Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Text Anthology
Rationale
navigating their adolescence (Steinberg & Morris, 2001). In this crucial period, this Area of
Study invites students to explore the ways in which identity is represented within and through
texts. Students will reflect on the varied constructions and conceptualisations of identity, and
explore the ways in which identity is shaped by and shapes perspectives of ourselves and our
world. Moreover, this Area of Study will challenge students to examine their own assumptions
about the nature of identity, facilitating nuanced reflection on their perceptions of identity as
The five short texts selected for this Area of Study provide a diverse array of textual
material in terms of mode, form, and genre, which will appeal to the range of students’ textual
preferences, and broaden their understandings of the ways in which meaning is represented in
texts. Moreover, these texts provide students with diverse representations of how identity is
shaped by perspective and context, and how this concept intersects with issues of power and
privilege. Students will engage with some key questions about the complexities of the
In Zealous Creative’s (2010) short film, “Zero”, identity is presented as a static, socially-
constructed characteristic, which functions to empower privileged groups and oppress others.
This text explores the relationship between identity and power, and provides a grim view of the
ways in which social constructions of identity are used to justify inequitable and unjust social
systems. Given the current widespread condemnation of particular ethnic and religious groups in
the Australian media, “Zero” affords students a valuable opportunity to consider implications of
reducing the rich complexities of human identity to a single characteristic, and to challenge
individual in order to meet their needs. This text is complex, in that students are invited to
engage with the visual elements of individual portraits from the exhibition, and consider the
impact of both the exhibition’s digital form in the construction of meaning, and the subversion of
the portrait photography genre through the portrayal of multiple ‘authentic’ identities.
This social preoccupation with the authenticity of identity is explored in “29 April” (n.d.),
an unpublished diary entry by modernist short fiction and poetry writer, Katherine Mansfield. In
this text, students explore the vivid visual imagery of Mansfield’s style as they navigate the
space of identity as a singular, enduring concept, or as something that is fluid and multifaceted.
This text invites questions about the contested nature of identity, and the rich prose provides an
excellent opportunity for deep exploration of how this complex representation of identity is
defining personal identity can be a deeply challenging experience. This is explored in Elizabeth
Bishop’s (1977) poem, “In the Waiting Room”, which details a six year old’s existential crisis in
defining her identity as an individual being and as a member of the human collective. Bishop’s
questioning of “[w]hy should I be my aunt, or me, or anyone?” provides insight into the
troubling experience of attempting to conceptualise and define the self in the complex social
world.
The social and cultural nature of identity is also explored in Zoya Patel’s (2016) article,
“Creating a Cultural Identity”. This text provides important commentary on the fluid and
contested nature of identity in the multicultural Australian context, which will directly relate to
many students’ experiences as they attempt to navigate their own social and cultural identities.
In the text, Patel delves into social alienation which drove her rejection of her Indian-Fijian
heritage, affording students with the opportunity to reflect on the intersection of power and
Lesson Plan Rationale: In previous lessons, students have explored the concept of identity, and
began to explore how identity is developed, understood, and experienced within society. In this
lesson, students will explore the contested nature of identity, in terms of whether identity is self-
determined by the individual, or assigned by the society in which they live, in relation to Zealous
Creative’s “Zero” and Andrew H. Walker’s Celebrity Diptychs. Students will work
collaboratively to develop their understanding of how visual techniques contribute to the
representation of identity, and will reflect on the similarities, differences, and connections
between texts.
Resources
Electronic whiteboard
Students’ personal electronic devices (iPad or mobile phone)
Modelled response (Appendix A)
Power Point presentation (Appendix B)
Comparative table (Appendix C)
Teacher-completed table (Appendix D)
Students were asked to watch the short film, “Zero”, at home, and to take note of any visual
elements of interest, in order to prime them for the visual analysis they will be engaging in
throughout the lesson.
Time Organisation Teaching and learning activities
5 mins Individual Students – Do now activity
Think-pair-share (Quigley, 2014) on the following question:
Paired
Does an individual always have the power to determine their identity in a
Whole class given society?
Teacher – marks roll and loads resources onto electronic whiteboard, then
leads ‘share’ component, asking students to elaborate on their perspective,
including reflection on their own experiences (through questioning e.g.
