Professional Documents
Culture Documents
Cromer campus
Stage 5 Representing Gender unit
Handout Title
1 Gender – solving the puzzle (6 pages)
2 Gender – putting the pieces together (2 pages)
OHP 1 Mindmap – factors influencing gender
3 Male or female? Understanding individual differences (4 pages)
4 Analysing birthday cards
5 Composing your own card
6 Analysing a fairy tale
7a Guided questions on Princess Smartypants
7b Guided questions for text analysis
8 Annotated example of visual analysis using Princess
Smartypants
9 Gender and the music industry (2 pages)
10 CD music covers – gender representations (2 pages)
11 The Simpsons: Lisa v Malibu Stacey episode
12 Malibu Stacey's “Rules for Success”
13 Evaluation of two website homepage designs
14 Scene by scene annotations (11 pages)
15a DVD Scene viewing guide (5 pages)
15b Answers for DVD Scene viewing guide (9 pages)
16 Shot by shot analysis of the “Free Kick” scene
17 Who, what, when of Bend it like Beckham
18 Motifs and symbols in Bend it like Beckham
19 Sound track (2 pages)
20 Narrative structure and suggested answers (5 pages)
21 Three Act Structure
OHP 2 Is Bend it like Beckham a formulaic film?
Task:
Do you associate the following words predominately with either males or
females? Draw a line to indicate your selection.
NURSE
DOCTOR
FIREPERSON
DANCER
SECURITY GUARD
GARBAGE COLLECTOR
Page 2
ACCOUNTANT
LAWYER
BODY BUILDER
ENGINEER
PLUMBER
ELECTRICIAN
CONCRETER
BEAUTICIAN
HAIRDRESSER
SCIENTIST
SHOP ASSISTANT
Page 3
CHILDCARE ASSISTANT
SOCCER
RUGBY LEAGUE
BALLET
CRICKET
GYMNASTICS
BOXING
CYCLING
SYNCHRONISED SWIMMING
HIGH JUMP
Page 4
JAVELIN
TAP DANCE
YOGA
CULTURAL DANCING
FISHING
SAILING
BODY BOARDING
SKATE BOARDING
ROLLER BLADING
SKIPPING
HOCKEY
NETBALL
Page 5
SENSITIVE
EMOTIONAL
AGGRESSIVE
LOVING
FORGIVING
COURAGEOUS
RELIABLE
IRRATIONAL
RATIONAL
NURTURING
PROTECTOR
DISCIPLINARIAN
HOUSEWORK
CLEANER
Page 6
METAL TECHNICS
DANCE
BIOLOGY
MATHS
ENGLISH
WOOD TECHNICS
ART
MUSIC
DRAMA
FOOD TECHNOLOGY
PDHPE
HISTORY
Page 1
Gender – putting the pieces together
The activity you have just completed was designed to make you think about
the way individuals and society make assumptions about males and females.
These assumptions have a profound influence on the way individuals make
decisions and behave in life. For example, decisions regarding employment,
recreational activities and school subject choices are all influenced by the way
we perceive the expected roles of males and females.
What is Gender?
Gender refers to what it means to be male or female in daily life. Gender is
different to sex, which is the term used to describe biological differences
between males and females. Throughout history the roles of males and
females have changed.
1. Describe the way the role of females has changed in the last 50 years.
Why?
2. Describe the way the role of males has changed in the last 50 years.
Why?
Clearly, many different factors influence gender. Let’s create a mind map
which summarises some of these factors:
What influences
gender?
As you can see, gender is much more than simply being male or female. Our
family, friends, the media, cultural background all play a significant role in not
only determining the way we see ourselves, but also influence our
understanding about gender.
Page 2
Stereotypes
What is a stereotype?
A stereotype is an oversimplified and conventional idea or image, used to
label or define people or objects. We often have a preconceived idea of
people and think of them in terms of categories, rather than considering their
individual differences.
Task:
Identify three male or female stereotypes that you know exist in our society.
1.
2.
3.
The media plays an integral role in influencing the way people perceive
gender roles. Magazines such as Cleo, Dolly and Girlfriend are all clearly
targeted at a female audience, whereas magazines such as Men’s Health and
Wheels appeal primarily to males. Similarly, films project stereotypical notions
of gender roles which may not accurately reflect individual differences within
society.
Males Females
1. 1.
2. 2.
3. 3.
sex
family
stereotypes
media
Task:
Rank each of the factors above in the order of their influence on gender.
Compare your answers with the rest of the class.
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________
6. ___________________________________________________________
7. ___________________________________________________________
Page 1
Male or female? Understanding individual differences
Task:
Classify the following images as either male, female or gender neutral. Circle
your choice.
Page 2
Page 3
Question:
Write a paragraph based on the following:
1. Do you think that society encourages individual differences from when
we are born?
2. Do you agree with societies stereotypical expectations in regard to
gender?
English Stages 4-5 January 2005 Page 13 of 68
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.nsw.edu.au/english
Handout 4
Analysing birthday cards
Have you noticed that birthday cards are gender specific? This means that
they are targeted at either boys or girls.
Graphics
• What makes this image of a clown’s face
appealing to boys rather than girls?
• What other images would you expect to see Colour
on boys’ cards? • What are the
• What images would you expect to see on dominant colours on
girls’ cards? the card?
