A Study Guide by Jennifer Connolly

http://www.metromagazine.com.au

ISBN: 978-1-76061-006-7 http://theeducationshop.com.au Synopsis Beautiful divorcee and single mother of one, Meera (Tannishtha Chatterjee) is an Australian of Indian origin. Smart and independent, she has carved out a successful life for herself and her daughter … despite family pressure to find ‘a nice Indian husband’. Then Meera meets Will (Brett Lee)… tall and blonde with a charming smile. But falling in love with an Australian man is not only scandalous - it’s unindian! Does she do as About the her family wishes? … Or does she follow her Production heart and live her life the way she wants? With an all-star cast and crew, unINDIAN – the first Highlighting the complexities of wooing Australian feature film of its kinds, was filmed in Sydney and around NSW. another from a different culture, unINDIAN is a comedy with a lot of heart and a little Starring the internationally acclaimed actress Tannishtha spice!2 Chatterjee (Bhopal: A Prayer of Rain, Siddharth, Brick Lane) and Brett Lee in his first lead role, unINDIAN also features Supriya Pathak Kapur (Goliyon Ki Rasleela Ram-Leela, Wake Up Sid, Gandhi), Akash Khurana (Barfi, Sarfarosh), Indian theatre and film icon Gulshan Grover (I am Kalam, Desperate Endeavours), John Howard (Mad Max: Fury Road, Evil Angels), Arka Das (The Code), Bollywood Star finalists Sarah Roberts (Felony, Neighbours), Nicholas Brown (Kites, Underbelly Files: The Man Who Got Away, Mr and Mrs Murder),Adam Dunn (Careless Love, Packed to the Rafters), Tiriel Mora (King Kong, Happy Feet, The Castle), Kumud Merani, Anupam Sharma (Bollywood Star, Body Hack Australian Bollywood star Pallavi Sharda (Save Your Legs, Besharam) and introducing Maya Sathi.

The comedy was directed by Anupam Sharma, written by Thushy Sathi, produced by Anupam Sharma and Lisa Duff (Last Cab To Darwin), executive produced by Devendra Gupta and Chandru Tolani, filmed by Martin McGrath ACS (Muriel’s Wedding, Killing Time), edited by Academy Award® nominee Marcus D’Arcy (Lorenzo’s Oil, Babe) CONTENT HYPERLINKS with music by Salim Sulaiman and composer (Australia) Amanda Brown, with support from the NSW Government’s tourism and major events agency – Destination NSW, 3 CURRICULUM AND UNSW Australia (the University of New South Wales) and EDUCATIONAL SUITABILITY Cochlear Ltd. Film Finances Australasia is providing the completion guarantee/bond. 5 PRE-VIEWING ACTIVITIES

Anupam Sharma and Lisa Duff said: “unINDIAN is part of 7 VIEWING ACTIVITIES our vision of creating high quality cross cultural produc- tions. unINDIAN is a very special film bringing Australian 9 POST VIEWING ACTIVITIES © ATOM 2017 and Indian cultures together. We are proud to have pro- ADDITIONAL RESOURCES duced our first film in our home city and to be supporting 13 the local film industry.”1 2 Curriculum and Educational Suitability unINDIAN will have relevance to students of English, Media, -- OPENING SEQUENCE History, Dance, Cultural Studies, Indian studies, Music and -- TK’s BIRTHDAY SLIDE SHOW FOR WILL Drama. The study of the film also has links to the National -- WILL’S CONVERSATIONAL ENGLISH CLASS Curriculum General Capability of Intercultural Understanding. -- HOLI SEQUENCE -- SALMAN MOVIE FANTASTY SEQUENCE The film provides opportunities for students to engage in dis- -- ICN ACTIVITATION SEQUENCE cussions about diversity, culture clash, job discrimination and -- WILL AND MEERA’S FIRST DATE the migrant experience in Australia. -- FINAL DANCE SEQUENCE

Students and teachers need to be aware that unINDIAN is rated References to ‘text’ in this guide refer to film and multimodal M and contains some course language and a sex scene. texts as well as the written word.

