationships, rights of individuals, individuals, of rights relationships, learning,
techniques, interpersonal and personal personal and interpersonal techniques,
Analysing, camera camera Analysing, Themes/Topics: Activity
technology (ICT) capability (ICT) technology
capability, information and communication communication and information capability,
and creative thinking, personal and social social and personal thinking, creative and
Literacy, critical critical Literacy, Capabilities: General
healthy and active communities active and healthy
for health and wellbeing, contributing to to contributing wellbeing, and health for
and active, communicating and interacting interacting and communicating active, and
Strait Islander people, being healthy, safe safe healthy, being people, Islander Strait
including those of Aboriginal and Torres Torres and Aboriginal of those including
social and cultural values and beliefs, beliefs, and values cultural and social
representations to show familiar or shared shared or familiar show to representations
responsible media practice, develop media media develop practice, media responsible
specific audiences and purposes using using purposes and audiences specific
produce and present media artworks for for artworks media present and produce
literacy, media arts, viewpoints, plan, plan, viewpoints, arts, media literacy,
Language, literature, literature, Language, sub-strands: Relevant
Education, The Arts (media) Arts The Education,
English, Health and Physical and Health English,
Curriculum Links: Curriculum
33 34
Alex loves Nicola’s Comic
Student Activities View the opening scene of Alex walking to school. • Scribe Alex’s thoughts, before and after he sees Nicola on the steps. Episode 11 Episode • Use these ideas to create a one page comic strip.
A suggested procedure to publish a comic: • Decide the format: How many panels is your comic going to be?
This can be done online or on paper. • Plan each panel. You need to know what is happening where, which characters will be included, etc. Keep it simple. A written script should be as bare-bones as possible. Descriptions of scenery should only be included if they are necessary to the action of the strip • Balance text and images. Try to limit the number of speech balloons to two (use three balloons if one balloon only has one or two words within it), and keep the number of words in a panel preferably below 20 “You mean you never threw them out last time?” Encourage the students to establish the characters is how Alex reacts to the discovery of the tickets in a frame first and then add speech bubbles. never being in the rubbish. This is the first time that he has indicated to any member of his family Sketch in the background and then do the major that he is experiencing a temporal loop. line work • Discuss should Alex have told his family that he is in a temporal loop experience? Focus In, Focus Out • Try and imagine yourself if one of your siblings was in a time loop and didn’t tell you. They had A punctuation device used in film whereby the knowledge of everyday of your life in a year. image gradually comes into focus or goes out • How would the students react knowing that of focus. one of their family members could change their • Explain to students how this device is used future without them knowing? in Norris’ office scene. (The clock in the • Alex prevented his sister from developing a background goes from being out of focus to in relationship with Justin because he knew how focus and then out of focus again.) the relationship ended. • Discuss the director’s purpose using this technique. • Discuss your thoughts and feelings about this dilemma. 2014 Australian Children’s Television Foundation Children’s 2014 Australian © ©© 2014 2014 Australian Australian Children’s Children’sChildren’s Television Television Foundation FoundationFoundation Episode 12 her happy? her happy? find awaytodighimselfoutofdisastermake pleasure ofherfavouritedayagainorcanAlex underwear todoit!WillhisMummissoutonthe live turkeys,chokingauntsandhumiliating desperately wanted,evenifhehastoovercome give hisMumthejoyous,family-filleddaysheso he embraceshisdo-overChristmasandtriesto Determined nottomakethesamemistakeagain, overwhelmed byshame. closer toNicola,shecan’t hidehertearsandAlexis he’s ditchedherspecialChristmaslunchtobe the shack.Butevenworse,whenhisMumrealises himself –attheverymomentthatNicolawalksinto and upendinghisMum’s deliciouspavlovaallover around thekitchenbywaiter, electrocuting afish, chaos thancheer, andfindshimselfbeingchased In hiseagernesstomanagetheday, hecreates more dodgy sandwichshackoppositeNicola’s beachparty. ‘treats’ thefamilytoanearlyChristmaslunchat… encourages arapidunwrappingofpresents, then celebrations, hemightbeabletodoboth!He barbeque party. Ifhecanjustspeeduphisfamily’s namely, attendingNicola’s (LanaGolja)beach Alex (NedNapier)hasbetterthingstodo– Alex’s Mum(AnnieJones)LOVESChristmas,but Christmas