• Why have these
colours been chosen?
• Do you think they are
gender specific?
Text
• What gender
assumptions does this
card make about
boys?
• Do you think that this
is an accurate
representation of
males?
You have analysed a range of birthday cards which have been specifically
designed for either males or females.
Task:
You have been employed by Hallmark to design a birthday for a 5 year old
child. This card should be gender smart (suitable for either a boy or a girl).
Your card should be as professional as possible. You may wish to use
technology such as Microsoft Publisher to assist you.
Date due:
3. Describe the villain of the fairy story. Show how the physical and
personal qualities develop her/him as an evil character.
5. What makes you believe that they will live happily ever after?
1. What does the title of the story suggest and how is it linked to the
graphic on the front cover?
6. Explain the use of puns on each prince’s name and how it links to their
individual challenge. What is amusing about their attempts to win her?
9. How are the romantic expectations of the fairy tale reversed in the
ending?
Exaggeration:
What details are exaggerated for effect? For example, bulging eyes, big
mouths, cluttered buildings.
Colour:
How is colour used symbolically to communicate associated emotions with
the text? For example, grey might link with depressing urban environments,
red with anger or passion, bold colours might be used for an uplifting mood,
yellow for happiness, pastels for gentleness, etc.
Fine detail:
What less obvious details, such as symbols or repetitions, could be described
that present other layers of meaning? Why are such details added?
(A) is the obvious positioning of the prince in the centre of the reading path.
Our attention focuses on the fine details of his wish to be a successful suitor,
such as the flowers, the removal of his hat in the greeting of a lady, his
masculinity shown by the sword by his side.
The red sports car (B) occupies the prominent foreground position as the
largest object. It acts as a symbol of his wealth and status as it bears his royal
crest and a flag.
The less salient feature of the partially framed princess’s face (C) obviously
shows her annoyance with her down-turned mouth. Her facial expression
shows her obvious distaste at being interrupted. Her lack of interest in
appearing beautiful is demonstrated with her red nose and messy hair. Her
demeanour is decidedly unglamorous.
The fine detail of the princess’s crest on her castle door (D) shows her
independence and her preoccupation with horses rather than suitors. The
heavy chain symbolises her wish to maintain her privacy.
Activities:
1. Indicate how many of the 10 videos feature female or male lead
singers:
Female ______ Male _______ Both ________
2. Indicate with a tick which age bracket most of the singers featured in
the 10 videos would be placed:
3. Nominate, from the options below, which style of music each video clip
represents:
pop music heavy rock reggae hip hop opera
pop rock rap rock blues jazz alternative
Clip
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
4. Consider the female artists in the Top 10 video clips. In what ways are
female gender stereotypes perpetuated through body image, fashion and
the activities they are seen to be involved in?
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6. Consider the male artists appearing in the Top 10 clips. Which one best
represents your idea of a real guy. Give reasons for your choice.
Artist ______________________________________
Reasons:
___________________________________________________________
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Evidence:
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Activities:
1. Which of the selected countries places the most emphasis on
representing the male and/or female body image on their CD covers?
Which country has the least emphasis?
Most: ______________________ Least: _____________________
3. Select a CD cover from Australia which you believe best represents the
Australian culture and its values. Describe the images that appear on the
cover and explain why you think they provide a good reflection of the
‘Australian way of life.’
CD cover ___________________________________ (artist / title)
Description:
___________________________________________________________
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Explanation:
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Reason two:
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View the episode of Lisa v Malibu Stacey and complete the following
questions:
1. When Lisa imagines that her dolls are at the “general assembly”, she
groans when Malibu Stacey utters her first words. What are the three
statements Stacey makes?
2. What is Lisa's explanation to Bart as to why it's not funny? What is a
“vacuous ninny”?
3. How do you think Bart feels about Lisa's comments?
4. Marge unconsciously makes a comment about strawberry ice-cream. She
mimics Stacey. What message is the composer presenting about Marge
with this ironic statement?
5. The narrator at the doll factory says, “And what does Stacey think of her
thirty five years of success and millions of friends worldwide?” Stacey
replies, “Don't ask me. I'm just a girl.” Comment on the point being made
about the role of females.
6. How does the tour guide react to the man's wolf whistles and comment.
“Hey, Jiggles grab a pad and back that gorgeous butt in here”?
7. Lisa finds the real Stacey Lavelle. She is an alcoholic recluse who has
been married five times. She appears to be neither happy nor healthy.
Miss Lavelle says, ”Thirty years of living her lifestyle has taught me some
very harsh lessons.” Whose lifestyle has Miss Lavelle led? How could
Stacey, the doll's lifestyle have affected Miss Lavelle?
8. Lisa and Miss Lavelle design the new doll. Bart reacts. One of his
comments is, “How about Blabbermouth, the jerky doll for jerks?” Wendy
Windbag? Ugly Doris? Hortense the mule faced doll”
9. Comment on why Bart is reacting as he does. Whose point of view is Bart
representing?
10. The board of directors at the Malibu Stacey tries to “sink” the Lisa
Lionheart doll by calling in a “favour from Washington”. The composer
intends this incident to be satirical and amusing. There is a sense in which
it trivialises the role of government. What do you think?