The film is most suitable for Senior Secondary (Years 11 – 12) and students studying at a tertiary level; however, sections Summary of links to the of the film could be used as a springboard for Media, Music, National Curriculum Dance and Drama activities at Years 9/10. The following sections of the film link to activities in the guide and are suitable for The following table provides a summary of links to the National students in Years 9 and 10. Curriculum. Reference: http://www.australiancurriculum.edu.au/3

ENGLISH Year 10 Year 11 Year 12 Literature and Context • Unit 1 • Unit 3 Compare and evaluate a Investigate the relationships between language, context and Compare texts from range of representations of meaning by: similar or different individuals and groups in explaining the ways text structures, language features and genres and contexts by: different historical, social and stylistic choices are used in different types of texts (ACEEN005) explaining how cultural contexts(ACELT1639) analysing how vocabulary, idiom and rhetoric are used for each text conforms Texts in Context different purposes and contexts(ACEEN006) to or challenges Analyse and evaluate how the conventions of Create a range of texts: people, cultures, places, particular genres or events, objects and concepts using appropriate form, content, style and tone for different modes such as crime are represented in texts, purposes and audiences in real and imagined contexts fiction, advertising or including media texts, through (ACEEN011) short films (ACEEN042) language, structural and/or combining visual, spoken and written elements where Compare and contrast visual choices (ACELY1749) appropriate (ACEEN013) distinctive features of genres by: Language Variation and using strategies for planning, drafting, editing and proofreading Change (ACEEN016) analysing the techniques and Understand that Standard Reflect on their own and others’ texts by: Australian English in its conventions used spoken and written forms questioning responses to texts (ACEEN019) in different genres, mediums and has a history of evolution • Unit 2 and change and continues to modes(ACEEN044) evolve(ACELA1563) Compare texts in a variety of contexts, mediums and modes by: considering how the explaining the relationship between purpose and context conventions of genres Language for interaction (ACEEN021) can be challenged, Understand how language Investigate the representation of ideas, attitudes and voices in manipulated or use can have inclusive and parodied(ACEEN045) exclusive social effects, and texts including: can empower or disempower analysing the ways language features, text structures and Analyse and evaluate people (ACELA1564) stylistic choices shape points of view and influence audiences how the conventions (ACEEN024) of texts influence Interpreting, analysing, responses including: evaluating analysing how attitude and mood are created, for example, through the use of humour in satire and parody. (ACEEN027) how responses to Identify and analyse implicit texts and genres may or explicit values, beliefs and nalyse and evaluate how and why responses to texts vary change over time and assumptions in texts and through: in different cultural © ATOM 2017 how these are influenced the ways ideas, attitudes and voices are represented, for contexts.(ACEEN049) by purposes and likely example, how events are reported differently in the media audiences(ACELY1752) (ACEEN029) 3 DRAMA Potential links to studies across different Years 9 and 10 national senior Drama curricula in the area Manipulate combinations of the elements of drama to develop and convey the of performance style. physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles (ACADRM048) Evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect (ACADRR052) Analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama making, starting with drama from Australia and including drama of Aboriginal and Torres Strait Islander Peoples, and consider drama in international contexts (ACADRR053)

DANCE Years 9 and 10 Improvise to find new movement possibilities and explore personal style by combining elements of dance (ACADAM020) Structure dances using movement motifs, choreographic devices and form (ACADAM023) Perform dances using genre- and style-specific techniques and expressive skills to communicate a choreographer’s intent (ACADAM024) Analyse a range of dance from contemporary and past times to explore differing viewpoints and enrich their dance making, starting with dance from Australia and including dance of Aboriginal and Torres Strait Islander Peoples, and consider dance in international contexts (ACADAR026)

MEDIA Years 9 and 10 Years 11 & 12 Experiment with ideas and stories that manipulate media conventions and Various links to studies across different genres to construct new and alternative points of view through images, sounds national senior Media curricula and text (ACAMAM073) Manipulate media representations to identify and examine social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM074) Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078) Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their media arts making, starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media artworks (ACAMAR079)

MUSIC Years 9 and 10 Years 11 & 12 Evaluate a range of music and compositions to inform and refine their own Various links to studies across different compositions and performances (ACAMUR104) national senior Media curricula Analyse a range of music from contemporary and past times to explore differing © ATOM 2017 viewpoints and enrich their music making, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples, and consider music in international contexts (ACAMUR105) 4 Pre-viewing activities HISTORICAL CONTEXT

