Preliminary English (Advanced)

Elective 1 Context and Representation

Time: 4 weeks = 13.8 hours, 12x1.15hr lessons
Description
This elective gives students to opportunity to critically study a text and examine the
concepts of context and representation (of a chosen concept) in that text
For this unit, the critical study will be on the 2011 movie, The Kings Speech.
The contexts examined will include the social, historical and cultural contexts of the film
The concept that will be examined for its representation in the film is adversity.

This unit plan forms a four week segment of a term-long unit for this elective. For the
purposes of this period, focus will be on conducting a critical study of the text, by:
- Students engaging with and developing an informed personal understanding of The
Kings Speech.
- Critical analysis and evaluation of the films language, content and construction.
- Students refining their own understanding and interpretations of the film and critically
considering these in the light of the perspectives of others.
- Students exploring how context influences their own and others responses to the text
and how the text has been received and valued.

Principal focus:
A critical study of the film The Kings Speech in context and in regards to the films
representation of adversity.
Assessment
Formative only; leading up to:

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

Selected prescribed text

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

ICT Resources
The Kings Speech theatrical trailer: https://www.youtube.com/watch?v=pzI4D6dyp_o
The Kings Speech final scene (the war speech): https://www.youtube.com/watch?v=6fY3BOcjAnw
Footage of a real speech by King George VI: https://www.youtube.com/watch?v=p1TubkzxPFY
King George VI - The Man Behind the King's Speech: https://www.youtube.com/watch?v=d_etS1xT7j8
BBC Archive recording of the original speech: http://www.bbc.co.uk/archive/ww2outbreak/7918.shtml
King George VI Coronation footage: https://www.youtube.com/watch?v=3KUKZ5y_Yss
George VI Heartfelt Coronation Speech and Procession, 1937 https://www.youtube.com/watch?v=m-vlrXBqGw8
The Real Kings Speech King George VI September 3rd 1939 https://www.youtube.com/watch?v=zHnEGqEoMsM
Critical review of the movie as a bad depiction of history, but a good film: http://www.slate.com/articles/news_and_politics/fighting_words/2011/01/churchill_didnt_say_that.html
Roger Ebert review of the Kings Speech (positive): http://www.rogerebert.com/reviews/the-kings-speech-2010
At the movies Margaret and David review: http://www.abc.net.au/atthemovies/txt/s3060339.htm
IMDB Kings Speech: http://www.imdb.com/title/tt1504320/
Interview - The King's Speech Director Tom Hooper https://www.youtube.com/watch?v=2fq0yy2gN9k 2/3 https://www.youtube.com/watch?v=y851HkylnWQ 3/3
https://www.youtube.com/watch?v=qnxnP7XrG74
The King's Speech: Colin Firth & Helena Bonham Carter Interview https://www.youtube.com/watch?v=t_48yhSQxPA
Geoffrey Rush -- The King's Speech Interview https://www.youtube.com/watch?v=PmE-0qOHKBM
Colin Firth -- The King's Speech Interview https://www.youtube.com/watch?v=KUt0h3H9zOw
Colin Firth Q&A about "The King's Speech" Part 1/3 https://www.youtube.com/watch?v=x-c1OA_JHqI
The King's Speech: Colin Firth & Helena Bonham Carter Interview https://www.youtube.com/watch?v=t_48yhSQxPA
Blog site: http://enchantedserenityperiodfilms.blogspot.com.au/2009/11/kings-speech-2010_14.html
Review of the Kings Speech by Mark Kermode: https://www.youtube.com/watch?v=Hj-VvYlzSRk




Preliminary English (Advanced) Outcomes:


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

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

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

Preliminary English (Advanced) Content

1. Students learn about the relationships between composer, responder, text and context by:
1.1 identifying and describing the situational, historical and cultural contexts of responding to
and composing particular texts
1.2 changing elements of audience, purpose and context in a range of texts
1.3 explaining the ways meaning is reshaped as a result of the changes in these elements.

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

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

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

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

Week Outcomes Suggested Sequence of Teaching & Learning Activities
1
Lessons
1-3
1,5,7 Introduction to The Kings Speech and Elective 1: Context and Representation
First Impressions
Students make a mind map (individually) on their first impressions of the film from their viewings last week. Consider:
Pros/Cons, Characters who are they? Who did I know/not know (both actors and characters), New things learnt about the historical period/the film period drama genre
Things I noticed, film techniques I saw, One thing I could relate to, One thing I didnt understand/would like to know more about, similar movies I know
Quiz - What is the genre of this film? (period drama), who is the main character? (King George VI) What famous actors did you recognize? What did you already know
about this film before you saw it?
Introduc e t he elective and key c onc epts -What is context, representation, critical study, adversity ask students what they think these are/prior knowledge
Key Definitions from syllabus and key film technique terminology
Jigsaw - groups are allocated a syllabus outcome. They collaborate for ideas on how a study of The Kings Speech will help them achieve it, then present their findings to
the class
2
Lessons
4-6
5 Focus study on The Kings Speech as a film (outcome 5)
Film Techniques: Distribute a basic film glossary, go through some of the terms. Provide a few examples from the film. Ask students to find examples of their own of at least
one film technique in the movie (take-home task)
Film form/technology and effect on meaning: discuss original play format (Seidler) and how this text would be different as a play, how students would respond if it was a
play. Differences between plays and films. How does film technology affect the relationship between text and responder and how the events/information are portrayed?
Consider: emotion, characterisation, settings, plot
Reviews: Read and respond to reviews of the movie, write own reviews of the movie (in preparation for critical response assessment)
Trivia Quiz: How well do you know the movie? http://www.hwdyk.com/trivia/m/1789/the-kings-speech or http://www.funtrivia.com/playquiz/quiz334552264ca48.html
Students might create their own quiz for their peers?

3
Lessons
7-9
1 Focus study on The Kings Speech and context (outcome 1)
Context of the movie: teach some history who is George VI, significant events, WW2, invention of radio
Revisit/read review: good movie, very bad history do you agree or disagree with the points raised by this reviewer on the film?
How and where is your personal response to the film similar and different?
Who is Tom Hooper? Students to research and find interesting facts about Tom Hooper and other key crew members, like writer David Seidler. Watch interview with
Tom Hooper on the film, read text version. 1.1
Context comparison : Watch/research/find out about the context of the films events. Examine film reviews and information to establish knowledge about the context in
which the film was made. Students write down similarities and differences between the contexts of the films subject (England in 1939) the films making (England in
2009-10) and the context in which they saw the film (school in 2014) 1.1, 1.2
Audience, purpose and shaping of meaning: Who was the original audience of King Georges speech in 1939? How is that different from us as the audience of the film?
Watch the final scene clip/listen to recording of original speech: how does the difference between these audiences, and the purposes of these speeches (war
rallying/entertainment) shape the meaning of the speech itself? Consider difference between original audio and film clip, with soundtrack and shots of the listeners. 1.2,
1.3
4
Lessons
10-12
5,7 The Representation of Adversity in The Kings Speech
Students write their own speech, as if they were the leader of Australia now, announcing to the citizens that the country is at war how would your
knowledge that the speech would be recorded and filmed affect your composition, and presentation? 5.2,5.3 7.2
How do you feel about public speaking? Similar/unique challenges today and for George VI 5.4, 7.1
Watch interview with David Seidler, the writer: https://www.youtube.com/watch?v=4Q6t_5sKTUk
Quiz on The Kings Speech, a stammerers view: http://www.eslvideo.com/esl_video_quiz_high_intermediate.php?id=7165