events inanessayformat. will thenbeguidedtowritetheirinterpretation of to assistthestudentswiththistask.The ”Again”. There are manyonlinegraphicorganisers effect ofAlex’s decisionsinthe“Now”and In thisepisodethestudentsexplore thecauseand traditions around thisfestivity. to independentlyresearch arangeofcultural opportunities withintheselessonsforstudents and theirpeersChristmastraditions.There are of tradition!Thestudentswillexplore theirown year. TheKing’s familyChristmasisone,longday It’s Christmas; Alex’s mum’s favouritedayofthe Summary for Teachers Celebrations Activities:
understanding
technology (ICT) capability, intercultural intercultural capability, (ICT) technology
capability, information and communication, communication, and information capability,
and creative thinking, personal and social social and personal thinking, creative and
Literacy, critical critical Literacy, Themes/Topics: Activity
technology (ICT) capability (ICT) technology
capability, information and communication communication and information capability,
and creative thinking, personal and social social and personal thinking, creative and
Literacy, critical critical Literacy, Capabilities: General
health and wellbeing and health
active, communicating and interacting for for interacting and communicating active,
diversity and identity, being healthy, safe and and safe healthy, being identity, and diversity
perspectives and interpretations, citizenship, citizenship, interpretations, and perspectives
purposes using responsible media practice, practice, media responsible using purposes
media artworks for specific audiences and and audiences specific for artworks media
processes, plan, produce and present present and produce plan, processes,
literacy, viewpoints, skills, techniques and and techniques skills, viewpoints, literacy,
Language, literature, literature, Language, sub-strands: Relevant
Humanities and Social Sciences Social and Humanities
Education, The Arts (media), Arts The Education,
English, Health and Physical and Health English, Curriculum Links: Curriculum
35 36
• Do you think this is typical of most mothers? Celebrations • Can you relate to this character in any way? • Does she remind you of anyone you know? Student Activities • Discuss do you ever get too old for family traditions? • Begin the lesson with a discussion based around how the different families in your class celebrate Alex makes reference to Maddy’s parents being Christmas? away performing a street act. • Discuss how celebrations vary between • Are these the types of parents that you would cultures? expect for Maddy?
Episode 12 Episode • Pose the question: What makes a tradition? • Give evidence from Worst Year of My Life, Again! for your answers. Encourage students to access information on different cultures. Alex’s Mum thrives on family As a class construct a character Map for Maddy. traditions. Direct students to write a written response Collate and display class ideas. on their blog addressing the following questions. • The students are to recollect on some of Maddy’s “weirdness”, i.e. bath sharks, buying a birthday card in Episode 1 because it reminded her of Alex’s eyebrows. • What clues does all of this information give you about Maddy’s home life? • Discuss with the students street acts that they are familiar with. • Lead a class discussion to cover juggling, acting, singing, acrobatics, mime, dance and storytelling.
Connect with one of these ideas and design and perform for your peers a short act that Maddy’s parents could perform on the streets of Seagate. In this episode Alex tells Simon that he is going to use this loop year “To fix something really important, his Mum”. • How did you personally react to this statement? • Did you expect this type of behaviour from the character of Alex? • Justify your answer with evidence from the text (episode).
In the “Again” time there is a scene that is shot from the goldfish bowl, from the perspective of the goldfish. • Why did the Director choose to do this? • Do you think that the goldfish was symbolic to the “Again” storyline? 2014 Australian Children’s Television Foundation Children’s 2014 Australian © 37
Write a description from the goldfish’s perspective • Describe what the goldfish can see and what its thoughts may be about the King Family.
Discuss with the students cause and effect within a narrative. A cause is WHY something happens. An effect is WHAT happens. While viewing Episode 12 of Worst Year of My Life, Again! the teacher may wish to pause and Episode 12 Episode demonstrate the cause and effect cycle to guide the students through the graphic organiser. • Students are to complete a cause and effect, events and consequences graphic organiser. These are readily available online. • Students will need to complete one for the “Now” and one for the “Again” time. • Compare and contrast the two parts • Write a cause and consequence essay on your findings. • What actions were similar? • Had events changed and were the consequences negative or positive? • Consider the different impacts on the different characters and whether they were negative or positive impacts.