1. An overview of Indian culture Students can use the following websites as a starting point for their research: Before viewing the film it could be useful to establish a cultural context to enable students to better understand the http://people.howstuffworks.com/culture-traditions/nation- plot and the issues raised. To begin, ascertain student prior al-traditions/indian-tradition3.htm knowledge about Indian culture and traditions by conduct- http://www.mapsofindia.com/culture/ ing a class brainstorm. http://www.everyculture.com/Ge-It/India.html http://www.indiaparenting.com/indian-culture/294_4166/ After brainstorming, divide students into groups of 3 and making-children-aware-of-indian-culture.html allocate them one of the research areas bellow. Ask the http://www.iloveindia.com/indian-traditions/ each group to find 5 key points to share with the class. (Curriculum links: English, Drama, Dance, Media, and Music) • Indian religion and spirituality • Holi festival India Australia Film Links and Cultural Links • Diwali festival Discussions of links between India and Australia in films • Bollywood dance and culture • Bollywood music View websites of Indian Aussies – terms & conditions ap- • Indian dance ply. BollywoodinAustralia.com • Indian music • Cultural traditions relating to marriage and family in Diversity in Australian films & Media © ATOM 2017 modern India Discuss the diverse background of cultural diversity on • Gender role and status in modern Indian society screen and behind the screen of unINDIAN. (cast & crew)

5 -- TANNISHTHA -- NICHOLAS BROWN CHATTERJEE -- TIRIEL MORA -- SUPRIYA PATHAK -- KUMUND MERANI KAPUR -- GULSHAN GROVER -- AKASH KHUNANA -- KASHIF AMJAD -- ARKA DAS -- SHARON JOHAL -- SARAH ROBERTS -- PALLAVI SHARDA

(Curriculum links: Drama, Dance, Media)

INDIA AND CRICKET

1. India’s love for the game of cricket rivals Australia’s love for the sport. Former international cricketer and sports commentator Brett Lee plays the lead role of Will in unINDIAN. During his career Lee was recognised as one of the fastest bowlers in the world of cricket. Brett has a strong association with India and estab- lished the Mewsic Foundation with the aim of empow- ering underprivileged children in the country. Students can find out more information about the many different facets of Brett Lees life by researching the links below. http://www.brettlee.com.au/about/ http://www.mewsic.in/ BOLLYWOOD DANCE/FILM GENRE http://www.espncricinfo.com/australia/content/play- er/6278.html 1. Watch the following short film that gives a very brief (Curriculum links: English, Drama, Dance, Media, and explanation of Bollywood dance style and then ask stu- Music) dents to summarise the information that accompanies the video in their own words. http://www.bbc.com/news/magazine-18686742 (Curriculum links: English, Drama, Dance, Media, and Music) 2. Prior to viewing the unINDIAN students could be introduced to the history of Indian cinema by watching the short 20 minute clip below. While viewing students can take down notes using Table 1. https://www.youtube.com/watch?v=Gf6l9I9HuRk (Curriculum links: English, Dance, and Media)

INDIAN PERFORMING ARTISTS

3. As a class create a list of works that students have viewed, read or listened to that have been written, produced or performed by Indian artists. (Curriculum links: English, Drama, Dance, Media, and Music) 4. The cast of unINDIAN includes some well-known ac- tors. Ask students to split up into pairs and allocate each pair an actor to research. Students should find information on each actor’s © ATOM 2017 • Early life and training • Notable films • Awards 6 Viewing activities 1. Central characters 4. Describe how a typical Indian woman should act accord- use Table 2 to take notes on the characters while viewing ing to Savita (Meera’s Mother). the film. You may choose to focus on a specific character and 5. List at least 5 things that we learn about Will from TK’s then share responses as a class after the film has finished. birthday slideshow. 6. Will teaches a conversational English class to immigrants. What nationalities are present in his classroom? 2. Music 7. What is TK’s cooking show called? 8. Binky Aunty counsels Savita to match Meera with the Music plays a major role in establishing mood, supporting right Indian so she will... (fill in blank). the action and advancing the storyline in unINDIAN. As you 9. Binky Aunty introduces Meera to a cardiologist called view the film take note of: Samir who tells Meera that people come to him for... (fill in blank). - When live music is used What are your first impressions of Samir? - Examples of song lyrics and the action occurring at the 10. Describe Meera and Will’s first meeting. time. - When recorded music is used and how this impacts on Holi festival the mood in the scene. 11. A sense of colour, movement and fun is created at the Holi festival. What techniques do the film makers use to 3. The beginning of the film create this atmosphere? 12. What assumptions can we make about Will and Samir’s the film begins with images of fire and mystical male and relationship based on the scene at the cricket ground? female figures chanting mantras. The central character 13. What camera techniques are used in the cooking dem- wakes with a start and we realise this has been a dream. onstration scene to highlight Will’s feelings for Meera? Analyse the use of sound and lighting in this scene. Why do 14. During the cooking demonstration filming Samir arrives you think the director chose to begin the film this way? What and shows off by offering to make a unique style of cof- predictions can you make about the film based on the first fee for Meera. How does Will respond? © ATOM 2017 scene? What do we learn about the central character from 15. What does TK hope to do with his cooking show? this initial sequence? 16. What advice does TK give to help Will attract an Indian woman? 7 Will and Meera’s first date

