henry lawson language identity and culture essay

Guide to HSC English Standard Module A: Language, Identity and Culture

Wondering what HSC English Standard Module A is all about?

We’re here to help you know more about the module! We’ll take you through what you’ll be assessed on, the prescribed texts , and how you can get a Band 6.

Let’s jump in and show you how to ace HSC English Standard Module A: Language, Identity and Culture!

What is Module A all about? What will I be assessed on? What are the Prescribed Texts? How do I get a Band 6 in Module A?

What is HSC English Standard Module A: Language, Identity & Culture all about?

The module is built on the relationship between who people are, what group of people they come from, and how this is reflected through language.

However, you are expected to understand not only these relationships, but how these aspects are perceived, and how these perceptions are supported or challenged by the text you are studying.

Let’s take a look at the module rubric and break it down to better understand what this module is all about:

Now, that’s a little bit complicated, so let’s break down exactly what you need to be able to do to succeed in Module A into focus questions to guide your study:

In this module, you will learn about the power of language to reflect and change an individual’s and a collective identity (or a culture).

In particular, you will focus on cultural perspectives , that is, how particular groups of people connected by cultural distinguishers such as class, ethnicity, nationhood, or particular experiences, such as immigration, might view the world.

For instance, if you are studying The Castle , you will likely focus on how the film represents a particularly Australian working-class experience, while you analyse how the film reflects and conveys perspectives on home ownership or gender.

While the examination will only be on one text, you will also study a range of other short texts that are relevant t o the unit, and explore similar issues to your prescribed text.

For instance, you may read a poem on an immigrant experience, like Peter Skrzynecki’s ‘Migrant Hostel,’ if you are studying Alice Pung’s ‘ Unpolished Gem .’

You’ll be looking at how form (type of text, like novel or play) and conventions are used to convey these concepts. A ‘convention’ in this sense is an expectation placed on a particular kind of text: for instance, a climax towards the end of a text is a convention.

There is a focus on ‘values and attitudes’ in the unit, and it’s useful to think about what these are.

A value is the way people think about particular issues : for instance, the cultural value placed on romantic relationships may be high in one culture, and low in another.

Similarly, attitude is about a reaction : the question is not what a cultural thinks about, but what they think about a particular issue.

Your focus will be on looking at how the text itself interacts with prevailing assumptions and beliefs about the people being presented.

For example, Shafana and Aunt Sarrinah is a text about a young Muslim woman and her atheist aunt, and plays with stereotypes of young Muslim woman as submissive and docile, because Shafana is forthright and argues with Aunt Sarrinah because of her fierce conviction in her beliefs.

If you’re studying this text, you’ll want to discuss how this stereotype is addressed and challenged through language.

As with other modules, you will be assessed on how clear, precise, and effective your language is.

‘Register, structure, and modality ’ are words used to describe your writing, and essentially mean that your work shows an understanding of the formality of writing for English.

For example, “The start of The Castle might show what Australians think of the differences between boys and girls” would make for a terrible opening to an essay, because it shows little understanding of register through the lack of formality, a poor grasp of structure (it discusses a specific scene at the very beginning), and a low modality (‘might’) when a higher one would work best.

“Within Rob Sitch’s comedy-drama film The Castle (1917), the director both affirms and challenges beliefs about working-class Australians’ views on gender through the use of language” would work as a stronger opening sentence, because it uses the right kind of register and modality, while also being structurally sound.

The more you show your understanding of cultural perceptions and identity, and how they are shown through language, the higher your grades will be.

You will also be expected to write ‘imaginatively,’ meaning you will be producing writing of your own which shows your understanding of how particular cultural groups are represented.

What will I be assessed on?

You can have one internal (that is, in-school) assessment specifically on this Module.

As there is a cap of 4 internal assessments for Year 12 including the Trial HSC exam only 3 modules will have assessments attached to them. This means that you may not have a formal essay assessment for Module A before the HSC Trial Exam.