11. The market place is shallow and fickle. Consumers can be easily
manipulated to change their minds. How does the composer demonstrate
this message in the final scenes of the episode?
12. What is the meaning of Miss Lavelle Stacey's comment about $46,000 at
the end?
13. Do you agree with Lisa's final comment, “You know, if we get through to
just that one little girl, it'll all be worth it!”
The talking doll makes many statements or comments about the ways that
females should succeed in their lives.
Match up the “rule” beginning in the first column with the correct “rule” ending
in the second column.
Beginning Ending
Choose two website homepage design, either your own design and one by a
classmate or two designs planned by two classmates.
Use the evaluation guide below to evaluate the success of the designs
Design #1
1. What graphics has the designer used to highlight the important messages
on the homepage? (photos, drawings, how many graphics, outstanding
font?)
2. What use of colour has been made? Does the colour enhance the subject
matter?
3. Comment on the style of the icons used to indicate links to pages in the
site.
4. Describe the overall layout. Does it contain an appropriate amount of
information?
5. Does the designer plan to use sound as a feature of the homepage?
6. Who is the audience for the page?
7. Is the overall design of the page effective for the audience?
Design #2
1. What graphics has the designer used to highlight the important messages
on the homepage? (photos, drawings, how many graphics, outstanding
font?)
2. What use of colour has been made? Does the colour enhance the subject
matter?
3. Comment on the style of the icons used to indicate links to pages in the
site.
4. Describe the overall layout. Does it contain an appropriate amount of
information?
5. Does the designer plan to use sound as a feature of the homepage?
6. Who is the audience for the page?
7. Is the overall design of the page effective for the audience?
Compare Design #1 with Design #2. Which one do you think is better?
Explain your choice fully.
Scene/action Commentary
Southall Shopping
1. BLACK A fantasy sequence that seems very real
football/ cheers / O.S. commentary / until interrupted by Jess’s mother’s voice.
titles / ball / Commentator is top British football
EXT. FOOTBALL PITCH – DAY commentator John Motson
A game in progress – Manchester United Clip is from a genuine Man U game with
v. Anderlecht; Beckham passes and it is Jess being digitally inserted in place of
headed into goal by Jess Bhamra. Andy Cole.
INT. TV STUDIO
A panel discusses the new star whom Panel = BBC’s regular football comments
they predict will win England the World team. Gary Lineker, former England star
Cup. is the host of the panel; Alan Hansen –
ex-Scottish player; John Barnes - ex-
We are joined in the studio now by England player.
Jessie’s mother Mrs Bhamra.
Jess’s mother is asked how she feels; # Amusing start that also introduces the
she objects to her daughter showing her basic theme of culture and gender
legs to 70,000 people and to not learning expectations in a neat package.
how to cook. Introduces Jess and her mother in
fantasy sequence.
2. INT. JESS’S ROOM – DAY Introduces Jess and her mother in
Jess’s mother drags her back to reality, reality.
turns off TV.
Jess tells her picture of Beckham, Establishes the dramatic situation of the
I’m sick of this wedding and it hasn’t wedding.
even started. Signpost to future incidents.
ZOOM on ECU Beckham’s photo >> M: Beckham - her bedroom is a shrine to
TITLE Beckham.
3. INT. HALL – DAY Jess may protest but she still does as
Pinky has to do more shopping for her she’s told.
wedding; Jess has to go too. Introduces Pinky, Jess’s older sister.
4. EXT. STREET – DAY Broadway, in Southall, where director
FAST ZOOM to show shopping street on used to shop
CANTED angle Contrasts being established between
MONTAGE of street scenes / shopping // Jess and Pinky, and between Jess and
they meet three other girls – their other girls
cousins. Lively Indian music reinforces sense of
life, of vibrancy + cultural context
5. INT. LINGERIE SHOP – DAY We meet Jules Paxton and her mother.
Paula wants to buy Jules a blow-up bra – Paula’s outfit and badge tell us she
English Stages 4-5 January 2005 Page 28 of 68
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.nsw.edu.au/english
Scene/action Commentary
“You blow it up, just like a lilo,” - or at works in the shop. The clash between
least a lacy one; Jules looks at sports them summaries their differences.
bras. M: breasts
6. EXT. STREET – DAY Jess needs two A’s and a B to get in to
Pinky and Jess meet Tony and his university. Establishes her age (18) and
mother; they discuss their exams. that school has just finished; it is the
summer holidays (June-July)
Scouted
7. EXT. PARK – DAY song: “Baddest, Ruffest”
Several guys are playing football; Jules
jogs past as Jess walks along the path. Jess responds to sexual innuendo by
Tony asks her to play. “Can’t. Dad’s on returning it in a practical way.
earlies at Heathrow.” → establishing place
She plays and shows great skill; Jules M: Beckham (in dialogue)
watches.
8. INT. JESS’S ROOM – DAY
Inpoint = CU Beckham, PULL OUT as introduces idea of arranged marriage
Jess talks to him (O.S.): M: Beckham
It’s not fair – the boys never have to
come home and help. I wonder if I had Introduces her father – seems kinder,
an arranged marriage would I get gentler than her mother.
someone who’d let me play football Her father is a Sikh, with turban and
whenever I wanted to. beard.
Her father tells her that guests will sleep signpost
in her room for the wedding.