Each student is to produce an essay analysing Alex’s actions and include the consequences of his actions. A suggested format for the essay is: • Introduction: present the subject and state the purpose of the analysis in a clear thesis (direct statement clarifying the main idea). • The Body: In detail explore and analyse the cause and effect by progressing from the most influential cause to the least influential cause. • The Summary: State what conclusions can be made from the cause/effect relationships, i.e. “Again” time less impact on family life, saved his Mum’s feelings. 2014 Australian Children’s Television Foundation Children’s 2014 Australian © ©© 2014 2014 Australian Australian Children’s Children’sChildren’s Television Television Foundation FoundationFoundation Episode 13 from theworst yearofhislife? birthday dawns,willhefinallybeabletomoveon friend orchoosehisdream girl?Andwhenanother whole year. WillAlex taketimeouttosavehisbest into oneofthemostembarrassingsituationshis Nicola, heseesMaddy(TiarnieCoupland)walking halfway through hisdeepandmeaningfulwith course, thepathtotrueloveisneversmoothand be hisgirlfriendstraightout-nosecret plans.Of decides it’s timetobedirect andaskNicolato When hegetsanotherchanceattheday, Alex be over! Alex justwantstheday-andthisYEARto super-strong waterjets.Nakedandhumiliated, getting shotouttheendaftertheyturnon staff onhis predicament, which leadstoAlex (Laurence Boxhall) ‘helps’byupdatingtheslide desperately triestoclingthesides,Simon but halfwaydown,heloseshisbathers!As tail, hehasnochoicebuttogodowntheslide; top ofthewaterslide.WithParkercloseonhis His escaperoute from thebullyleadshimto Brisbane) andParker(XanderSpeight). sister Samantha(ArielleO’Neill),MrNorris(Syd knocks overeverythinginhispath,including wrong whenhelosescontrol ofazorbballand impressing Nicola(LanaGolja),whichgoeshorribly Once there, Alexcan’t resist onefinalattemptat their lastdayoffreedom withavisittothepool. (Ned Napier)andhisfriendsdecidetoenjoy It’s theendofsummerholidaysandAlex The LastDay
for submission. all students’blogsare completeandready At thecompletionofthisunitensure that reflecting this. own moralityanddesignanartisticrepresentation Students willalsoberequired topondertheir matured throughout theseries. evidence thatthecharacterofAlexKinghas The studentsare toreflect andcommunicate character developmentofthemainprotagonist. Again! provides opportunities toexplore the The finalepisodeofWorst Year OFMyLife, Summary for Teachers Symbolism Activities:
technology (ICT) capability (ICT) technology
capability, information and communication communication and information capability,
and creative thinking, personal and social social and personal thinking, creative and
Literacy, critical critical Literacy, Themes/Topics: Activity
and wellbeing and
communicating and interacting for health health for interacting and communicating
art-making, being healthy, safe and active, active, and safe healthy, being art-making,
enhance representation of ideas in their their in ideas of representation enhance
practise techniques and processes to to processes and techniques practise
and processes used by different artists, artists, different by used processes and
for art-making by exploring techniques techniques exploring by art-making for
literature, literacy, develop planning skills skills planning develop literacy, literature,
Language, Language, sub-strands: Relevant
Health and Physical Education Physical and Health
English, the Arts (Visual), Arts the English, Curriculum Links: Curriculum
38 39
• Discuss did she have a point. Use evidence to Symbolism substantiate your ideas. “It’s like it is the last day on Earth” is how Alex, Student Activities Simon and Maddy are feeling. Before viewing the final episode request that the • The students are to consider if there was a students write a written response on their blog change in mood in the trio of protagonists. addressing the following questions. • Were there changes to their existing relationship? • Predict how the series of Worst Year of My • Consider the emotions that the characters must Life, Again! will conclude? have felt. Scribe the class views.