In addition to this limit, there is a cap of one formal written assessment for Year 12.

Potential forms for a Mod A assessment are :

• A multimodal presentation (you must do one throughout the year)
• An imaginative recreation
• A combination of the above tasks

In your Trial HSC exam, you will be set an essay question in Paper 2 of the HSC English Exam.

Prescribed Texts for HSC English Module A: Language Identity and Culture

Here is the list of prescribed text for the module. Each of them focus on aspects of cultural perspectives:

How Do I Get a Band 6 in HSC English Module A?

Tip #1: develop your textual knowledge.

Having a solid grasp of the terms used often in English will assist you in how you handle the text, and ensure your composition on the text demonstrates an understanding that goes further than a surface reading.

Step 1: Familiarise yourself with textual elements

“ [Students] investigate how textual forms and conventions, as language structures and features, are used to communicate information, ideas, values, and attitudes which inform and influence perceptions of ourselves and other people and various cultural perspectives .”

To best unpack how cultural perspectives are presented in a text, you need to understand how textual features and conventions are used. As with other modules, you will analyse textual features (techniques) to analyse your text.

It is likely you will want to focus more on techniques you do not generally discuss, such as slang or languages which are not English.

For a list of textual features, have a read of our list, here !

Step 2: Learn about the form

This means discussing elements of a form which differentiate it from other kinds of forms — for example, the verse structure of a poem or particular camera angles in a film. Think hard about what your text does that would not be possible to translate into other mediums.

Step 3: Start practising writing analyses of your text

While the way you write analysis will be different depending on the form of your text, it’s important you keep proactive about recording thoughts and ideas — whether it’s by annotating your book of poetry, or recording rough notes as you watch your film, you will want to get into the habit of developing these notes into analyses.

As for how you do that, TEE tables are a great start!

What’s useful about TEE tables is that they by creating them, you’re making yourself think analytically about the text at the same time you’re creating a pool of notes for you to later draw evidence for your arguments from.

This could be done in a number of ways: for instance, you could group them by themes.

If you need some help getting started on your TEE Table for Module A, we’ve got an awesome article to help you out – click here!

Tip #2: Show Your Understanding of Your Text

Of course, in order for any of this learning to be useful, you need to learn to be able to write well in order to complete your compositions to satisfaction.

This means you need to develop the ability to write clearly, with specificity, and with a strong understanding of structure.

Step 1: Get a handle on structure

“[Students] develop increasingly complex arguments and express their ideas clearly and cohesively using appropriate register, structure, and modality.”

There are many ways you can structure your essay and its paragraph, but they are not made equal. While your analysis may be strong, it means nothing if it can’t be read in a clear and cohesive structure.

We recommend the STEEL structure for English essays: Statement, Technique, Example, Effect, and Link.

For more advice on writing a Band 6 HSC English essay, click here !

Step 2: Practise!

“Students also experiment with language and form to compose imaginative texts that explore representations of identity and culture, including their own.”

This is going to be hard to do, as you’re dealing with new ideas and concepts.

The best way to improve your understanding is to put it into words: the more practise you get in at showing your understanding of language, identity, and culture, the more refined your work will be once it’s time for examination.

Find a bunch of Year 12 Module A: Language, Identity and Culture practice questions in this article !

Step 3: Have your work read by others

Once you’ve got some writing at length done, and checked over it yourself, have your teachers or peers read over it critically.

Having other people read it is important, as when we read our own work, we tend to overlook our own mistakes and fail to notice our bad writing habits.

However, you can also try reading your work aloud to yourself, which is another way to make sure you’re making sense.

Looking for some extra help with HSC Standard English Module A: Language, Identity and Culture?

We have an incredible team of hsc english tutors and mentors who are new hsc syllabus experts.

We can help you master your HSC English text and ace your upcoming HSC English assessments with personalised lessons conducted one-on-one in your home or at one of our state of the art campuses in Hornsby or the Hills!