9. EXT. HOUSE – DAY D: a typical Hounslow house; exteriors
Jess helps her father put up lights to were filmed in Sutton Square, Heston,
decorate the house. West London
A plane flies in to Heathrow; light fades M: plane
to evening and then night; house is lit up Lit house contrasts with neighbours
Indian music helps to reinforce scene –
continues through next scenes.
10 INT. LIVING ROOM – NIGHT D: extras here = the director’s mother
. Inpoint = large plate of colourful food. and aunts. Speaking characters are
Jess offers tray to guests. A mobile actors.
phone interrupts the formal ceremonies – Phone creates a minor clash between
it belongs to Teets, the bridegroom, who two worlds.
is a mechanic. Contrast between the accented English
The ceremonies continue, with bracelets, of the older women and Teets’ London
food and money for the couple. accent.
M: mobile phones – great gag but also a
EXT. - the house lit up by its lights. comment: the culture can adopt new
technology, so why not new expectations
for its daughters?
The excitement at the pitch INTERCUT climax of both A and B stories/ of Act
with glee at wedding – Jess is lifted by 3.
her team as Pinky is lifted by Teets //
whistle bows to end the match. D: “cheesy but it works”
64 The girls dress Jess in her sari. Lovely circular movement as they dress
. Joe brings the scout; Jess and Jules hug her – reflects the circles in the wedding
and kiss before the horrified eyes of scenes.
Paula. They have both been offered
scholarships to Santa Clara in California. Santa Clara is the top women’s soccer
team in US.
// Jules in car with parents // Jess and Step 7
Tony back to wedding. aural bridges: Jules’ voice overlaps two
scenes; wedding music starts while shot
still with car
Shoe Shocker
65 Paula is upset – she blames the football The issue of lesbianism is handled with
. for making Jules a lesbian. humour rather than heavily.
Paula offers to take Jules to meet Jess D: The fight does not further the story but
at the wedding // is there because you can’t have an
there is a fight over the video // the Indian wedding without a fight. My one
wedding party leaves. piece of indulgence as a director. I kept
only a few seconds of a 90-minute take.
66 Paula and Jules arrive// Paula calls Jess M: shoes
. a hypocrite, is outraged to see her shoes
on Jess’s feet //
67 Jules puts her mother right. Juliet Stevenson is sheer brilliance in this
. scene; her timing is masterful.
Two Daughters Made Happy
68 INT. HOME # scene ties up several plot threads
.
English Stages 4-5 January 2005 Page 37 of 68
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.nsw.edu.au/english
Scene/action Commentary
How am I going to tell them, Tony? I’ll
have to now or I’ll end up a solicitor
bored out of my mind. high angle on parents = Jess’s POV
Step 8: permission
Tony’s solution – he and Jess will get - seems a major turnaround for Mr B but
engaged as long as she can go to the director says this is based on her
America to university. Jess tells the truth. own father; this is the sort of thing he
Her mother grabs the first complaint – would have said. Maybe Mrs B accepts it
that Mr B gave her permission to play. just too easily – but the film needs to
Her father gives her his blessing. wind things up.
Goodbyes
69 PITCH – NIGHT light effects: behind and shining on top of
. Jess tells Joe that she is allowed to go, their hair
but that a white boyfriend is one step too
far. FADE to BLACK [The film should have ended with their
hug.]
70 HEATHROW Paula’s gift = shirt with number 9
. big plane / farewells ‘feel-good happy ending’
Joe has turned down the job of coaching D: by kissing Joe, she is finally doing
the men’s side to remain coaching the what she wants to instead of trying to
girls’ team which will turn professional. / please her parents.
kisses Jess // they see Posh and Becks, M: Guru Nanak
but Jess is more interested in Joe // the [see IF]
girls leave Hero worship has been replaced by the
real thing.
song: “Cause you make me feel”
song: “Move on Up”
71 photos etc from Santa Clara// Pinky is Joe bowls Mr Bhamra out – which
. pregnant // Mr B plays cricket with Tony actually happened so they kept it in the
and Joe film.
PULL BACK and UP – Mr Whippy and a The ice cream van because Gurinder’s
tiny plane in the background father had one for a while.
Closing Credits
72 Cast and crew sing “Hot, Hot, Hot”
. beside the tail credits
Scene 2 - Scouted
1. List the signifiers that help to set the scene in time, place, society.
2. Jess suggests that there are different expectations of boys and girls. What
does she say?
3. We meet her father. What do his turban and beard tell us?
4. What technique is used to show the passing of time?
5. What is Teets’ job? How do you know?
6. Why are the three girls (Jess’s cousins) shown watching the game?
7. What do they call Jules? What does it mean?
8. Identify examples of the following production techniques, and comment on
their effect/suggest reasons for their use. Don’t repeat anything you have
already said.
a) inpoint b) juxtaposition
c) TILT DOWN d) MONTAGE
e) Steadicam shot f) reverse tracking
g) comment via music h) low angle shot
i) back lighting j) CU
k) ELS l) POV shot
a) MONTAGE b) motif
c) signposting d) comment via music
e) high angle shot f) WIPE
a) PAN b) MONTAGE
c) POV shot d) CU
e) MS f) light effects
g) visual metaphor
a) CU b) symbolism
c) allusion d) parallels
Scenes 16 , 17, 18, 19 and 20 – The Big Match / Shoe Shocker / “Two
Daughters made happy”/ Goodbyes and Closing Credits
1. What is unusual about the way Paula is dressed?
2. Why does her father give Jess permission to go and play?
3. How much time is left in the game when she gets there?
4. What does Mrs Bhamra see during the wedding that upsets her?
5. What does Paula see after the game that upsets her?
6. What does Paula say has made Jules a lesbian? Is this possible?
7. Why does Paula call Jess a hypocrite? What is Jess’s reaction?
8. Why does Paula take Jules shoes?
9. Does the fight over the video add anything to the plot? Should it be
there?
