a Charlie’s Country and Tracks Comparative Writing: Extended Response Tracks and Charlie’s Country are narratives primarily about the need for people to challenge themselves and remain strong in the face of adversity. TO WHAT EXTENT DO YOU AGREE? Key Questions to consider: 1 2 3 4 5 6 How do Charlie and Robyn challenge themselves? Do Charlie and Robyn achieve theif goals? What forms of adversity do each of the protagonists face during their journeys? Do the challenges presented to each protagonist make them better people in the end? What forms of strength do Charlie and Robyn demonstrate in the texts? What do de Heer and Davidson argue about needing to test one's self? Key Words: Challenges Needs Strength Adversity Contention: Responding to the Topic Topic Sentence 1: Topic Sentence 2: Topic Sentence 3:EXTENDED RESPONSE: Brainstorm Tracks and Charlie’s Country use Charlie and Robyn’s Characters to portray that a close relationship with the natural world is a vital aspect of humanity. What aspects of humanity are developed through Charlie's relationship with nature? What aspects of humanity are developed through Robyn’s relationship with nature? What significant moments from each text reveal important lessons because of the characters’ interactions with nature? Charli ’s Country: Tracks: De Heer presents the natural world as... Davidson presents the natural world as...“Tracks and Charlle’s Country use Charlie nd Robyn's characters to portray that a relationship with the natural world sa vitol aspect of humanity.” SAMPLE INTRODUCTION: Tracks and Charlie’s Country reveal the significant impacts intimate relationships with nature have on individuals as described by the protagonists Robyn and Charlie. De Heer and Davidson argue that the natural world holds special meaning, not only for the protagonists but for all humanity, as they learn about themselves and the essence of what it means to be human. Dee Heer portrays Charlie’s understanding of himself, his culture and his personal understanding of the important aspects that contribute to one’s identity, sense of self as an Indigenous Australian and humanity. In Tracks, Robyn learns humility and develops a deeper spiritual connection to the land through her connection to Eddie and his traditional relationship with the Australian Outback. Both texts present the natural world as wild and uncompromising where individuals are tested and challenged in order to survive the wilderness’ harsh landscape. The protagonists find solace in their alienation from the constructed world of society and civilisation and De Heer and Davidson suggest that it is the natural world that helps them to identify the important aspects of their own and others’ humanity. POSSIBLE TOPIC SENTENCES FROM THE INTRODUCTION: Whilst Robyn's journey in through the Australian desert in Tracks works to help her find a greater sense of herself through a closer relationship with the land, Charlie’s attempt to connect with nature draws on his past experiences and traditional culture. TRACKS Evidence _ CHARLIE’s COUNTRY Evidence Both Charlie’s Country and Tracks suggest that nature provides greater understanding of the human. condition and what is required to live a “fulfilled” life. TRACKS Evidence I CHARLIE’s COUNTRY Evidence 1“Tracks ond Charlie's Country use Charlie and Robyn's characters to portray that o relationship with the natural world sa vital aspect of humanity.” Charlie’s Country leaves viewers with a sense that Charlie's experiences in nature provided him a greater understanding of the important aspects of his life and his role within the community. Similarly, Tracks reveals that Robyn’s journey gave her a better sense of community and how it can exist within the landscape. TRACKS Evidence I CHARLIE’s COUNTRY Evidence | Both Protagonists reject the confines of society and find out that the true essence of humanity is found through a closer relationship with nature. This is portrayed through De Heer’ depiction of Darwin and Charlie's interactions with the built up environment. Robyn seems to be more at peace when on her own in nature on her journey and rejects the human constructs of society. | TRACKS Evidence CHARLIE’s COUNTRY Evidence CONCLUSION: Start with the endings of the texts. At the end of Charlie and Robyn’s journeys... The relationships developed with nature by the protagonists in both Tracks and Charlie’s Country reveals... Both texts leave their audiences feeling...Charlie’s Country and Tracks fe Writing: Extended Response Compara Robyn and Charlie both learn that solitude is a condition to prized rather than feared. TO WHAT EXTENT DO YOU AGREE? Key Questions to consider: 1 8 [At what point in their journeys do Charlie and Rebyn come to this realisation? Do both protagonists come to this realisation or are they different? What do both characters learn when they are on their own? Do they both learn more on their own or with others? Do De Heer and Davidson suggest that the value of solitude isa universal truth, or is it only valid for certain individuals? Do the authors argue that contemporary western lifestyle engenders a fear of solitude? Do the characters overcome their fears? Do both of the protagonists come to