LOOK BOTH WAYSLOOK BOTH WAYS

“It doesn’t matter how life ends,

it matters how it was”

Single text Exam Revision: Look Both Ways

No text is marked harder than another – all texts are weighted the same and marked the same.

Students must demonstrate a contention or hypothesis in their introduction and address this in the body.

You will not be marked down for inaccurate quoting.

Each paragraph must begin with a strong topic sentence and support/discussion of this in the body paragraph.

You must write a conclusion.

Cut and paste responses will be marked down – you will be assessed on what you have to say about the text.

Assessors marking your paper do not mark all texts from the VCAA list.

The decision to revise 1 or 2 texts? Mean versus popularity?

Students examine the structures, features and conventions used by authors of a range of selected texts to construct meaning.

Students identify, discuss and analyse these in order to explain how meaning is constructed through textual elements such as language and images.

Students also examine the ways in which the same text is open to different interpretations by different readers; for example, the ways in which a text can be read differently in a different time, place or culture.

They describe and analyse the way in which social, historical and/or cultural values are embodied in texts, and develop oral and written responses to a selected text, using appropriate metalanguage.

Reading and Responding to a text: from VCAA…

The different elements that together give the text the significance that it has. The author’s use of literary conventions to add rich texture to the text.

To deconstruct and analyse in discussion and writing how the author takes us into his world by using carefully constructed language choices. Find and discuss samples.

Consider how the text can be read as an historical document, a memoir, a sociological recount. How characters can be seen – our views of them based on our own values.

Consider the themes of the text, what the author wants us to take away from the text – these

explorations and outcomes will be demonstrated in your exam text essay.

How to study a film within English – what you need to knowHow to study a film within English – what you need to know

• the focus remains on the relationship between text (film) and the exploration of character and theme

•Your ability to explore the visual cues in the film and how they ADD TO OUR UNDERSTANDING OF character and theme

•You DON’T need to know all about filmmaking – essays are not to take the form of media/technical essays

•Remember NOTHING in filmmaking is co-incidental all elements within the frame are DELIBERATE AND TO ADD LAYERS OF MEANING

•The best essays are those that show a deep understanding of The best essays are those that show a deep understanding of what the filmmaker is on about…what are the issues they want what the filmmaker is on about…what are the issues they want us to consider?us to consider?

WHAT IS EXPECTED / WHAT ASSESSORS LOOK FOR.WHAT IS EXPECTED / WHAT ASSESSORS LOOK FOR.

1. Processing of the topic = thinking about the topic

2. Relevance to the topic.

3 step question BEFORE YOU PLAN:1. What is the topic saying?2. Do I agree with it?3. What, then is my contention? “That……

3. Confidence and knowledge of the text.

4. Structure and planning… why write a plan?????

5. Mechanics

In a nutshell, strong essays are sharp, interesting and engaging to read. They have a clear, logical argument and go ‘beyond’ the obvious. They will have a sense of personal engagement and have a critical selection of quotes and scenes to support contention.

6. Engagement with the text.

Understanding HOW meaning is made…consider your language analysis…looking for devices that ultimately persuade…

Our task is to look for individual devices and the impact they have on us as readers…such as…

When looking at a text – whether it’s film or a novel – you do the same look at the way Watt uses each technique to make up the ‘total product’ and how it impacts on us as a viewer…so we might have…

location Motifs/symbolscostumes

framing lightingPoint of view shots

Film techniques you should know Film techniques you should know

When writing on a film you need to be aware of and how the following ADD to the meaning and power of the film.

Camera angles

Lighting

Locations

Editing/film cutting

Framing/composition

Montage

Costumes – colours/design

Music/sound

Shots; one shots, two shots

Point of view shots

Jump cuts

The idea with symbols or images is to try and see their metaphoric significance rather than their literal meaning. You must be careful here as obviously not all images in a text are meant to be seen as a metaphor for another meaning.

