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If you are not from Wantirna College you are welcome to use these pages. Please however do not use any materials for profit and where appropriate I would be grateful if you could acknowledge the fact that this wiki is compiled by Alice White - teacher and Head of English at Wantirna College, Victoria Australia. underlined

**Welcome to the Year 12 English wiki page** Below is the introductory booklet you received. The articles for analysis are below it. Please note the timeline.
 * __Course Outline __**

Mabo || Film Analysis || Holiday Homework || Media || Film Analysis Planning and Writing of Practice Topics ||  || Language Analysis and POV Topics and Advice || **First Double of Week: ** Mabo : Outcome 1 – Extended Written Interpretation || Labour Day 14th || Media || Language Analysis/POV ||  || Good Friday 25th March || <span style="font-family: Arial,sans-serif;">Media || <span style="font-family: Arial,sans-serif;">Language Analysis/POV ||  ||
 * //<span style="font-family: Arial,sans-serif;">Term 1: //**
 * **__<span style="font-family: Arial,sans-serif;">Week __** || **__<span style="font-family: Arial,sans-serif;">Date __** || **__<span style="font-family: Arial,sans-serif;">Topic __** || **__<span style="font-family: Arial,sans-serif;">Content __** || **__<span style="font-family: Arial,sans-serif;">Assessment __** ||
 * <span style="font-family: Arial,sans-serif;">1 || <span style="font-family: Arial,sans-serif;">29th January || <span style="font-family: Arial,sans-serif;">Outline
 * <span style="font-family: Arial,sans-serif;">2 || <span style="font-family: Arial,sans-serif;">1st Feb- 5th Feb || <span style="font-family: Arial,sans-serif;">Mabo || <span style="font-family: Arial,sans-serif;">Film Analysis ||  ||
 * <span style="font-family: Arial,sans-serif;">3 || <span style="font-family: Arial,sans-serif;">8th Feb- 12th Feb || <span style="font-family: Arial,sans-serif;">Mabo || <span style="font-family: Arial,sans-serif;">Film Analysis ||  ||
 * <span style="font-family: Arial,sans-serif;">4 || <span style="font-family: Arial,sans-serif;">15th Feb- 19th Feb || <span style="font-family: Arial,sans-serif;">Mabo || <span style="font-family: Arial,sans-serif;">Film Analysis ||  ||
 * <span style="font-family: Arial,sans-serif;">5 || <span style="font-family: Arial,sans-serif;">22nd Feb- 26th Feb || <span style="font-family: Arial,sans-serif;">Mabo || <span style="font-family: Arial,sans-serif;">Film Analysis ||  ||
 * <span style="font-family: Arial,sans-serif;">6 || <span style="font-family: Arial,sans-serif;">29th Feb- 4th March || <span style="font-family: Arial,sans-serif;">Mabo
 * <span style="font-family: Arial,sans-serif;">7 || <span style="font-family: Arial,sans-serif;">7th March-11th March || <span style="font-family: Arial,sans-serif;">Media || <span style="font-family: Arial,sans-serif;">Outcome 1
 * <span style="font-family: Arial,sans-serif;">8 || <span style="font-family: Arial,sans-serif;">15th March- 18th March
 * <span style="font-family: Arial,sans-serif;">9 || <span style="font-family: Arial,sans-serif;">21st March- 24th March


 * //<span style="font-family: Arial,sans-serif;">Holiday homework: Prepare Oral Presentation //**