the realisation that being with others is more important? Key Words: Learning solitude Prized Feared Possible Topic Sentences: 1 While Charlie learns that he wants to be with others and has a duty to his community, Robyn learns that she prefers solitude, but finds solace in the help and companionship of others. Both protagonists learn to respect the balance required between solitude and gaining help from others, Robyn escapes the conventions of society and prizes her solitude, whereas Charlie rejects society's rules and wants to escape the expectations of society Both texts reveal that solitude brings great personal fulfilment, but also suggest that being isolated can be dangerous. Write an introduction that responds to the topic and sets up the ideas you will discuss in your essay:AMLNNOD SAMEVED cei swan (souawas 1401) ba AULNNOD SaraVHO ei svn (e2uaiuas 21401) £4 kaiNn09 SaravHD i sxovun He {souawuas 2101) 24 RMLNNOD SATUVHD __ 9ovu (souaes 21404) ta :NOUN3INOD apnyjos :asuodsay anieseduuo) e SujuueldCharlie’s Country and Tracks Comparative Writing: Extended Response 1. Read the opening chapter and the postscript of Tracks. Re-watch the opening and closing sequences of Charlie’s Country. 3. Note down how the characters are established and how the characters are resolved at the end of their journeys. 4. Use detail from both texts to support your discussion. Both De Heer and Davidson comment on the significance of Charlie and Robyn’s journeys to their individual characters, but also provide a message for their audiences. What are the messages of the two texts? How are they different? How are they similar? What literary and film techniques contribute to the feelings left with the reader/viewer? Plan out your response: INTRO — PARA 1 - “Both De Heer and Davidson...” PARA 2- “While De Heer argues... Davidson suggests that... PARA 3 ~ “Davidson's readers are left... Whereas De Heer's viewers are...”Jose the table below to reveal how Charlie’s story may be interpreted as a Hero’s Journey: Not all of them apply (try these 7 stages) ‘Stage of Hero’s Journey and accompanying quote from resource Ordinary World “This is where the Hero's exist before | his resent story begins, obvicus of the adventures to come” Description of particular moments in the film and film techniques (evidence) to support. Call to adventure The Hero's adventure begins when he recewes a callto action, such asa cect thea his safety, is family, his way of fe orto the peace of the community in which e ives.” Crossing the Threshold The Wert now eb to at upon his ea to advetar ane traty begin his quest whether tbe phys, ‘pital oremotona” Test, Allies, Enemies “Thisis the stage where his skis | and/or powers are tested and every | ‘obstacle that he faces helps us gain a «deeper insight nto his character and ultimately identity with him even Ordeal The Supreme Ordealmaybea | dangerous physical test ora deep Inner eri that the Hero must face order to survive or forthe worl in | sich ene Hero tves to continue to Reward | “afer defeating the enemy, surviving death an finaby overcoming his ereatest personal challenge, the Haro Is ultimately transformed into anew state, emerging fom battle a¢ 3 stronger person and often with 2 prize” Return with the Elixir “This isthe final stage of the Hero's | | Journey in which he returns home te | ‘is Ordinary World 2 changed man He will ave grown 352 person, leacned many things, faced many terrible dangers and even death but now looks forward tothe start ofa ee ew ie” ee ESSAY TOPIC - Rolf de Heer’s Charlie’s Country represents Charlie’s character as a flawed hero, whose physical journey can be seen as a process of learning, growth and individuation. (800+ words)Analytical Paragraph: Personal Strength Tracks and Charlie’s Country Use the quotes provided to discuss what Davidson argues about the importance of independence in developing strength of character, understanding of one’s self and personal growth. “The two important things that | did leorn were that you are as powerful and strong as you ollow yourself to be, and thot the most difficult part of any endeavour is taking the frst step, making the frst decision.” “Tobe free isto learn, to test yourself constantly, to gomble. It not safe. {had learnt to use my fears as stepping stones rather than stumbling blocks ““t's important that we leave each other ond the comfort of it, and circle away, even though it’s hard sometimes, so that we can come back and swop information about what we've learnt even if what we do changes us” “1 recognized then the process by which | had always attempted difficult things. | had simply not allowed myself to think of the consequences, but had closed my eyes, jumped in, and before | knew where | was, it was impossible to renege.” “Capacity for survival may be the ability to be changed by environment.” Make sure you compare key scenes from Charlie’s Country that reveal similar and/or different aspects of Charlie’s character and how De Heer suggests about the importance of independence in developing strength, understanding of one’s self and personal growth.Charlie’s Country, Rolf De Heer (dir.) Extended Response: 600+ words “Rolf de Heer presents Charlie as a victim