21. Meera and Will’s first date is shown as a montage that is accompanied by an original song written for the film. What is the significant about a) The backing song? b) The choice of moments in the montage? 22. Shanthi lists the reasons Meera should consider Samir as a partner, what are they? Salman movie sequence 23. Why do Mitch and Will go to see a journalist? 24. What are the consequences of Will’s decision to 17. Meera and Will find themselves at the same movie and let Smitha go to her father’s house? Will day dreams that he takes the place of the hero in the 25. Smitha activates the ICN at the end of film, what film, Salman Khan. Identify 3 different shot types in this happens as a result? sequence and analyse the director’s choices by filling in Table 3. The end of the film 18. Smitha makes an excuse and leaves the cinema during the movie. Where do you think she goes? 26. What was your reaction to the end to the film? Analyse how the use of music contributes to the The ICN story in this final section of the film. Analyse and evaluate the significance of the 19. What is the ICN? Create a flowchart showing what hap- different dance styles in the final number. pens in this sequence. (Curriculum links: English, Drama, Dance, Media, 20. The ICN sequence is a humorous method that enables and Music) the film makers to explore cause and effect. Can you think of another situation where this story telling tech- nique could be used? © ATOM 2017

8 Post viewing 3. IMMIGRATION STORIES activities Visit the National Maritime Museum page http://waves. anmm.gov.au/Immigration-Stories and follow the links to complete the activities below. 1. THEMES a) Did you or your family migrate to Australia? Go to the - What are the key themes explored in the film? How “Share your story” link and contribute your story. are these themes explored through the characters and b) The Welcome Wall at the National Maritime Museum plot? celebrates and commemorates diversity and migra- - What do you think of the title? How does it relate to the tion. The wall contains over the names of over 27 500 plot and themes? people from 200 countries around the world. Explore - How does the music enhance the themes of the film? the “Welcome Wall” link by watching the video and (Curriculum links: English, Drama, Media, and Music) viewing the photos and video section. Choose a selec- tion of images and use them as stimulus to create an ensemble performance, dance piece or a short film that explores the subject matter of immigration. 2. CHARACTER STUDY Other useful resources for exploring the history of immigra- Choose one of the main characters in the film and tion and the significant contribution migrants have made complete Table 4. towards shaping the Australian identity can be found on the sites below. Find a partner and take turns to conduct an imaginary interview with the character you each selected. The https://museumvictoria.com.au/immigrationmuseum/ questions should cover the character’s feelings, discoverycentre/immigrant-stories/ motivations, aspirations and relationships. http://immigrationplace.com.au/immigration-stories/

Once you have completed this activity discuss what c) After exploring the links above conduct your own values are expressed by the character you chose and research into the depiction of immigrants and asylum the consequences of the character’s behaviour in the seekers in the Australian media over the past 10 years. film. Write a 600-800 word expository essay that focuses on © ATOM 2017 this issue. (Curriculum links: Drama) (Curriculum links: English, Drama, Dance, and Media) 9 4. STRUCTURE AND STYLE

Sources disagree on the exact definition of the term Bollywood. It is thought that the term ‘Bollywood’ was first used by a journalist in the 70s to describe one of the styles of film made by India’s flourishing film industry.