 * //<span style="font-family: Arial,sans-serif;">Term 2: //**

<span style="font-family: Arial,sans-serif;">Anzac Day 25th || <span style="font-family: Arial,sans-serif;">Media || <span style="font-family: Arial,sans-serif;">Language Analysis/POV || <span style="font-family: Arial,sans-serif;">Media Outcome 3A- Language Analysis- (written) <span style="font-family: Arial,sans-serif;">Media Outcome 3B- Point of View (oral) || <span style="font-family: Arial,sans-serif;">Begin context study. || <span style="font-family: Arial,sans-serif;">Explore Context ||  || <span style="font-family: Arial,sans-serif;">Recording or Read ||  || <span style="font-family: Arial,sans-serif;">How to Write ||  ||
 * **__<span style="font-family: Arial,sans-serif;">Week __** || **__<span style="font-family: Arial,sans-serif;">Date __** || **__<span style="font-family: Arial,sans-serif;">Topic __** || **__<span style="font-family: Arial,sans-serif;">Content __** || **__<span style="font-family: Arial,sans-serif;">Assessment __** ||
 * <span style="font-family: Arial,sans-serif;">1 || <span style="font-family: Arial,sans-serif;">11th April – 16th April || <span style="font-family: Arial,sans-serif;">Media || <span style="font-family: Arial,sans-serif;">Language Analysis/POV ||  ||
 * <span style="font-family: Arial,sans-serif;">2 || <span style="font-family: Arial,sans-serif;">18th April – 22nd April || <span style="font-family: Arial,sans-serif;">Media || <span style="font-family: Arial,sans-serif;">Language Analysis/POV ||  ||
 * <span style="font-family: Arial,sans-serif;">3 || <span style="font-family: Arial,sans-serif;">26th April- 29th April
 * <span style="font-family: Arial,sans-serif;">4 || <span style="font-family: Arial,sans-serif;">2nd May- 6th May || <span style="font-family: Arial,sans-serif;">Media || <span style="font-family: Arial,sans-serif;">POV || <span style="font-family: Arial,sans-serif;">Media Outcome 3B- Point of View Oral
 * <span style="font-family: Arial,sans-serif;">5 || <span style="font-family: Arial,sans-serif;">9th May- 13th May || <span style="font-family: Arial,sans-serif;">Context- Life of Galileo || <span style="font-family: Arial,sans-serif;">Introduce Context and Prompts
 * <span style="font-family: Arial,sans-serif;">6 || <span style="font-family: Arial,sans-serif;">16th May- 20th May || <span style="font-family: Arial,sans-serif;">Context – Life of Galileo || <span style="font-family: Arial,sans-serif;">Explore Context
 * <span style="font-family: Arial,sans-serif;">7 || <span style="font-family: Arial,sans-serif;">23rd May- 27th May || <span style="font-family: Arial,sans-serif;">Context – Life of Galileo || <span style="font-family: Arial,sans-serif;">Context Analysis of Text ||  ||
 * <span style="font-family: Arial,sans-serif;">8 || <span style="font-family: Arial,sans-serif;">30th May– 3rdJune || <span style="font-family: Arial,sans-serif;">Context – Life of Galileo || <span style="font-family: Arial,sans-serif;">Context Analysis of Text
 * <span style="font-family: Arial,sans-serif;">9 || <span style="font-family: Arial,sans-serif;">6th June- 9th June

<span style="font-family: Arial,sans-serif;">(Tuesday 7th June is GAT. 10th June is report writing day) || <span style="font-family: Arial,sans-serif;">Context- Life of Galileo ||  ||   || <span style="font-family: Arial,sans-serif;">Queen’s Birthday 13th June ||  || <span style="font-family: Arial,sans-serif;">SAC week || <span style="font-family: Arial,sans-serif;">Context Outcome 2 – Extended Written Text and Written explanation || <span style="font-family: Arial,sans-serif;">Holiday homework: Practice language analysis/__Mabo__ revision essay.
 * <span style="font-family: Arial,sans-serif;">10 || <span style="font-family: Arial,sans-serif;">14th June- 17th June
 * <span style="font-family: Arial,sans-serif;">11 || <span style="font-family: Arial,sans-serif;">20th June- 25th June || <span style="font-family: Arial,sans-serif;">Context – Every Man in this Village is a Liar || <span style="font-family: Arial,sans-serif;">Explore Context ||  ||


 * //<span style="font-family: Arial,sans-serif;">Term 3: 13th July- 18th September (10 weeks) //**