Episode 13 Episode • Will all the audiences’ questions be answered? • Identify the stereotypes in the friend montage. • Compare how both Simon and Maddy have • Did you think a montage was a good choice reacted to Alex’s loop throughout the series? for the Director to make to demonstrate the • Discuss the different approaches to Alex’s characters’ feelings? dilemma. • Consider if it was a more powerful story than • Discuss who the students think is “the better just dialogue. friend” and justify their answer. • Discuss the reaction of the characters when they • Consider if Simon and Maddy will react were unsure of what tomorrow would hold. differently to Alex on the last day of this 14th Explain to the students that the definition of a cliff year episode of the series Worst Year of My hanger is when the narrative ends unresolved, to Life, Again! draw the audience back to a future episode or series for the resolution. Pre-Review the Character of Alex King • Discuss if the audience of Worst Year of My • List words that describe the character of Alex Life, Again! are experiencing a cliff hanger? King. Scribe as a class list. Discuss what your reaction would be if you only had • Has he learnt any lessons in the AGAIN? a year to live, what would you do with your time? • Are his intentions selfish or honorable?
“All girls love daring, extreme sportiness, Post-Review of Character Alex King don’t they”? • Discuss how you feel about the character of Alex King made this in reference to Troy, his Alex King at the end of the series. Has your competition for Nicola’s affection. opinion changed from your Pre episode review? • Discuss if there is some truth to this statement? • Did you expect this type of behaviour from this • Discuss if you think that this is a stereotype? character? • Is it a healthy stereotype for teenage • Consider if previous episodes have alluded to a communities? change in character?
Consider if the character of Simon perpetuated Design and present a visual, symbolic this stereotype in the “Again” during Episode 13. representation of the life lessons you learnt from • Get the students to articulate the change in his the entire series of Worst Year of My Life, Again!. overall demeanour. Direct students to outline and explain the • Note the subtle physical appearances of Simon symbolism that they have chosen explaining what in the “Again” section. their artwork represents. The task can be done • What was the overall effect of these changes, digitally, by craft or by hand. was he really more attractive?
In previous episodes, Maddy has questioned “if the temporal loop was wasted on Alex?” 2014 Australian Children’s Television Foundation Children’s 2014 Australian © 40
Pino Amenta, Director (Episodes 1-3, 6-8, 13) Crew One of Australia’s most experienced television directors, Pino’s career began in the 1970s, working Bernadette O’Mahony, Executive Producer/ on shows including Chopper Squad, Bellamy, Producer Taurus Rising, Sons and Daughters, and The Flying Doctors. In addition to series, he directed several A highly experienced Producer and Executive seminal mini-series of the 80s and 90s, including Producer of award-winning children’s television, All the Rivers Run, The Flying Doctors, Anzacs, Bernadette is also the Head of Development and My Brother Tom and Sword of Honour. He has an Production at the Australian Children’s Television extensive resume of children’s television programs, Foundation (ACTF) where she oversees the including All Together Now, Crash Zone, Chuck Finn, Foundation’s development, production and Round the Twist, Noah & Saskia, Holly’s Heroes and international distribution activities. Bernadette has Mortified. Most recently he has directed Packed to over 30 years experience in the film and television the Rafters, Winners and Losers and Conspiracy 365. industry and her credits include Crash Zone, Legacy of the Silver Shadow and Round the Twist (Series 3). She Produced and Executive produced Mortified Darren Ashton, Director (Episodes 4, 9, 12) which won the AFI for Best Children’s Television Program and was nominated for an International Darren is one of Australia’s leading directors of Emmy, and Executive Produced series including commercials and has won numerous international Lockie Leonard, Dance Academy, My Place, awards. He transitioned to film and TV through the Fleabitten!, You’re Skitting Me and Bushwhacked! short film genre withThe Extra, which won the Best In addition to her role on Worst Year of My Life, Short Film award at various festivals, second prize Again! Bernadette is currently Executive Producer at Sydney’s Tropfest and received two nominations on the wildlife series WAC; and on the pre-school at the AFI’s for Best Short Film and Best Editing. In series Hoopla!, currently shooting in Beijing, China. 