Generally the term refers to films produced by the Mumbai (formerly Bombay) film industry. These films are primarily in Hindi language and include song and dance sequences as an integral part of the plot. The films differ from musicals in that there is usually no attempt to realistically include song and dance, instead these devices are used in fantasy sequences to show what characters are thinking and feel- ing. The films combine more than one genre often encom- passing comedy, action, romance and drama to appeal to a wide audience.

Ask students to conduct further research using the websites listed and to complete the Table 5. http://atomvic.org/spicing-up-your-life-teaching-bollywood-in-the-classroom/ http://studiesofasiaunits.wikispaces.com/Bollywood http://www.thebollywoodticket.com/bollywood/beginner. html

After the research has been completed conduct a class discussion/debate about the style of the film.

-- What codes and conventions does the film use? -- Is it stylistically conventional or unconventional? -- How might cultural contexts impact upon the viewer’s reaction to the film? -- Develop, script and produce your own short film in a style similar to the film.

(Curriculum links: Media)

5. PLOT/STORY

Analyse the plot and story of the film by completing these questions:

-- Where is the story set? Analyse the choices made in relation to the different settings in the film. -- What conflicts do the central characters face? How do they deal with these conflicts? -- How are the major conflicts in the story introduced? -- How is the dramatic confrontation set up as the film draws to its close? -- What is the climax of the film? -- Make a comment on the denouement. What do you © ATOM 2017 think the ending of the film suggests will happen?

(Curriculum links: English, Drama, and Media) 10 7. MISE EN SCENE

Mise en scene is a French term that means ‘placing on stage’. The visual elements that make up the mis en scene are set design, acting style, costumes and lighting. When discussing film we analyse how these elements are used to 6. HOW DOES LANGUAGE create effects within particular shots.

GROW AND CHANGE? Choose two of the key moments in the film and write a 400-600 word analysis that explores how the director used In the film Will teaches a conversational English class to the visual elements of set design, costume, acting style recent migrants. What is your background? Is English your and lighting to create an effect. first, second (or even third) language? The word colloquial refers to the use of informal language. Colloquial expres- sions are unique to different English speaking countries and even states within Australia.

Watch the clip below for examples of colloquial language. https://www.youtube.com/watch?v=yDb_WsAt_Z0

Class discussion:

-- Do you use the type of language shown in the film? Do you know anyone who does? -- What are some colloquial phrases you and your friends use? Brainstorm at least 5 as a group and then report back to the class. -- Choose an issue you feel passionate about and write a reflective piece of writing (200-300 words) using informal language that feels natural to you. -- After completing the reflective piece work with a partner to edit it and rewrite it into a formal speech to be delivered to the class. -- Following the formal presentations discuss how the use of language changes depending on audience and © ATOM 2017 environment.

(Curriculum link: English) 11 8. CONSIDERING INDENTITY • Life changes constantly- to survive we need to change Caught in this maze of new country, new people, new with it. English, we all fall in this crack; not Australian enough for • In what ways might people be damaged by the families Australia, not Indian enough for India anymore.4 and groups of which they are a part? • In what ways can a strong sense of identity and belong- Culture clash and issues of identity are explored in unIN- ing help us to cope with the difficulties we face in life? DIAN, particularly through Meera’s story. English teachers • In what ways can good relationships enhance our could use the film as a starting point for writing folio activi- sense of identity? ties that link to the theme of identity. • Identity: given or achieved?

Allocate students in the class one of the prompts below. Pairs should discuss their prompt, take notes Writing task: on their conversation and feedback their main ideas to the group. Write a 400-600 word creative or persuasive response to the prompt:

Identity conversation prompts ‘A community’s true values are revealed through its treat- ment of those who do not belong.’ • We learn most about ourselves by comparing and con- trasting ourselves with other people. When responding to the prompt consider drawing on the *We need to step outside our comfort zones in order to recent group discussion, your own experiences and explo- achieve personal growth and to expand our identities. rations of the ideas and/or arguments raised in unINDIAN. • We embrace the world outside us in order to feel a sense of connection, and to affirm our own self-worth. Ask a peer to proofread your work and make any neces- © ATOM 2017 *Do you see the need to belong as a universal human sary changes before it is submitted. need? Does the need to belong differ throughout the life cycle? (Curriculum links: English) 12 9. MEDIA PRESENTATION