 From what you know of the story/narrative would this image add to the character’s dilemma or personality?

 

Use of Symbols and motifs in filmUse of Symbols and motifs in film

Motifs in Look Both Ways:

*Birds

*Cricket game

*Children (both real and in Meryl’s paintings)

*Railway tracks/trains

*Signs

*Art/painting

*Cigarettes

*Technology/media

*Lights/lamps

*cards/words *flowers

*sharks*paths/tracks/roads

Looking for film language – meaningLooking for film language – meaning

Opening scene – what do we see?Opening scene – what do we see?

-close up on flowers -context bw flowers and cards

-wide shot --light = hope - open doors = ‘open’ to life

-voice off camera - news juxt with death = life’s tragedies

-cut to train 3 cutaway shot = chaos, disturbing, unsettling

-introduced motifs of signs - pov shot looking outside train

-shot of M. framed/trapped in train window

-costume;relaxed,shabby, earthy colours

-M. in one shots…’struggles to make her way along paths/directions’

-fishing rod = incongruous=life’s ironies…some things don’t make sense

-cut to close-up x-ray from one image of death to another

-N. moves into x-ray = his fate is revealed

-Doctor’s back to camera/Nick = disengaged

-sped up montage = life ‘before your eyes’

-N. in one shots

-shark on computer screen = intro of motif…=danger

Consider how Watt ‘constructs meaning’ in the film: discuss and think about:

Use of animations by Meryl = what do they tell us about her character? How do these change during the course of the film and as a result of her contact with Nick?

Use of photomontages used by Nick = consider WHY Watt has his ‘imagined’ fears presented via technology as opposed to drawings. What is the obvious answer? = What is the more complex reason?

Use of the ‘bookending of a train crash = though life ‘remains the same’ our response to what happens will be different. The characters are, in a sense, ‘caught within’ tragedy – what do we learn about them (about us) as a result of both????

Use of ‘real’ footage within the narrative? Context of Australian, urban landscape during Summer = captures that sense of claustrophobia, fatigue, death and dying, universal suffering(all have to deal with this – but some don’t let it become a negative). ‘Ugliness of the world’ – is the world really ugly??? Is it our perception???Repeated use of children/families in the film?

Use of parallel stories – why does the film highlight the lives of several people? Anna’s story is as important as Nick’s, Phil’s and even the train driver. WHAT IS COMMON BETWEEN THEM ALL????

 

Characters – what we learn about themCharacters – what we learn about them

Meryl

•Painter – sees the world visually

•In mourning

•Paintings reveal her inner life

•Sees happiness as beyond her – not something she seeks

•Inarticulate, clunky in conversation

•Terrified of love = requires an emotional commitment

•Shabby clothes, drifts from one episode to the next

•Paints to release her frustrations

Nick

•Photojournalist – sees the world through a lens; insular and dark.

•Is inarticulate – lets his photographs ‘speak’ for him clunky in conversation

•Displays a naïve kind of bravery

•Terrified of love = requires an emotional commitment

•Physically appealing – muscular appearance clashes with his emotional vulnerability

•Runs to release his frustrations

•WHY DOES SHE IMAGINE HER DEATH … WHILE NICK IS FACED WITH HIS????

Is your view of these 2 characters the same as mine? How do you see them?

Where do YOU get your clues from? Is it what they say or what they do – or both?

What do we learn from the film? Points to What do we learn from the film? Points to consider…how these link to views and values of consider…how these link to views and values of WattWatt•The film reminds us that life AND death are part of the life cycle. It’s what we do and how we deal with problems that determine our happiness.

•How the impact of events outside our control can leave us feeling insecure, unsafe and without direction….is life all about being in control?

•How our values and attitudes to religion and God have changed. Does the film suggest we should all go back to having a blind faith in God?

•The power of the media to control and manipulate our lives. Do we control it or does it control us?

•Who is to blame for what happens in our lives?

