Lesson Plan

What do people think?
Ask students to form groups of four. Challenge each group to select an issue of interest to them, eg; how mobile telephones or the Internet are impacting on their lives, and to spend three or four days week using newspapers and other media forms to discover as much information as possible and to record diverse opinions about the issue.

Provide time for each group to share what they have discovered.

What do you think?
As a class brainstorm a list of issues that interest or concern teenagers today. Have students select three or four items from the list. Discuss the opinions students have about each of these issues.

Classify the issues, for example, as personal issues or as social issues.

Discuss the ways students think they gain information and opinions about issues. Record their ideas on butcher paper, for example, from listening to parents, reading the newspaper, viewing television programs, watching the news or current affairs, talking with friends, viewing films, playing games.

Introducing Noah and Saskia
Explain that Noah and Saskia is a television series that aims to interest teenagers. Find out what students already know about the series. Discuss how they gained their knowledge, for example, they have seen episodes or trailers, heard friends talking about the series, read reviews.

As a class list the issues students would expect to be a part of a television series that aims to attract teenagers.

Viewing the Noah and Saskia trailer
Explore the purpose of a trailer with students. Why would a trailer be produced? How might it be used? Who would view it? What would you expect to see and hear in a trailer? Visit www.actf.com.au to read why the ACTF produces trailers for their programs and films.

Give the students a list of questions to consider before they view the Noah and Saskia trailer, such as the following:
• Who are the main characters?
• What can you tell about the characters based on how they look (appearance) and their actions or behaviors?
• What sort of people do you think they might be?
• What can you tell about the relationships between the characters in the scene?
• Where is the action taking place?
• When is it set?
• What else can you discover that tells you about the lives and issues of these characters, their culture, socio-economic status, interests, friends?

View the trailer. It can be found on the ACTF web-site in Distribution (www.actf.com.au) or can be accessed from the Noah and Saskia DVD available from the ACTF.

Discuss students’ responses to the questions and how they think the trailer helped them to gain the information. Record responses on butcher paper under the following headings:
• Characters (appearance, personality, lifestyles— culture, socio-economic status, interests, issues, friends)
• Relationships
• Action
• Setting/s.

Introducing episodes 1 and 2 of Noah and Saskia
Before viewing the first two episodes of the series, provide students with a list of further questions to help them to find out more information about the lead characters in the series and the issues facing each character. A preliminary discussion of the questions will help to focus the viewing. Questions such as the following may be useful:
• What is the series about?
• What do you think will happen in future episodes?
• Who are the main characters and what sort of people are they?
• What are the central concerns or issues for the main characters?
What can you tell about the various relationships between characters in episodes one and two?
• Why do you think the filmmakers decided to set the film in two different countries?
• How does having two main settings on different sides of the world affect the storyline?
• How is the Internet central to the storyline? Why do you think the filmmakers decided to base the storyline around the Internet?
• Why do you think the title sequence for episode one is different from the title sequence of all of the subsequent episodes?

View episodes one and two of Noah and Saskia and have students use the worksheet 14 ‘Introducing Noah and Saskia’ to record responses to the questions.

Following discussion of the questions, ask students to work with a partner to complete the worksheet 15 ‘Character profile’. Each pair of students will need to describe features from the episodes that gives them information about the two main characters, Noah and Saskia, and the storyline - such as sound, acting, props, camera work, colour, location. It will be helpful to allow students to view episodes one and two again as they complete this task.

Issues and concerns
Characters are constructed in a viewer’s mind from all the information provided by the filmmakers—the actions, dialogue, appearance—and from the past experiences of the viewer. The behaviours, dialogue and interactions of characters often convey attitudes, values or messages to an audience.

Characters in Noah and Saskia have a variety of issues and concerns, for example, Renee is very concerned about her appearance and what others think about her. We know this because we see her using cosmetics, having a facial and worrying about the consequences of breaking school rules. We also know this because Saskia tells us what she thinks about Renee.

Discuss other issues that concern Renee and how we know these are her concerns.

As a class discuss the following questions:
• In what ways is Clive similar to and different from Renee?
• Why have Renee and Clive been included in the series?
• In what way does Clive play the role of a ‘commentator’ on Noah’s life?

Work in groups of four to compare the attitudes or values of Saskia, Noah, Clive and Renee about the following:
- girls
- boys
- friendship
- appearance
- Internet chat rooms
- identity.

Have each group share their ideas with the class. Discuss why each character might have differing ideas about these issues. How might people form their ideas about these types of issues?

Discuss several of these issues and consider how students formed their opinions, attitudes and values about each issue.

Dealing with issues and concerns
As a class identify the issues or concerns that Noah and Saskia think about the most in episodes one and two. In what ways are the issues and concerns of Saskia, Noah, Clive and Renee similar and different? How do they each deal with the things that bother them? Which characters talk about things as they try to resolve issues and concerns? Do they talk to other kids, adults, themselves, the viewers? Do they talk face-to-face, over the telephone, via a chat room? Which characters use other strategies, for example, come up with an idea and put it into action; or visualising issues and solutions through art such as comics.

In particular, discuss the different approaches taken by Saskia, who frequently uses talk to reflect on issues and concerns; and Noah who raises a problem and then distances himself. He often doesn’t talk about it much until it arises again or he publishes a comic based on the issues he is confronting in his life.

Drawing on the techniques employed in Noah And Saskia, either create a Max Hammer comic strip or script a monologue for Saskia, exploring an issue such as the following:
• working for pocket money
• looking after younger brothers or sisters
• honesty between friends
• shoplifting
• graffiti
• vandalism
• friendship
• keeping secrets
• bullying
• loyalty
• asking a boy/girl to the movies.

Work in pairs to help one another film your monologues. Screen them on a loop in the classroom and display comics in the classroom.

Encourage students to talk with each other about their work to find out why they selected the issue, how they decided to represent the issue, what other choices they considered and how the issue relates to their own lives?

View episode three of Noah and Saskia. As a class discuss the values and attitudes students think the series promotes. Encourage students to provide examples from the first three episodes to support their ideas. In general how do students think television, film, the Internet and other new media affects the attitudes and values of themselves and other young people?

Create a class web-site where individuals can ‘post’ articles exploring points of view related to an issue of interest. Ensure you have a moderator (perhaps the teacher) to check the content prior to ‘posting’.