Representation of Women

Learning intentions Students are learning to…

• To identify the representations, messages and values in this text.

Success criteria (How do students know they have achieved success?) I can…

• I can identify set design and flash-forward as techniques used to show representation. I can question the effect of the messages in this text.

Relevant Film Archive footage:
Gone up North for a While

Activities

This lesson uses the expertise and ideas built in after viewing the first three excerpts by branching out into drama. An interesting aspect of this text is its documentary style of delivery at the end.

Watch Gone up North for a While

Write questions on board and re watch:

• Note down some of the things the young woman does or says that you find interesting. Leave about five lines for this.
  Says the Government giving her money would be immoral.
• What is the poster of in the bedroom?
  Bridgett Bardot on a motor bike
• Write down a lyric from the song.
  Make your magic bring back my man
• What is one thing that any of the older women say?
  “Its happening all the time, they all are.”
  “Permissive society and all that.”
• In the last scene in the corridor what does the young woman do or say that makes her seem very young?
  Chewing gum, naive approach

Feedback from the class to make sure students have got the idea.

Go back to the Bridgett Bardot poster and freeze – 19.55

• Why do you think the close up of Bridgett Bardot is used as part of the set design?
  Provides an alternative vision of what a young woman can be – symbolic of freedom. Also shows sexual liberation of the time.

Look at one of the flash forward scenes – 21.30 – 21.47

• Is this flash forward sequences successful? Why has it been used?
  Shows the audience the consequences of what the young girl is doing.

Now move into groups and put these questions on the board: There should be time to begin a brief discussion in response to these questions although you will probably have to carry them over to tomorrow’s lesson.

Using the Gone up North chart:

• How is the young girl represented in this extract?
• What examples show these representations?
• What messages are being presented through this story?

Handouts:

Gone Up North chart