We’ve supported over 8,000 students over the last 11 years , and on average our students score mark improvements of over 20%!

To find out more and get started with an inspirational HSC English tutor and mentor, get in touch today or give us a ring on 1300 267 888!

Anna Dvorak  graduated from High School last year and is now studying a Bachelor of Communications, majoring in media, arts & production and journalism, at UTS. Alongside studying, Anna works as an Academic Coach & Mentor at Art of Smart while also doing freelance work. She is very passionate about the art of storytelling and helping people fulfil their potential. In her free time, you’ll find Anna working on her craft, reading, watching Netflix, somewhere outside or catching up on sleep.

Cameron Croese  completed his HSC in 2013, earning first place in his cohort in Advanced English, Extension English 1, and Extension English 2. Privately tutoring throughout his university career as an English and Education student, he enjoys helping his students at Art of Smart understand, write well on, and enjoy their texts, as well as assisting with other aspects of school life. He is a contributing editor to his student magazine, in which he has had reviews, feature articles, and short stories published.

• Topics: ✏️ English , ✍️ Learn

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The Union Buries Its Dead

Lawson's uses of language to portray ideas about australian identity and culture jami roberts 12th grade.

Language is a powerful tool that goes beyond a channel of communication, to shape both our individual and collective identity, and influence our cultural perspectives. Henry Lawson, also known as the “poet of the people '' was one of the most influential short story writers in the late 19th and early 20th century. Lawson intentionally used stylistic forms and features of language to help paint a picture of Australia’s bush identity in a realistic and un-romanticized way, which would challenge the beautified views of the harsh Australian landscape that were once shared by most of the Australian public. His detailed short stories are deeply personal and give insight into his values and beliefs and the common beliefs of remote Australians in the late 1800s and early 1900s. Through Lawson’s short stories, the notions of Australian identity and culture have changed from previously held ideas that were heavily influenced by our British heritage. Whilst Lawson’s craftsmanship reinforces stereotypes based on social classes and socializing, he boldly uses language to challenge aspects of identity and culture such as gender roles and the heroism of the bushman. Lawson’s authentic and unique views are portrayed strongly in his works ‘The...

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Australian English and the perception of “Australianess” in Henry Lawson’s short stories

Henry Lawson (1867-1922) occupies a central position in the so called “Australian bush tradition”. Lawson’s poems, essays and short stories have contributed to the specific perception of “Australianess” that famously characterised the 1890s but has left its marks in the way Australians see themselves today. This work examines the phenomenon of the appropriation of the English language by Lawson and his expert use of local aspects of English in short stories such as “The Drover’s Wife” and “A Love Story”. That appropriation can be verified in the author’s adoption of “Australianisms” as well as in his writing style and the rhythm of his sentences, where the influence of popular literary modes, such as the “bush ballad” and the “yarn” can be detected. The combination of local themes and modes of expression with an objective, almost journalistic style outbalances mere provincial or parochial tendencies and makes of Lawon a precursor of the language of the modern short story even before it became mainstream in the rest of the world.

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A presente edição da Revista Muitas Vozes abre espaço para reflexões teórico-analíticas sobre Literatura e cultura em Língua Inglesa, fórum de discussões que, indubitavelmente, ocupa espaço de destaque na esfera sociocultural há várias décadas. Isso se dá porque as obras literárias, produtos das línguas e das linguagens, não apenas figuram espaços, identidades e imaginários, mas também compõem o mosaico de múltiplas influências que afetam o processo histórico de desterritorialização de espaços, de rearticulação de identidades e de transformação de imaginários. Nesse sentido, o debate proposto pelos textos desta edição não se esgota na caracterização da influência cultural disseminada e recebida pelas comunidades anglófonas – sejam elas ex-metrópoles ou ex-colônias –, mas se estende para a análise de como as reações a essa influência são absorvidas pela arte literária, definindo posicionamentos, questionamentos e relativizações.