<span style="font-family: Arial,sans-serif;">11th = Curriculum Day || <span style="font-family: Arial,sans-serif;">Context – Every Man in this Village is a Liar || <span style="font-family: Arial,sans-serif;">Explore Context <span style="font-family: Arial,sans-serif;">Context Analysis of Text ||  || <span style="font-family: Arial,sans-serif;">31st August is practice exam || <span style="font-family: Arial,sans-serif;">The Thing Around Your Neck || <span style="font-family: Arial,sans-serif;">Text Analysis ||  ||
 * **__<span style="font-family: Arial,sans-serif;">Week __** || **__<span style="font-family: Arial,sans-serif;">Dates __** || **__<span style="font-family: Arial,sans-serif;">Topic __** || **__<span style="font-family: Arial,sans-serif;">Content __** || **__<span style="font-family: Arial,sans-serif;">Assessment __** ||
 * <span style="font-family: Arial,sans-serif;">1 || <span style="font-family: Arial,sans-serif;">12th July- 15th July
 * <span style="font-family: Arial,sans-serif;">2 || <span style="font-family: Arial,sans-serif;">18th July- 24th July || <span style="font-family: Arial,sans-serif;">Context – Every Man in this Village is a Liar || <span style="font-family: Arial,sans-serif;">Context Analysis of Text ||  ||
 * <span style="font-family: Arial,sans-serif;">3 || <span style="font-family: Arial,sans-serif;">25th July- 29th July || <span style="font-family: Arial,sans-serif;">Context – Every Man in this Village is a Liar || <span style="font-family: Arial,sans-serif;">Context Analysis of Text ||  ||
 * <span style="font-family: Arial,sans-serif;">4 || <span style="font-family: Arial,sans-serif;">1st August- 5th August || <span style="font-family: Arial,sans-serif;">Context – Every Man in this Village is a Liar || <span style="font-family: Arial,sans-serif;">Context Analysis of text || <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Context Outcome 2 – Response/s in persuasive, expository or imaginative form and written explanation ||
 * <span style="font-family: Arial,sans-serif;">5 || <span style="font-family: Arial,sans-serif;">8th August- 12th August || <span style="font-family: Arial,sans-serif;">The Thing Around Your Neck || <span style="font-family: Arial,sans-serif;">Text Analysis ||  ||
 * <span style="font-family: Arial,sans-serif;">6 || <span style="font-family: Arial,sans-serif;">15th August- 19thAugust || <span style="font-family: Arial,sans-serif;">The Thing Around Your Neck || <span style="font-family: Arial,sans-serif;">Text Analysis ||  ||
 * <span style="font-family: Arial,sans-serif;">7 || <span style="font-family: Arial,sans-serif;">22nd August- 28th August || <span style="font-family: Arial,sans-serif;">The Thing Around Your Neck || <span style="font-family: Arial,sans-serif;">Text Analysis ||  ||
 * <span style="font-family: Arial,sans-serif;">8 || <span style="font-family: Arial,sans-serif;">29th August – 2nd Sept.
 * <span style="font-family: Arial,sans-serif;">9 || <span style="font-family: Arial,sans-serif;">5th Sept.- 9th Sept. || <span style="font-family: Arial,sans-serif;">The Thing Around Your Neck || <span style="font-family: Arial,sans-serif;">Text Analysis ||  ||
 * <span style="font-family: Arial,sans-serif;">10 || <span style="font-family: Arial,sans-serif;">12th Sept- 16th Sept. || <span style="font-family: Arial,sans-serif;">The Thing Around Your Neck || <span style="font-family: Arial,sans-serif;">Text Analysis || <span style="font-family: Arial,sans-serif;">The Thing Around Your Neck Outcome 1 – Extended Written Interpretation ||


 * //<span style="font-family: Arial,sans-serif;">Term 4: 5th October- 22nd October (2.5 weeks) //**