•The ending is deliberately vague, we don’t know what happens to Nick…what DO we learn? Why is the ending so ‘unsatisfying?

Messages from the film / themesMessages from the film / themes

What connects us all is our fate…life IS really about fragments…everyone’s life can be a struggle

Fear only succeeds if we let it…

Loss, grief and death are inevitable. So is happiness, birth and survival.

Seeing is relative – one person’s view will not be the same as the next – does that make one wrong? Acceptance and seeing beyond what we see is important.

This is not a film about middle-aged crisis…it’s about life…think of Belinda Emmett’s battle with cancer

It’s about knowing our limits – our weaknesses and being able to ‘laugh’ at ourselves

We can either choose to follow the ‘path’ and the signs or we can choose to ‘fly freely’ like the birds.

What are these fears? Real fears such as death, imagined fears such as those our imagination lets loose. Yes, death is a real fear for some, but how we deal with it – how we imagine it – is what the film shows.

* Consider Andy’s paranoia and being ‘set up’ by Anna.

Sample Topic:

“Look Both Ways shows characters in crisis who are dealing with real and imagined fears.” Discuss.

What type of ‘crisis’? Crisis of what? Are all the characters in ‘crisis? If not, why not?

*what is Sarah Watt’s ‘message’ on these fears? You would need to show examples from the film that show how the relevant characters deal with both sorts of fear – and ultimately what she is saying about how we should deal with them…imagined don’t get us anywhere while real ones like death need to be accepted as part of life.

Topic:Topic: Look Both WaysLook Both Ways shows that sometimes trying to shows that sometimes trying to control our lives is pointless. control our lives is pointless. DiscussDiscuss

Ask a question of the question: does it?

Is this going to be a ‘but’ question…? …yes…but or no…butAS A GENERAL RULE BE AWARE OF ABSOLUTES/ABSOLUTE QUESTIONS

Ask WHO… WHERE…. AND WHY

Gives us characters Gives us key

scenes/evidence Gives us the link to the themes…

Remember, the best essays have a strong and clear CONTENTION…what are you arguing???? …this becomes part of your introduction and should be presented as a statement

Sample Essay – what a film essay might look likeSample Essay – what a film essay might look like

Topic: Look Both Ways shows that sometimes trying to control our lives is pointless. Discuss.

We are reminded in the film that life is unpredictable and sometimes as much as we try, we cannot know what will happen. As Nick’s mother says, ‘it doesn’t matter how life ends, matters how it was’. Life can be difficult and very often we know that we will have to face trying and adverse situations. However, Look Both Ways shows that it’s what we do with our lives and how we tackle those difficult times that makes life worthwhile. This is shown in the film when Nick and Meryl walk home together after the train accident we know they are both ‘trapped’ by their lives and feel they cannot escape. In this scene they follow the path of the footpath and the fence that keeps them ‘on track’. Ironically, both are clambering for direction as they have both suffered a devastating experience in their lives. As the camera follows them both around the corner we are reminded that life can be what we make it and sometimes to go ‘off the path’ is necessary. We see Meryl and Nick walking the same path together and finally Meryl replies ‘maybe it was meant to be’. Her view of life is both casually pragmatic and defeatist as she allows life to control her rather than control her life. The film is a reminder that while fate can often be cruel, we can make decisions about how we choose to live and thus is far from pointless

Symbolism and Motifs in FilmSymbolism and Motifs in Film

 Symbols and metaphors/motifs can be used in films in the same way they are used in any written text. While some have come about through historic literature and Christian teachings, others have developed over time and they have come to represent an emotion or quality and symbolize a certain meaning. For example, look at the following list:

 

Image Emotion/Quality

  Slouch hat ‘digger’/bravery/mateship

White Dove peace

  Autumn Leaves time changing/life cycle/death

Children innocence/honesty

  Cage/bars entrapment

  Crucifix/cross faith/sacrifice

  Scales justice/hope

 

  

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