of a society gone wrong.” Discuss Respond to the topic above in a sustained analytical interpretation that explores and discusses key moments from the film. Make sure you explain the effects of De Heer’s filmic choices on viewers and how he constructs a viewpoint on society's issues in Northern Australian communities. BREAKING DOWN THE TOPII “De Heer Presents Charlie as a victim” Is Charlie a victim? How is Charlie victimised? Are the issues he faces in the film due to the laws and rules place upon him? Are some of the issues he faces due to his own choices? Where in the film is Charlie victimised? “De Heer presents a society gone wrong” What are the issues in the society present by De Heer? Which scenes/moments epitomise these issues? Does De Heer present any solutions to fix the society? How does Charlie reconcile his place within society? Which characters and moments work to evoke feelings of injustice, guilt and inhumanity in viewers? COME UP WITH A CONTENTION AND 3 STATEMENTS (toy sentences) TO EXPLORE THE TOPIC: CONTENTION: STATEMENT 1: STATEMENT 2: STATEMENT 3:NAME Charlie’s Country by Rolf de Heer (dir.) Extended Response: Use this class to plan and write an extended response on Charlie’s Country. Submit what you have written to the teacher at the end of the lesson. You should: 1. Come up with a clear contention that responds to the key ideas in the topic. 2. Come up with topic sentences that explore aspects of your contention in detail 3. Use key scenes and film techniques to support your analysis and explain how De Heer presents his point of view. 4, Revisit resources we have looked at in class on Compass to help guide your preparation. Attached to this document are some questions to help jog your memory about key moments from the film. Also there is information about some of the actors and their roles in the film. TOPI De Heer argues through Charlie’s story that a sense of belonging and identity is crucial to finding out who you really are. To what extent do you agree? PLAN: CONTENTION and INTRODUCTION: PARAGRAPH 1: PARAGRAPH 2: PARAGRAPH 3:/ Charlie’s Country, Rolf De Heer (dir.) Extended Response: 500+ words ‘What is Charlie searching for and does he find it?” DISCUSS WRITE a short response to the topic provided. You should be aiming toproduce on Introduction, 2 Body Paragraphs and a Conclusion. You are welcome to add more to your response. Introduction: TIPS, 1. Respond to the ideas presented in the TOPIC. 2. Invite your reader into your essay and outline the discussion to come. 3. Provide a clear CONTENTION. 4, Include ROLF DE HEER in your discussion, Using evidence in your paragraphs: TIPS 1 Refer to KEY SCENES to support your interpretation of "What Charlie is searching for and whether he finds it or not” 2. When describing your chosen scenes, make sure you include technical detail (film/production elements) as your evidence. Eg, “Charlie's longing to connect to his tradition culture is reveated through De Heer's close up shot of David Gulpili's face ooking out into the bush ofter he has left the community. De Heer utilises a shot-reverse-shot ofthe vast native landscape to copture Charlie's point of view, which is net only one of awe, but also contentment. The lingering clase up on Charlie's face, coupled with Gulpili’s expressive eyes, moves the audience to feel the protagonist's desir to return to his cultural and spiritual roots and ‘ive off the fand’.." Story elements Y | Productionelements | /_| Audience elements 44) Setting: Camera techniques: Expectation: + Function and effect + Shot types + Advertising Period in time + Movement + Reviews Narrative structure: + Focus + Word of mouth + Opening Technologies: Experience and knowledge of: | | «Narrative possibilities © Qualities of film stock/ ‘+ Genre and/or style | 3 Divetepaient video, lenses,sound | + Director + Resolution and closure Lighting: + Actors + Impacton narrative + Naturalistic + Production values progression + Expressive Reception context: Characte | |» types + Location + Establishment Mise-en-scene | + Purpose for consuming text ‘+ Development Acting Sound: + Cost | + Relationships ‘© Diegetic and/or non- + Readings Multiple storylines: diegetic Effects of narrative | Function + Dislogue ‘organisation on readings petecaraieiale Rape ty different audiences + ffects on each other | + Sound effects ay epoca marae Structuring of time | | Eaten + Effect of reception content ‘+ Order, duration, frequency: * Vision on audience + Contraction and expansion + Sound © Linear and/or non-linear + Design a Cause and effect: + Styles * Character motivation: Special effects: + Narrative progression | Point(s) of view: + Character = Other Genre and or styie + Function + Impact + Referencing of other texts |/ Character Comparison Tracks and Charlie’s Country Thinking about the characters each of the protagonists meet on their journeys, describe who they are, their role in the narrative and what Charlie and Robyn learn from them. (INCLUDE DETAIL) ee Richard Faith (Jennifer Budukpuduk) Dookie, Zeleika, Bub, Goliath Black Pete (Peter Djigirr) Old Lulu (Peter Minygululu) | | | Kurt and Sallay Luke (Luke Ford) and Gaz (Gary Waddell) Diggity Fat Albert (Richard Birrinbirrin)