10. Identify examples of the following production techniques, and comment
on the effect of them:
a) CROSS-CUTS b) motif
c) inpoint d) contrast
e) crane shot f) climax
g) musical comment h) fantasy sequence
i) INSERT j) comic undercutting
k) allusion l) sound effects
m) aural bridge n) low angle shot
11. Why does Tony ask if he and Jess can get engaged?
12. Why does Jess tell the truth?
13. Why does her father finally agree that she can play football?
14. Why does Jess turn Joe down?
15. Many people think the film would be better, more honest, if it had finished
with the hug between Jess and Joe. What do you think? Why did the
writers and director add the last few scenes?
16. What is significant about the present Paula gives Jess?
17. Why is a pregnant Pinky included in this scene?
Scene 2
1. The park where they play, with the houses across the street;
the plane flying over; Jess – “Dad’s on earlies at Heathrow.”; the mobile
phones (contemporary, now, not in the past); Indian clothing, fading light =
evening; home = modern, TV, dishwasher, fridge etc (middle class and not
poor). Shopping street; lots of Sikhs and women in saris and Indian suits;
London buses. Accents are West London and lower middle class.
2. “It’s not fair – the boys never have to come home and help.”
3. He is a traditional Sikh [a religious sect from the Punjab]. Tony
and the other boys are clean-shaven and do not wear turbans (though
Tony covers his head at the wedding.)
4. The light fades over the house; the lights are put up, then we
see them lit. The house is empty, then full of guests.
5. A mechanic. The phone call is about work on a car.
6. Partly to establish contrast with Jess – they dress very
revealingly, which Jess never does, and talk about the boys suggestively;
to Jess the boys are mates she plays football with. One comments that
Jess is still a virgin (important for establishing character. Jess is Western
re sport but not in other ways), in contrast with the other two girls who are
quite promiscuous. “We’re not all slags like you lot.” Their comments about
the boys are paralleled later by the boys’ comments about the girl players.
7. A ‘gori’. A white girl. (A white male = gora.)
8. Identify examples of the following production techniques, and
comment on the effect of them:
a) an inpoint to a scene: Beckham’s picture
b) PULL OUT: from the picture
c) O.S. (out of shot dialogue): Jess talks to Beckham while the camera is
on the picture. All these reinforce his role as motif, icon, confidant etc,
and make him a real presence in Jess’s life.
d) CU: on the photo; on Jess at party, showing how much she dislikes talk
of men and marriage
e) sight gag: all the old ladies and their mobile phones
f) high angle: of the whole room just before the phone rings – establishes
situation
g) WIDE: same as ‘f’.
Scenes 3 and 4
1. Joe set it up when his knee injury meant he could no longer play.
2. She has never played for a team, he wonders if she is committed, she
hasn’t any boots, she doesn’t know which position – and she wears a fan’s
No 7 Beckham shirt. All suggest someone not very serious.
3. That Jess is tough and committed. She saw Jess get tripped up in the
game with the boys, but it did not upset her; she simply got up and carried
on. Similarly, the episode over ‘chesting’ the ball suggests Jess can deal
with whatever comes up (which is why her over-reaction over the fouling
later is not really convincing).
4. To play professionally in America.
5. She tells him her parents are cool about her playing.
6. She has a good one. He plays football with her, and is happy that she
prefers football to chasing after boys. Jess’s father is more traditional;
Jess loves and respects him and he is very affectionate, but he does not
understand her need to play. He expects women to fulfil their traditional
role, and defers to Jess’s mother in the first confrontation. Jess does not
hesitate to deceive him over the football (though she hates doing so).
Jules would not need to deceive her father.
7. She is very modest and shy when she changes; does so under her shirt.
The others are open, wander about in underwear.
8. She burned it when she was 8 years old; trying to make beans on toast,
she set her jeans on fire. (The scar is real and this is what did happen to
Parminder Nagra.)
a) inpoint: Beckham poster; balls and boots in training
b) juxtaposition: Jess envies Jules her parents’ support / Paula shows she
does not support her at all.
c) TILT DOWN: from Beckham’s picture to Jess talking to him.
d) MONTAGE: training (two sequences) – a quick way to show the
amount they do, how tough it is, the skills, the dedication
e) Steadicam shot: as Jess, Joe and Jules walk from the pitch after her
first game.
f) reverse tracking: same as (e)
g) “She’s a Lady” – “She’s got style. She’s got grace. She’s a winner.”