“has this been your experience of defining your identity?”). This think-
pair-share activity draws students’ attention to the contested nature of
identity, which is a key concept for the lesson.
15 mins Whole class Teacher – Introduces next task: whole-class analysis of Zero. “We are
going to look at the opening scene together. I want you to pay attention to
the visual techniques that are used, and to think about their effects on the
responder.”
1) What do you notice about the narrator’s voice? How does this have an
impact on the ideas about identity in this society that are established in the
opening scene?
[Teacher’s notes: Narration with deep male voice – suggests omniscient
power (perhaps Biblical- God?) – gives authority to the social commentary
which responder trusts. Narrative comparison of different numbers
establishes social caste system – identity is tied up with power and
opportunity – “But for some, life will be a constant struggle with zero
opportunity”]
2) How does the sound work with the close-up when the midwife is holding
baby Zero?
[Teacher notes: close shot showing ‘O’ symbol on baby’s chest paired with
ominous thunder pairs Zero’s numerical identity with a sense of doom –
sense of horror and shame associated with birth]
3) So, let’s address this question again. Who has the power in terms of
defining Zero’s identity? How do we know?
[Teacher notes: his identity is socially constructed and assigned as lesser –
structural oppression (lesson showing social hierarchy) – he is
disempowered and is reduced simply to his number – alienated from
society and victimised]
30 mins Whole class Students – form groups of 4-5, while teacher distributes one of the
following questions to each group of students:
Small groups
1. How does the use of gaze in 1:11-1:19 position the responder to
sympathise with Zero?
2. How does the changing use of framing and foregrounding in 9:30-
10:36 reflect a shift in the crowd’s attitudes to the pregnant Zero?
3. How does the use of colour in 6:06-6:26 symbolise an emotional
shift for the two Zeros?
4. How does the use of both high and low camera angles in 4:53-5:02
emphasise the power imbalance between Zero and the higher
numbers?
5. How does the shift from longer shots to rapid shot changes in 7:27-
7:48 reflect the Zeros’ experience of being attacked?
After groups have finished writing, teacher calls on a student from each
group to read response to class. Teacher affirms successful analysis and
asks questions to help students to fill in any gaps, for example:
“Can you explain how this has an effect on the responder? What sort of
tone does this establish about identity being socially constructed?”
After discussion, teacher collects responses to be collated and posted onto
the class Google doc for future reference, with teacher annotations for
concrete feedback.
Students – After looking on with the teacher, students access the exhibition
on their personal devices and navigate it themselves. Once students have
had a look, teacher asks for initial opinions on text, with questions such as:
- What do you think Walker’s purpose was in this exhibition? What is he
trying to achieve with these portraits?
- Choose one picture that you like. Why do you like it? What is it that drew
you to this image?
45 mins Whole class Teacher talks students through the Power Point presentation on Celebrity
Diptychs (Appendix B) to provide context to exhibition and develop
students’ understanding of how identity is represented as multiple, fluid,
actively shaped by the individual, self-determined, etc. through visual
techniques (e.g. composition, body language), along with form and genre.
55 mins Small groups Students - In groups of 2-3, students complete the table (Appendix C) to
identity the similarities and differences between the texts in terms of the
representation of identity.
60 Whole class Teacher – Sets homework – completed scaffold, and 2 readings (Katherine
minutes Mansfield’s 29 April and Elizabeth Bishop’s In the Waiting Room) then
dismisses class.
Evaluation:
Teacher makes use of informal questioning throughout the lesson to provide formative
assessment to guide further teaching and learning activities. Teacher also evaluates student
Extension:
1) Students select one of Andrew H. Walker’s portraits and do a close reading of the text,
analysing the visual techniques utilised by the composer to represent ideas about the subject’s
identity. This activity hones students’ visual literacy by directing their attention to conflicting
identities in a single photograph, giving them the opportunity to practice their analysis of body
2) Students choose one scene from Zero (10-30 secs), and analyse 5 visual elements of the scene
which contribute to the representation of identity as a repressive social construct. Again, this
activity hones students’ visual literacy and develops their understanding of how elements of film,
such as camera angle, lighting, and soundtrack, impact upon this bleak representation of identity.