2005, he co-wrote and directed his first feature film Thunderstruck. His second film,Razzle Dazzle, was selected for over 20 film festivals around the world, Ross Allsop, Executive Producer/Producer including Official Selection at the Berlin, Edinburgh, Los Angeles Independent Film Festivals and was Ross Allsop has worked in the local television the opening night film at the New York International industry for 30 years – working on various drama Children’s Film Festival. More recently he was productions across all the major networks. He Executive Producer on Not Suitable For Children. began his career at the ABC before moving into His television credits include Bed of Roses, Rush and the freelance world in 1993. In the past five years Offspring. He is currently attached to direct the film Ross co-produced for Network Ten, and was Rush adaptation of Emily Griffin’s novel,Love The One part of the team at Southern Star that established You’re With starring Isla Fisher. long running series Offspring and Tangle. He moved on to the Nine Network’s Beaconsfield and, most recently was the Line Producer on John Hartley, Director (Episodes 5, 10-11) the successful ABC1 series, The Doctor Blake Mysteries. Worst Year Of My Life, Again! is a John Hartley made the transition to director in further step up – Producing a series in tandem 2009, on the series Rush. He has worked as a first with Bernadette O’Mahony and the Australian assistant director on some of Australia’s most Children’s Television Foundation (ACTF). loved TV programs, including Lowdown, Paper Giants: The Birth of Cleo, Offspring, Tangle and The Secret Life of Us. John’s children’s television credits include K9, The Elephant Princess, Mortified and Round the Twist. 2014 Australian Children’s Television Foundation Children’s 2014 Australian © 41
Credits
Created by: Mark Brotherhood Produced by: Ross Allsop, Bernadette O’Mahony Executive Producers: Jenny Buckland, Bernadette O’Mahony, Ross Allsop Directors: Pino Amenta (Episodes 1-3, 6-8, 13), Darren Ashton (Episodes 4, 9, 12), John Hartley (Episodes 5, 10-11) Script Producer: Rachel Davis Writers: Mark Brotherhood (Episodes 1, 2, 6, 10-13, Sam Carroll (Episode 10), Kirsten Fisher (Episodes 5, 8, Brendan Luno (Episodes 3, 7, 9), Peter Mattessi (Episode 4) Director of Photography: Craig Barden ACS Production Design: Otello Stolfo Costume Design: Michael Chisholm Casting: Lou Mitchell at Maura Fay Casting Editors: Philip Watts (Episodes 1, 4, 7-9, 12), Peter Carrodus ASE (Episodes 2-3, 5-6, 10-11, 13) Original Music: Darren Middleton, Simon Walbrook Production Manager: Angelique Badenoch
Cast
ALEX KING (Ned Napier) AMY (Jessie Blott) SIMON BIRCH (Laurence HANNAH (Bellamy Duke) Boxhall) TOBY (Fergus McLaren) MADDY KENT (Tiarnie TROY (Kingsley O’Connor) Coupland) ALEX’S MUM (Annie Jones) MR NORRIS (Syd Brisbane) ALEX’S DAD (Jeremy Stanford) PARKER (Xander Speight) SAMANTHA (Arielle O’Neill) HOWE (Liam Erck) AUNTIE ETHEL (Anne Phelan) NICOLA GREY (Lana Golja) LOREN (Kaiting Yap) 2014 Australian Children’s Television Foundation Children’s 2014 Australian © ws to grow up w ho ertain, inspire, eng ith t live actio ! a n ins n d r g S e 4m am e x 2 a 5 se 6 ri - es 3 & , 2 , 1 s doc n 4mins umen o x 2 tar s 6 y a a 2 d – v e n en S so tu a r e e S s e w r e ie N s
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Australian Children’s Television Foundation 3rd Floor, 145 Smith Street, Fitzroy VIC 3065, Australia P: +613 9200 5500 | F: +613 9200 5555 | E: [email protected] www.actf.com.au/education
Worst Year of My Life, Again Study Guide Tandra Lange, Educational Writer | Vicki Delves, Education Editor Stephanie O’Brien, ACTF Graphic Designer ACTF Acknowledgements Glenda Wilson, Editorial | Maggie Garrard, Curriculum Manager | Anna Kamasz, Digital Education Producer Anneke Van De Vouse, Administration Support
© 2014 Australian Children’s Television Foundation