Signposts future developments.
h) low angle: several during the first montage – makes the players seem
strong, confident, skilful
i) back lighting: again, during the training montage – adds a poetic quality
to their skills
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j) CU: Jess watching the training. She is impressed, wants to be part of
this. Talking to Beckham’s picture.
k) ELS: the team as seen from the stand
l) POV shot: as in k – Jess’s POV
Scene 5
1. She sees Jess playing with the guys in the park and sees Taz pick her up
bodily.
2. She says he was to blame for his niece marrying a ‘gora’ and getting
divorced.
3. It indicates that marriage is important, especially staying married. Getting
jobs, marrying Europeans, lead to divorce
4. Don’t give up on dreams or into restrictions. Don’t tell them – just do it.
5. She knows Jess will make her look and play better and so she’ll be more
likely to impress the American scout.
6. To emphasise how skilled, dedicated and hard working these girls are.
7. Symbols of freedom, of flying away, of following your dreams.
8. Identify
a) MONTAGE: games/training/cooking – emphasises the contrast
between the two contrasting aspects of Jess’s life – though she
combines them when she bounces an onion, a capsicum, a cabbage
on her knees.
b) motif: the plane taking off; balls and boots
c) signposting: the HMV job; the suggestion that “people talk”;
Jules hugging Joe, references to the scout.
d) comment via music: “Move on Up”, reflects Jess’s determination
e) high angle shot: Jess on couch while mother lectures – makes
her look small, ashamed, vulnerable
f) WIPE: between the onion, capsicum, cabbage in the montage
(sc 23)
Scene 6
1. It reinforces the later revelation that Pinky has sneaked out to see Teets
without her parents’ permission. The obviously loving - and sexual -
relationship between them makes Pinky’s unhappiness over the wedding
cancellation even more poignant. It also sets in motion the plot mechanics
for Pinky to discover Jess’s secret.
2. She is more relaxed, less shy; chats freely with the other girls.
3. She talks about the difference between arranged marriages and love
matches – the latter OK as long as it is an Indian boy; that Black, white
and especially Moslem boys are totally unacceptable.
4. Shocked that Jess prefers football to having a boyfriend.
5. Pinky wants hers tight fitting, to show off her figure; Jess wants her loose.
She is either shy about it, or simply does not want to seem sensual or give
off the wrong messages.
6. She dresses modestly, is not interested in having a boyfriend; even when
she falls for Joe, she never so much as kisses him whereas other girls,
both Indian and white, are revealed to be happy to sleep around.
7. They both have secrets from their parents – Pinky’s over Teets, Jess over
the football.
English Stages 4-5 January 2005 Page 47 of 68
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.nsw.edu.au/english
8. Identify examples of the following production techniques, and comment on
the effect of them:
a) PAN: across the Heathrow car park – establish location
b) inpoint: TV programme – establish location (home) + recurring TV
image
c) WIDE: car park – establishing shot
d) juxtaposition: the white mini with the huge plane beyond it
e) high angle shot: on the girls in the dressing room
f) shallow focus: the camera focuses on the mini; the planes behind the
fences are out of focus
Scene 7
1. She has to get shoes for the wedding. She needs her own football boots.
2. Too many people would know her or her family on Broadway. She is
looking for women’s football shoes, not likely to be found there. Tube
station, Piccadilly Circus lights, Carnaby St sign.
3. They go into a pub, where Jules has a beer though Jess only has Coke.
She smells of cigarette smoke.
4. It shows the growing friendship between Jess and Jules; it provides a way
for Jess’s parents to find out she is playing football in spite of their ban.
[This revelation would probably have been better left out; it makes it
somewhat unlikely that Jess could continue to deceive them without their
getting suspicious.]
5. She is gossiping instead of concentrating. The real reason – he fancies
her and is afraid of being too soft on her so is too hard instead. It also
allows for another small scene between the two of them, without Jules
there (she was gossiping just as much) and that is needed for the
romance plot.
6. Identify
a) inpoint: TV screen – as above
b) comment via music: “Independence Day” – by buying football shoes,
Jess is asserting her independence from her parents’ expectations.
She also goes into a pub.
c) One-shot scene: the confrontation in the lounge – there are no inserts
of close ups or reaction shots. [reason = lack of time]
d) CU: Jess as her shoe is removed – to show pain; on her ankle; on Jess
as she looks at Joe; on Joe (her POV), etc
Scene 8
1. She has a photo of herself with Joe in her room. Earlier, we see her
hugging Joe. She says she would like a boyfriend “just like him’. Jess
believes what she says.
2. “All these great butch women on the wall.” She is afraid that Jules is a
lesbian.
3. “Jess, I hope you can teach my daughter a bit about your culture –
including respect for elders and the like.”
4. That she is embarrassed by her mother.
5. They saw Jess “kissing a white boy.” (She was with Jules.) That the
Bhamra family has never been good enough for Teetu’s family.
Scenes 9 and 10
1. That he will talk to Pinky’s parents. That he is afraid of his own – or, at the
very least - knows it would be a waste of time. [See ‘Deleted Scenes’]
2. Her room is pink, feminine, full of romantic things. Her only interest is in
getting married; Jess’s is in football.
3. Jess has missed a couple of training sessions and he wants to persuade
her parents to allow her to play. Mr Bhamra is discouraging. He is afraid
that Jess will have her hopes raised and end up disappointed as he was.
Jess learns for the first time just how good Joe thinks she is.
