Lesson plan:

This episode resolves around the continuous narratives of the mystery of the mysterious music, and to a certain extent the conflict between the Twists and the Gribbles by bringing them together to fight a greater evil. A simple and readily understandable approach to the concept of resolution is to treat it as an answer to questions established earlier or the ending of conflict. (Ideally the students should have seen all or most of the previous episodes if they are to be able to discuss the resolution provided in this episode.)

1. Bring closure to a series

As a whole class

Review with the class the 'unanswered questions' established in earlier episodes and the nature of the relationship between the Twists and the Gribbles. View the episode Lighthouse Blues. After viewing ask students to identify the way in which the episode answers the questions and solves the conflicts.

2. Stock characters - stereotypes

As a whole class

The idea of stock characters is most easily explained and illuminated by reference to comic book characters. Have the students name and describe the villains in their favourite comics. They might be able to draw such a character.
Discuss these characters in terms of constants - how they always behave and what they always do. If students can bring examples to class they might create a collage of stock comic villains that could be used to explore the visual clues used to suggest villainy (unshaven faces, small, narrow eyes, square chins and such like).
Discuss the way in which the character of Henderson has been constructed to conform to the villain stereotype in terms of appearance and behaviour.

3. Editing techniques

As a whole class

The sequence showing the emptying of furniture from the lighthouse provides a good example of the way in which film can show the passing of time and a series of complex events through the use of a few simple images. The sequence works because the audience knows how to 'fill in the gaps'. In short viewers use cues to fill in the narrative gaps thus a person getting into a car and the same person getting out in another location will be read as an unseen car journey during which time has passed. Replay this sequence and draw attention to these points.

Individual or small groups

Ask students to construct a storyboard which shows a complex series of events using only four simple images which require viewers to fill in the gaps, eg. forgetting to turn the stove off before going out to a dinner, playing cricket on a busy road, the effect of drought on a piece of countryside, the dropping of a bomb on a town. If the class has access to a video camera some of the simpler sequences could be shot and analysed for their effectiveness in compressing time while at the same time conveying important information.

Simple storyboarding.

Provide each student with 4 sheets of blank A4 paper and ask them to number them from 1-4. Number 1 will show the opening situation and number 4 the final situation. Have students draw these scenes first and then have them fill in the key actions for scenes 2 and 3.