 * **__<span style="font-family: Arial,sans-serif;">Week __** || **__<span style="font-family: Arial,sans-serif;">Dates __** || **__<span style="font-family: Arial,sans-serif;">Topic __** || **__<span style="font-family: Arial,sans-serif;">Content __** || **__<span style="font-family: Arial,sans-serif;">Assessment __** ||
 * <span style="font-family: Arial,sans-serif;">1 || <span style="font-family: Arial,sans-serif;">3rd Oct.- 7th Oct. || <span style="font-family: Arial,sans-serif;">Revision || <span style="font-family: Arial,sans-serif;">Lectures || <span style="font-family: Arial,sans-serif;">Exam Practice ||
 * <span style="font-family: Arial,sans-serif;">2 || <span style="font-family: Arial,sans-serif;">10th Oct.- 14th Oct. || <span style="font-family: Arial,sans-serif;">Revision || <span style="font-family: Arial,sans-serif;">Lectures || <span style="font-family: Arial,sans-serif;">Exam Practice ||
 * <span style="font-family: Arial,sans-serif;">3 || <span style="font-family: Arial,sans-serif;">17th Oct.- 21st Oct. || <span style="font-family: Arial,sans-serif;">Revision || <span style="font-family: Arial,sans-serif;">Lectures || <span style="font-family: Arial,sans-serif;">Exam Practice ||

End of Year Examination: Wednesday October 26th (Confirm when VCAA exam timetable is published.) Assessment SACs (Outcomes) are compulsory and students must attend scheduled SACs. Any student absent must provide a medical certificate to their teacher who will then reschedule the SAC at the earliest convenience for both parties. Failure to comply with the above requirement will result in the student still having to sit the SAC, however, the student will receive a UG for the task but can still achieve a S for the Unit concerned. Please see 12englishwhi.wikispaces.com for many materials for students to access.

Mr. Stollery-Jones http://12englishste.wikispaces.com/ (Ms. Steel)



- criteria for practice pieces



**Oral SAC materials**
Oral presentation should be approx five minutes in length.



Great advice on ppts http://blog.ted.com/10-tips-for-better-slide-decks/

<span style="font-family: Georgia,serif;">

<span style="font-family: Georgia,serif;">**General Materials**
<span style="font-family: Georgia,serif;">Please note that there are two scripts below. One is very basic but accurate. The full script has been amended by Ms Sgroi so character names are correct, but still includes a scene that is not actually in the film so beware. <span style="font-family: Georgia,serif;">As you know there is so much more to a film text than dialogue. Choices about camera use, music, sounds, acting, editing, setting and mise-en-scene all work together to have a particular effect on the viewer and create meaning.The On the Waterfront Study Guide is from spark notes, which you may prefer to access this way [] October 2013 - Just discovered an excellent ACMI study guide - has some new ideas in it that might help with revision and refining your ideas http://www.acmi.net.au/global/docs/on-the-waterfront-study-guide.pdf http://www.theage.com.au/national/education/conscience-on-the-waterfront-20130503-2iwrt.html = article from the Age Two great videos and more awesome materials about the film http://kewhslibrary.wikispaces.com/On+the+Waterfront

http://www.tickingmind.com.au/201-vce-english-literature-revision-seminars/

[]

Please also see this wikispace

http://year12englishssc.wikispaces.com/On+the+Waterfront

This website sent to me by Ms Steel breaks down the film into its structure - it is very interesting and helpful. []

For information about Eli Kazan and HUAC see
[]

For full script with character names (bonus!) see below.

<span style="font-family: Georgia,serif;"> <span style="font-family: Georgia,serif;">

2013 WEeks 1-4 Edie is the reason for the changes in Terry. Do you agree?

__On the Waterfront__ directed by Elia Kazan is both a confronting drama inspired by real life corruption on the New York docks and the charting? of one man’s journey to listen to his conscience. Terry Malloy a failed prizefighter who has spent his adult life under the sway of a the corrupt? Union finds that his sense of right and wrong is suddenly brought to life when he is unwittingly involved in the death of a longshoreman. Edie Doyle the dockworker’s brother sister is also involved in this awakening as is the local priest Father Barry, but it is primarily Terry’s own passionate loyalty to the truth that transforms him into a noble, courageous man who lives by his beliefs and not by the philosophy of mere survival.

Kazan uses Edie Doyle to represent truth and justice and it is her drive to obtain justice for her brother that partly assists in changing Terry.

Student's topic sentence Edie is responsible for one of hte main changes seen in Terry, that is, him wanting to be involved in helping Edie find justice for her brother's death.