Ilha do Desterro

Deborah Scheidt

“Mateship”, or companionship and loyalty in adverse situations, was a common theme in late 19th century Australian short stories. Women were excluded from the practice of mateship and were not usually the protagonists of those narratives, being either kept in the background as mothers and housewives, or not present at all in the plots. Going against these stereotypes, in Barbara Baynton’s story “Squeaker’s Mate”, the “mate” is an independent, strong and hard-working woman. Baynton explores the gloomy consequences of this reversal of expected gender roles, especially after an accident leaves the protagonist paralysed and no longer in control of her body. What occurs in “Squeaker’s Mate” is a kind of “anti-mateship”, in which irony serves as a device to expose gender relations and the exclusion of women from what is traditionally considered heroic and historical. In “Squeaker’s Mate”, Baynton questioned the adoption of “mateship” as an Australian value more than half a century before that discussion started to draw formal critical attention.

Mateship is an important element of the so-called “Australian Tradition” in literature. It consists of a particular bond between men who travel the rural areas known as “the bush” or “the outback”. This article examines some of Henry Lawson’s mateship stories, with a focus on the different connotations that the term can assume for the author, especially regarding the theme of egalitarianism. It considers how the Bulletin Magazine, which “discovered” Lawson and published many of his stories, had a role in fostering a special model of Australian democracy and a peculiar style for Australian literature. It also reflects on how the dissemination of Lawson’s stories through periodicals in the last decades of the 19th century helped create a feeling of what Benedict Anderson calls “nation-ness”.

Brazil and Australia have, in the hearts of their territories, extensive lands that are not as suitable to human inhabitation as their coastal areas. Regardless of their status in economic and/or demographic terms, the “sertão” and the bush have achieved, along the histories of both countries, a great deal of symbolic relevance. This work aims at comparing the processes of appropriation of such spaces by the fiction of Brazil and Australia in “formative” moments of their literary history, in the second half of the 19th century. It departs from Antonio Candido’s theory of “literary formation”, as the moment in which, in its cultural history, a society begins to present a literature in the proper sense of the word, as opposed to a group of literary expressions. For the existence of literature “as a system”, Candido stipulates the presence of five factors working in “dynamic interaction” and divided into two groups. In the context of this research, two of the “internal factors” are the Brazilian and Australian variants of the Portuguese and the English languages as raw material for literary works, and the literary employment of rural/bush themes, in which the common man (“sertanejo”/bushman), deemed to have special knowledge of the environment and survival skills, is elevated to the condition of hero. Regarding that aspect, the role of “regionalism” in the rural/bush tradition in Brazil is comparable to a more general distinction between city and the bush in Australian culture. A literary system able to produce a tradition – that Candido defines as a continuity of patterns – is the result of the articulation of three main external (or “psychological/social”) factors: authors who are conscious of their role, a public for the productions of such authors and a literary language materialized into artistic creations. José de Alencar (1829-1877) and Henry Lawson (1867-1922) are presented as authors especially eager to engage their publics in the construction of the nation as an “imagined community” theorised by Benedict Anderson. The literary corpus of this research includes Alencar’s novel O sertanejo and a selection of short stories by Lawson, among which are “The drover’s wife”, “The bush undertaker”, “Send round the hat”, “Telling Mrs. Baker”, “The union buries its dead” and the four Joe Wilson narratives.