Use ICT to create a 2 minute, visual account of the issues Additional raised in unINDIAN. Use voice over, images and appropri- Resources ate music to represent the film and to show your understanding of the themes and issues. Indian Culture and Traditions http://people.howstuffworks.com/culture-traditions/nation- (Curriculum link: Media) al-traditions/indian-tradition3.htm http://www.mapsofindia.com/culture/ http://www.everyculture.com/Ge-It/India.html 10 CREATE A BOLLYWOOD http://www.indiaparenting.com/indian-culture/294_4166/ making-children-aware-of-indian-culture.html STYLE DANCE http://www.iloveindia.com/indian-traditions/

Learn some basic Bollywood dance moves by watching World Music lesson plan ideas and participating in the instructional dance videos that https://www.teachervision.com/music/lesson-plan/10721. follow: html http://www.ancient-future.com/india.html https://www.youtube.com/watch?v=wv6oPBqQ_VQ https://www.youtube.com/watch?v=mVhfaPpxDkw Mise en scene http://www.elementsofcinema.com/directing/ Now that you have some dance moves develop your mise-en-scene-in-films/ understanding of the style further by watching clips from http://www.slideshare.net/sarahlou79/ 2 of the Bollywood films in the link below and the Holi mise-en-scene-14239171 sequence from unINDIAN. (Endnotes) http://www.timeout.com/london/film/ the-ten-best-bollywood-dance-scenes 1 AIFF “unINDIAN Media Kit” P3 2 AIFF “unINDIAN Media Kit” P4 Work with a group of 3 or 4 students to devise a short 3 “Australian Curriculum.” Home. ACARA, n.d. Web. dance that tells a story of celebration. Use the music from the Holi sequence in unINDIAN to accompany the dance. 4 Unindian (Anupam Sharma, 2015) https://www.youtube.com/watch?v=_dlbGB6bSjs

Rehearse and refine your dance piece until you are ready to present to the class. After you present to the group complete a 200-300 word reflection using the prompts provided as a guide:

- What did you learn about Bollywood dancing? - How did you feel about your group’s performance? What were the positive aspects? Were there any areas for improvement? - What feedback did you receive about your dance piece? How will you incorporate this into future work? - Analyse and evaluate one other group’s performance.

11 MUSIC

The website below has fantastic links, via a world map, to lesson plans relating to Indian music. Students discuss geography, language, story songs, dance dramas, artists and instruments. Suitable for Years 9-12. http://www.folkways.si.edu/lesson-plans/smithsonian © ATOM 2017

13 TABLE

1 FACTS RELATING TO THE FACTS RELATING TO THE B QUESTIONS HISTORY OF INDIANCINEMA OLLYWOOD GENRE (WHAT ELSE WOULD I LIKE TO KNOW?)

TABLE

DOES THE SHOT SUGGEST 3 SHOT WHAT EFFECT DOES THIS SHOT HAVE ON THE SOMETHING ABOUT A CHARACTER, TYPE VIEWER? EXPLORE A THEME OR ESTABLISH A SETTING? 1.

3. © ATOM 2017

14 TABLE 2 ACTIONS RELATIONSHIP WITH KEY DIALOGUE AND CHARACTER AND REACTIONS OTHER CHARACTERS WHAT THIS REVEALS

Meera

Will

Smitha (Meera’s daughter)

Savita (Meera’s mother)

Ashok (Meera’s father)

TK (Will’s friend)

Priya (Will’s friend)

Mitch (Will’s friend)

Samir (the doctor)

Binky Aunty Deepak (Meera’s ex husband)

Shanthi (Meera’s best friend)

John Saunders (Will’s boss)

15 CHARACTER TABLE 4 FIVE WORDS TO DESCRIBE HIM/HER

MOST IMPORTANT RELATIONSHIPS

MOST IMPORTANT THING THAT HAPPENS TO THE CHARACTER

HOW ARE THEY CHANGED AT THE END OF THE FILM

TABLE

16 This study guide was produced by ATOM. (© ATOM 2017) ISBN: 978-1-76061-006-7 [email protected] To download other study guides, plus thousands of articles on Film as Text, Screen Literacy, Multiliteracy and Media Studies, visit . Join ATOM’s email broadcast list for invitations to free screenings, conferences, seminars, etc. © ATOM 2017 Sign up now at .