4. She and Pinky tell their parents they are going to stay with cousins in
Croydon. [Presumably Pinky will be with Teets.]
5. Jess’s penalty is saved, which dents her confidence but signposts the
crucial free kick in the final; she and Joe tacitly admit their attraction to the
other; the friendship comes apart; Jess’s parents find out and this forces
yet another crisis.
6. She leans towards Joe, she trips, she walks a little unsteadily; complains
about her head.
7. He sees a photo of the team in the paper.
8. Identify examples
a) PAN: across Pinky’s love tokens; show her interests and Teets’
affection
b) MONTAGE: Hamburg sightseeing; EST location; builds up friendship
c) POV shot: when Pinky opens the door and sees Joe; Joe’s of Guru
Nanak; Joe’s of Jess looking beautiful in Hamburg; important step in C
plot.
d) CU: on Joe as he sees Jess dressed up
e) MS: Jess in her black satin
English Stages 4-5 January 2005 Page 49 of 68
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.nsw.edu.au/english
f) light effects: the semi-light of the night game; the flickering flames
outside the nightclub = romantic + a suggestion of uncertainty
g) visual metaphor: When Jess, Joe and Jules dance in a triangle = the
love triangle
Scenes 11 and 12
1. They sit separately on the bus.
2. That they have given their daughters so much – car, computer, music
centre, TV, video - and look how they have been repaid.
3. The parents sit in their room, high angle shot emphasises their
separateness; they speak quietly. Pinky is miserable – shown in CU. Jess
is in Indian clothes, which she does not usually wear except for social
events.
4. To leave white boys alone. There are plenty of good-looking Indian boys -
they have good clothes, flashy jobs, even cook and wash up. Suggests
Tony. Because Jess asks what their parents would say if she brought
home a ‘gora’.
5. If she obeys her parents and gives up the game, she will be letting down
the team; if she continues to play – which she wants to – she will be letting
down her parents.
6. Jules says that Jess has betrayed and hurt her. Paula interprets this as
she does because that is what she fears.
7. To find an Indian boyfriend. She asks her best mate Tony – but he tells
her he is gay.
8. Identify
a) CU: on Jess, in her bedroom, considering her options
b) symbolism: Jules throws away the photo of her and Joe
c) allusion: to George Michael, who was outed.
d) parallels: between Jess’s and Joe’s experiences with their
fathers.
Scenes 13 and 14
1. In spite of what has happened, they probably find it hard to believe that
she would still defy them. When Mr Bhamra returns to the house, he
realises immediately where Jess has gone.
2. That they are very close, that they care about each other; that she realises
it wasn’t Jess’s fault.
3. No right or wrong answer. The director says they are not meant to be
taken seriously.
4. They continue to feed each other on the pitch but they do not join in the
celebration of the other’s goal.
5. She was sent off because she over-reacted to a foul. Yes. Players must
control themselves, no matter what the provocation. The real reason? He
says he has to treat her the same, but, as is often the case when emotions
are involved, he is probably harder on her to prevent himself being easier.
6. No, it is not in character. Being called a ‘Paki” is something Jess would be
able to take in her stride. But it is a useful plot device for furthering the
relationship, and can be explained by the stress caused by the rift with
Jules and the continuing difficulties at home.
Scene 15
1. University and the future her parents have mapped out for her are one
step closer. She feels as if a trap is closing in.
2. Symbolically kicking the football away, accepting she will not be able to
play. And she does ‘bend it like Beckham’.
3. She takes them down so guests can use her room, but it also symbolises
the end of her dream.
4. Identify examples:
a) high angle shot: Mrs Bhamra praying to Guru Nanak that Jess’s A
Level results will be good, and on the family.
b) PAN: across from the colourful and lively garden to the bare and dull
one next door. Contrasts the ways of life.
c) contrast: as above; Jess’s miserable face among the happy guests;
Jules training/Jess in her sari serving food.
d) back lighting: team training against the sunset
e) side lighting: Jess talking to Joe – light/shade to suggest the two
worlds?
VERTICAL shot, Jess and other player on ground, camera circles as shouts,
other players come into shot; a Harrier pushes the fouling player away whistle
as teams converge, Jess still on ground// MS Joe, watching
concerned, // CU Tony// Jess on ground, holding ankle; helped up// crowd noise
VERTICAL shot as she runs towards ball // CU ball as her boot connects
// LS wall, slow ZOOM as the camera follows the ball over the wall tenor’s voice
towards the goal and waiting keeper takes over
// MCU Mel watching ball // CU Jules and wall, turning to watch ball //
CU Joe //
LS keeper in goal, TRACK her as she leaps // ball in net //
wedding – Teets lifts Pinky in happiness //
CU Jules, overjoyed // CU Mel with QPR Player behind // MCU Joe // # reactions
MCU Tony // usually more
revealing and
VERTICAL of ecstatic Jess, arms up in ecstasy, being mobbed by her interesting
team, lifted up – circling camera// than showing
wedding, ecstatic Pinky, lifted high by circling Teets// what they are
MCU Jess, held high against sky with sunlight behind her // WIDE of watching
several team members as she drops to ground, TRACK as they run //
MS Joe, applauding, Tony behind // cheering
high angle in dressing room as girls circle Jess, as they help (or more underneath
like hinder) her putting on her sari. the music
# both sisters
achieve their
dreams
final whistle
sounds
music ends;
girls chatter
director Gurinder
• style Chadha
plot • pace
• tone
List the motifs and symbols that you noticed as you watched the film.
