Lesson Plan:

Tuning into Secrets

Keeping secrets

As a class
In the episode Bearing All, both Li’L Elvis and Roy Reno have a secret — a teddy bear that they depend on and want to keep private. After watching this episode, encourage the students to talk about experiences they may have of wanting to keep things private. You may begin by sharing a story from your own childhood. Students also may be more comfortable talking about something they cherished as a younger child.

For example, when you were younger, did you have special toys, activities or games that you didn’t share with others? Why was this important to you? Why did you feel you needed to keep it secret? Did you ever reveal these to someone? What were the circumstances? How did you feel? Discuss the complexities in keeping personal secrets and the difficulties we have in revealing them.

Losing control

As a class
Spike is heavily persuaded by WC Moore to spy on Li’L Elvis. He photographs Li’L Elvis with his teddy and discovers his secret. He then uses those photographs to blackmail Li’L Elvis into taking him to the soccer game. How does Li’L Elvis feel? List his thoughts and feelings. What techniques have been used to help us identify with how Li’L Elvis is feeling?

Brainstorm thoughts and feelings that we experience when people discover things about us that we didn’t want them to know, humiliation, embarrassment, fear, defensiveness...

Li’L Elvis’s initial response to Spike sets off a series of events that he can’t get out of — the events snowball beyond his control. Ask students to consider how the characters might have responded differently in the scene. For example, Elvis might say: ‘So what!' I don’t care if people know about my teddy!’; or Spike might choose to show the photos to WC Moore instead of keeping them to himself. Students work in groups to act out alternative pathways for this scene.

Heroes

Who are our heroes?

Individually -->partners-->as a class
Li’L Elvis and Roy Reno regard each other as ‘heroes’. Ask students to write on separate cards, the names of people they regard as heroes. On the back of the card, ask students to list the reasons of choosing each hero. They then share their heroes with a partner and note names they might have in common. Encourage students to justify their choices to each other. As a whole class, pool the cards and then classify them in some way, for example: sports heroes, musicians, political heroes, women. Discuss: which is the largest group? Why? Which is the smallest group? Why?

Are there people or groups that are not represented? What are the characteristics that these people share?

What makes a hero?

1-3-6
Ask students to review their list of personal heroes and the reasons for their selection. Use a 1-3-6 consensus strategy to define the characteristics of a hero.

Individually
S tudents can complete a response to the phrase, ‘A hero is someone who...’ In trios, they can share their ideas and come up with a draft definition. Trios meet to form groups of six and finalise a definition to be presented to the whole class.

As a class
Ask students to talk about the process they went through in coming to an agreement and why they might have had varying interpretations of the term ‘hero’.

Larger than life

As a class
Roy Reno is depicted as ‘larger than life’. What does this mean? Ask students to consider the decisions made by the animators in developing this character. List the features of the Roy Reno character. For example, he is portrayed as white, blond, male, muscular and athletic, and lacking in intelligence. What do these features symbolise? Write a description next to each feature, such as: muscular = strong, tough...

Compare this listing with heroes in comic strips. Who are these heroes? What are their features? What do these features symbolise? Why do you think comic strip heroes are like this?

What would happen if some of the characteristics of these heroes were changed? For example what if Roy Reno was female or Superman, a black woman? Would she still be a suitable hero? What effect do you think this would have on the story? How do you think the audience might respond?

Provide students with newspapers and magazines. Ask them to search for images of people who may be considered to be heroes, celebrities or famous in some way. Students could focus on the physical attributes of these people and make some suggestions as to the relationship between a person’s physical features and their status in the eyes of others.

Using the criteria developed in the earlier activity What makes a hero?, students may create their own animation hero.

Unsung heroes

Li’L Elvis is surprised when he finds out that Roy Reno sees him as a hero. Many everyday people do ‘heroic’ things and go unrecognised by the public. For example, someone may be regarded as a hero within their own family because they saved the family pet from being run over by a car! Many communities have ‘quiet achievers’ who work voluntarily to help others. Such people can be regarded as local heroes but may not be recognised beyond their immediate friends or associates.

A survey?

Students can carry out a simple survey of parents, grandparents and friends to find out about unsung heroes. These questions might be used:

• Who would you regard as heroes in your life and why?
• Are there other people that you admire or that have had a big influence on you and who are not necessarily known by the public?
• What have they done to make you admire them?

Students could tape record their interviews, transcribe the main points and then compare the ideas looking for common features. The information might also be presented using art work or other visual means.

Return to the definitions ‘A hero is....’ developed in the earlier activity What makes a hero? and reconsider in the light of new information. Students may modify or add to their definitions.

Exploring Trust

Something to sing about

As a class
The Truck Stoppers play a song at the end of the episode about the importance of trusting yourself and being true to your nature or identity.

‘Don’t Hide Your Teddy’

Lyrics & Music: David Cheshire

Whatever you do
He is with you
Whatever they say
It’s okay
Just show them you care
Don’t hide your Teddy Bear
Be your own hero today

Wherever you go
He will follow
The higher the height
It’s alright
He’ll always be there
Don’t hide your Teddy Bear
Be your own hero tonight

You don’t have to hide
Deep down inside
Trust in yourself
Come what may
Believe and you’ll find
New strength of mind
To be your own hero each day

Whatever you do
He is with you
Whatever they say
It’s okay
Just show them you care
Don’t hide your Teddy Bear
Don’t hide your Teddy away
Be your own hero today

Ask students to consider the significance of the song to the episode. What is the song saying about heroes and our self-worth?

Students can investigate other songs about heroes or about trusting yourself — what are the messages contained in these lyrics? What perception of ‘heroism’ does each songwriter have? Some examples:

Mariah Carey Then a hero comes along
Bette Midler: Wind beneath my wings
Elton John: Candle in the wind (Marilyn Monroe) and Goodbye English Rose (Diana Princess of Wales)
Paul Kelly: From little things, big things grow
Tina Turner: Simply the best

Students could follow this activity by working in pairs to write the lyrics for a song about one of their heroes (or a hero they have found out about from the survey). Students may even try to compose a melody for their song, or use an existing, familiar melody and write new words to it.

Trust in yourself

Individually
Students construct a visual image of themselves as a ‘hero’. This could be done by using photos of students’ faces around which they draw themselves engaged in some kind of ‘heroic’ deed (now, or in the future). Repeat this activity — this time drawing someone else in the class as a hero. Share drawings and ask:

• How does the way we see ourselves compare with the way others see us?
• How does this image convey what is special about you as a human being?
• Which features of our images are similar? Which are different? Why?
• Are you comfortable talking about what is special about you? Why? Why not?

Extension

Biographies

Read to students a selection of biographies about famous people. For example:

Leigh, V. (1986) Elvis Presley, Wayland, USA.
Clarke, M. (1972) Pastor Doug: the story of Sir Douglas Nicholls, Landsdown Press, Melbourne, Vic. (Aboriginal leader).
Nicholson, J. (1997), The Kimberley Warrior, Allen and Unwin, NSW 1997 (The true story of Jandemurra).
Bursztynski, S. (1995), Potions to Pulsars, Allen and Unwin, NSW (biographies of women in science).
Lamond, M. (1995), Going for it, Allen and Unwin, NSW (biographies of famous sports people).
Dutton, G. (1981) The Australian Heroes, Angus and Robertson, Australia.

Students now gather information about someone they regard as a hero (either a famous person or an ‘unsung’ hero). Using this information, they construct a biography. Collate into a class book.