My suggestions

//Edie Doyle represents a passion for justice in the film which plays a major role in changing Terry's perspective, leading him to testify against the mob.//

Student's main body Edie manages to uncover Terry's soft side and this helps her guide him to change for the better. Edie gets her first glimpse of Terry's soft side when he puts her glove on. Edie visits Terry on the roof at his pigeon coop and this gives her an insight to his softer side past his tough guy act. Edie wants to help Terry change because she knows he can and she expresses this to her father when she says "he tries to act tough bu there is a look in his eye".

//Kazan uses Edie to uncover Terry's soft side and enable him to become gentler and more caring. This role is demonstrated to the viewer when Terry puts on Edie's white glove during their first real conversation. The glove symbolises Edie's purity and goodness and her belief that people should care for another and Terry's association with this symbol foreshadows to the viewer Edie's crucial role in bringing Terry's caring self into the open. This process continues when Edie visits Terry caring for his pigeons. His description of the pigeons' loyalty, combined with close ups on Edie's pure pale face and the soaring affirming music, help the reader realise that Terry's growing feelings for Edie are allowing him to become the compassionate human he really is.//

10/1 quotes = many of these are excellent - worth looking at



<span style="font-family: arial,helvetica,sans-serif;">Notes for Mrs White's Class from 2012 Weeks 1 - 4 During these weeks the goal is to view the film and get familiar with the characters and plot. In addition we want to think about the views and values or ideas the text is exploring. We used a thinking routine called 3-2-1 (3 ideas, 2 questions, 1 analogy) The class generated some wonderful ideas and questions and few analogies to get us thinking deeply and originally about the film - remember it's good thinking combined with good writing that gains good marks.Here is the document listing what we discussed but missing the material from Tuesday 14 February due to my computer going haywire. **If anyone could complete the list and email to me I can update**. The aim is to review this when we've finished



We also began considering how the text creates meaning, by breaking the film down into its different elements. Currently home groups are sharing ideas on: 1dialogue (collect key quotes) , 2 acting (costumes, facial gestures, use of bodies, interactions between characters), 3 camera use (shots, angles, movements), 4 settting and mise-en-scene (what we can see in the shots 5 Music, sounds, special effects etc and 6 Editing (Choices about what scenes are juxtaposed, length of time spent on certain elements of the story or particular scenes etc). The important thing is to begin gathering detailed and very specific evidence of how certain ideas are underlined and reinforced through the way the film is constructed. For instance you might use this evidence to put together a sentence such as the following, 'the low angle shot of faceless silhouettes of Friendly's men waiting for Joey on the tenement roofs combined with threatening music, emphasises Friendly's deadly intentions and shows early in the film the dangerous and dehumanising effects of corruption and greed.' Yes I know it's rather a LONG sentence, but you get the picture. We continue to watch the film in chunks and discuss how the director is using different elements of film to create meaning. HOMEWORK: Second practice essay '//On the Waterfront//demonstrates that collective action depends on the courage and conviction of a few individuals.' Discuss (2011 Exam). Due date Tuesday 28 February. We WILL discuss this essay during next week's lessons - probably on Friday. Meanwhile have a look at this sample essay. Again thank you to Mrs Steel for the link. It's not perfect. The first topic sentence isn't really one, but embeds discussion of construction of film.
 * Friday 17 February**

We have finished looking at the film in terms of how it is structured and put together. Most of you have done the second essay - well done! Some of you made it to last Friday's lesson where we discussed how to approach the essay. Here's an intro I worked on in that lesson:
 * Wednesday 29 February**

And here's another I worked on with a student during the swimming carnival - thanks to Mr STollery-Jones for briefly taking over the tallying of tickets! __On the Waterfront__ shows that positive mass change (we didn't like that phrase mass change, but it was the best we could manage) often relies on the bravery and beliefs of individuals committed to justice. However, it could be argued that these few are mere catalysts; without the will of the longshoremen to change and the condemnation of the wider public the corrupt union would never have been crushed.

I've added some resources from Mr Stollery-Jones that are about film devices. They are up with general materials - film study 1 and 2 pdfs.

We had a go at an activity for summarising the film - hmmm. Not sure it worked! I've tried to do a summary to make the activity more meaningful - it's up under general materials as a brief summary.