Explain meaning and significance of each symbol.
shoes/boots
Jess has no boots inpoint = running shoes TILT up to middle-aged joggers
[sc. 24]; Jess buys boots and is found out; Jess borrows Paula’s shoes for
wedding; Paula takes them back very publicly; Jess is cleaning her boots and
weeping – symbolic end of her hopes
planes
a number of ‘plane shots’ help establish place used partly because that is
what it is like in Hounslow, so close to Heathrow; reflected in the use of a
planing action to indicate delight in scoring; both Jess and Joe do it.
Director: they are ‘poetic’ shots – to symbolise both immigrants, all those
people who have moved from one place to another, and the girls
who dream of moving out of there to another place. It is a way of
looking backwards (immigrants) and forwards (the future) at the
same time.
Beckham
symbolises the peak of football achievement; Jess idolises him and talks to
him; his picture is inpoint and outpoint of several scenes; Tony fancies him
mobile phone
engagement party gag; Teets and Pinky interrupted by one; Jess phones from
Hamburg
Only the names and performers have been listed here; for full details, see the
movie credits or www.imdb.com
Narrative or plot structure is the term used to describe the order in which a
story is told, and the way in which different strands of the story are linked.
The most common ways in which stories are told are
• in chronological order, i.e. the order in which the events happen
• using flashbacks, i.e. earlier events are included later in the story
• with a frame of later time, and the whole story a flashback (book-
ending)
• with foreshadowing, in which future events are included earlier than
they actually happen.
Which of these descriptions best fits the structure of this film? Give
details to show this.
• chronological order
The main element that drives any film story is conflict. As well as introducing
characters and setting the scene, early scenes must set up the plot, providing
the basis for future conflict.
From whose point of view is the story told in this film? Is that consistent
throughout or are other points of view shown?
It is told basically from a neutral standpoint (eye of God) though much is from
Jess’s point of view. We go to the Paxton house, share Paula’s fears; are
given the Bhamras’ perspective, see Pinky with her fiancé; see Joe with Jules
etc. However, Jess’s perspective is the most common.
What are the conflicts that provide the basis for the plot?
External: between Jess’s desire to play football and her parents’, especially
her mother’s insistence that she behave like an Indian woman.
Internal: between Jess’s need to play and her wish not to hurt and displease
her parents: desire versus duty.
Early scenes will set up expectations of the main character(s) that will affect
the structure of the story.
Mr and Mrs Bhamra are both seen to be traditional – their clothes, etc. She is
more conservative; Jess’s father is accused of being too soft, so his change
of attitude at the end is believable.
How much time is covered in this film? Can you work out a timeline?
Several weeks, over the summer. At the beginning, Jess has just sat her A
level exams (May). The film finishes at the end of August - the school year in
America (and the UK) starts in September. This puts the wedding on August
25. The summer tournament would have taken the whole of the summer
holidays.
Film-makers may wish to show different things happening at the same time.
The usual technique for doing this is by cross-cutting. The editor cuts quickly
from one scene to another and back again several times. It is a very useful
technique for building tension and suspense, or for contrasting images and/or
ideas.
The football plot, the main one, is structured in three acts. There is a clear
inciting incident: the invitation to try out; a clear second plot point to start Act
III: the dilemma of the date clash; and a resolution and dénouement in Act III.
There is usually a state of equilibrium to start with, a basic situation that the
catalyst alters when it begins the dramatic action.
The second act is usually the longest because it is built around a series of
actions taken by the main character(s) to get themselves out of the difficulty
created by the complication. This builds suspense because each successive
attempt to resolve the difficulty brings a reversal in fortune. The reversals gain
momentum because they are usually of greater magnitude each time they
occur.
There will often be a central incident (coming about half way through the film),
a mid-point scene, which packs a dramatic punch and kicks the action to a
higher level.
Most stories involve the element of suspense, with the audience kept
wondering what will happen.
Even stories that are told in a simple chronological structure will need to lay
the foundations for future events, as well as keep the audience involved and
expectant by hinting at the future.
Some (not all) details will be like ‘loaded pistols’: there to be important later. In
other words, if you see a loaded pistol in an earlier scene, it is a good
indicator that someone will use it later.
How many ‘loaded pistols’ can you identify from early scenes in this
film?
• the No 7 shirt in Jess’s room
• Jules hugging Joe (even though she has said he is off-limits)
• the photo
• Pinky finding out that Jess is playing football
A film needs to keep its audience involved but also alert, off balance (a
comfortable audience may fall asleep) by changes of mood, eg from
suspense to humour and back to suspense again.
Note: with so many plot strands, it is easier to stick to the main two. The
others can be added if wished.
• A ‘plot point’ is any incident or event that spins the action into another
direction
• The classic First Act question is whether to accept or refuse a
challenge: Come and try out for a real team.
• Jess’s dramatic need – that drives the whole story – is for her to fulfil
her dream of playing football.
• No clear mid-point incident for the football plot.
tension
dénouemen
t
exposition = leaving
time
confrontation: family versus football family wins both win