I will give you the brief summary (see above in General Materials) and we'll try to add some moments from the film as examples using the appropriate language.
 * Friday 2 March**

Looking at essays: Here are some topic sentences that I like - the express ideas that tie back to the topic and contention in the intro
 * Topic Sentences**

"Terry Malloy is the very trigger that enables the longshoremen to stand together and fight for fair working conditions."

"Edie Doyl's steadfast morals and saint-like beliefs make her a key catalyst for positive change in both Father Barry and Terry Malloy."

This one is OK, but not so well linked to the topic

"Father Barry presents the viewer with the voice of reason and faith."

This is not a topic sentence

"Edie Doyle is the brother of Joey Doyle who is murdered by the mob after he had decided he would talk to the police about the mob's stronghold on the waterfront."


 * Embedding knowledge of how meaning is created in film texts:**

'The longshoremen really come together at the end of the film and demonstrate to us the biggest display of collective action in the movie. After Terry gets back up on to his feet, after the fight with Johnny Friendly, there is a medium overhead shot that shows all the workers banding together to oppose the mob and go back to work after Friendly has been toppled as leader

'In the bar the camera follows Friendly's every move, with the rest of the mob to one side agreeing with everything he says. This demonstrates Friendly's dominance over the group.'

'Edie's naive and pure nature is seen symbolically through her white gloves, but also her unshakeable beliefs that "everyone [should] care for everyone else." Note also the elegant embedding of the quote from the dialogue by Edie.


 * Good writing - fluent, ideas well linked, sufficiently formal**

Although Father Barry is a key stakeholder in the coming together of the longshoremen, Terry Malloy lets his brutal yet courageous action do the talking in his fight (literally) with Johnny Friendly and the mob...when Terry gets punched by Johnny Friendly and gets straight back up, Terry isn't getting back up for himself he is getting up for every one of the longshoremen that are now uniting on the docks to cheer him on. **It is this action of Terry** that further demonstrates his new found bravery as he finally acts on his conscience.


 * Improved Writing**

Here's the original:

'Father Barry continuously encourages the dockworkers to make decisions that are right. He challenges them to testify against the mob as opposed to remaining 'deaf and dumb'. Father Barry ventures out to he docks to visit the people, his church. He urges them to behave like a Christian should by speaking out against the mob. Father Barry asks, '...how can we call ourselves Crhistians?' if everyone stays silent against the injustice.

Here's my suggestions:

'Father Barry continuously urges the dockworkers to make decisions that will enable justice to prevail on the docks. Inspired by Edie, he ventures out to the docks to visit his people and challenges them to speak out against the mob. He even allows the business of the docks to come into the physical space of his church to try to encourage the men to turn against the mob. The close up of Father Barry's face during this meeting lit up against the dark interior of the nave helps to emphasise the passion of his commitment for change as he confronts the men saying, 'How can we call ourselves Christians and protect these murderers with our silence?"


 * Investigating Characters**

.
 * HOMEWORK.** In groups of 2-3 you will be allocated a character and should complete one visible thinking 10 sheet, 3 step insides (each for a precise moment in the film) and one CSI for your character. Email them to me by Wednesday 7th and I can load them on to the wiki.

Here is the SAC and crtierial sheet. you are doing it Friday double. I am not here Friday 9 March.



Here are some of the character projects

Feedback
Please comment on which of the following you found most useful in terms of developing your skills this term. Write numbers in margin and put score of ten next to them and then brief comment. Name on top of sheet and hand in.

1) Marking your essay yourself against the given criteria = 5.6 2) Meeting with me outside of class time with other students or alone = 8.1 3) Using materials on the wikispace = 6.4 4) Making notes on the film focusing on a particular technique – editing, camera use, dialogue etc = 7 5) Discussion with other students in class = 6.4 6) Listening to me talk from the front of class and making notes = 6.4 7) Drafting essays in class with other students = 6.1 8) Listening to me talk through examples from your essays that I put on the wikispace = 6.6 9) Doing the Colour Symbol Image = 4.1 10) Doing the 10/1 quote chart = 5.3 11) Doing the Step Inside = 4.2 12) Being made to do two practice essays before the SAC = 8.5 12) Anything else I’ve forgotten