Ilha do Desterro: A Journal of English Language, Literature in English and Cultural Studies

Settler Colonial Studies is a theoretical approach being developed in Australia by Lorenzo Veracini (2010, 2015, 2016), inspired by Patrick Wolfe’s (1999, 2016) precursor theories. It proposes a differentiation between “colonialism” and “settler colonialism” based on the premise that the latter involves land dispossession and the literal or metaphorical disappearance of Indigenous Others, while the former is mainly concerned with the exploitation of Indigenous labour and resources.The fact that settlers “come to stay” is a crucial element in positing settler colonialism as “a structure”, whereas colonialism would be “an event” in the lives of the colonised Others. his paper adopts settler colonial theories to propose a comparative study of two modernist “social” novels by women writers in Australia and Brazil: Katharine Susannah Prichard’s Coonardoo (1929) and Rachel de Queiroz’s The Year Fiteen (1930). Both novels deal with exploitation, discrimination, racism and the dispossession of the Indigenous Other and their miscegenated descendants, from a nonIndigenous, i.e. “settler”, perspective. Elements that are crucial for settler colonialism, such as ambivalence, indigenisation and mechanisms of disavowal and transfer in several of their guides, are examined, compared and contrasted. Key words: Settler colonialism; Coonardoo; Katharine Susannah Prichard; The Year Fiteen; Rachel de Queiroz.

Abstract: The weekly current affairs magazine Bulletin became a cultural phenomenon in Australia at the end of the 19th century and beginning of the 20th century. Among the factors that explain the hegemonic force it acquired in society are its nationalist positions, the mingling of roles between contributors and readers and the unusual dialogue between contributors, readers and editors, besides the support provided to several of the authors who would become national reference. Short, objective narratives became its trademarks and contributed to the development of an “Australian style” in literature. Key words: Bulletin Magazine; Australian literature.

Colin Roderick lectures 1992: The Radical Tradition

Michael Wilding

The 1992 COLIN RODERICK LECTURES ON THE POLITICAL RADICALISM OF HENRY LAWSON, JOSEPH FURPHY AND CHRISTINA STEAD

_Reading Down Under: Australian Literary Studies Reader_, eds. Amit and Reema Sarwal

Patrick Buckridge

Australian Historical Studies, Volume 43, Issue 3

Bill Garner

Abstract Graeme Davison turned Russel Ward's argument in The Australian Legend on its head: the rural ethos and mythology which Ward argued had been transmitted from the bush to the city was instead a projection of city intellectuals. Davison's argument in ‘Sydney and the Bush’ rests primarily on the claim that the Bulletin poets who promoted the bush myth lacked bush credibility. This claim is tested against evidence that Lawson and others had a lifelong experience of bush life—as campers. I argue that camping provided an experiential foundation for the collectivist and egalitarian values identified by both Ward and Davison as distinguishing ideas of national identity in the 1890s.

Studies in Classic Australian Fiction, by Michael Wilding, Sydney Studies in Society & Culture, 32-75

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{{item.title}}, my essentials, ask for help, contact edconnect, directory a to z, how to guides, english k–12, english standard – year 12 – module a – language, identity and culture.

Sample lesson sequences, sample assessment and resources for 'Language, identity and culture'.

Teachers can adapt the following units of work as required.

• The Castle – Sample lesson sequence (DOCX 54KB)
• The Castle – Sample assessment (DOCX 40KB)
• The Castle – Resource 1 (DOCX 36KB)
• The Castle – Resource 2 (DOCX 36KB)
• The Castle – Resource 3 (DOCX 339KB)
• The Castle – Resource 4 (DOCX 35B)
• The Castle – Resource 5 (DOCX 67KB)
• The Castle – Resource 6 (DOCX 39KB)
• The Castle – Resource 7 (DOCX 36KB)
• The Castle – Resource 8 (DOCX 37KB)
• The Castle – Resource 9 (PPTX 1.2MB)

Henry Lawson

• Henry Lawson: Sample lesson sequence (DOCX 64KB)
• Henry Lawson: Sample assessment imaginative (DOCX 43KB)
• Henry Lawson: Sample assessment multimodal (DOCX 41KB)
• Henry Lawson – Resource 1 (DOCX 41KB)
• Henry Lawson – Resource 2 (DOCX 57KB)
• Henry Lawson – Resource 3a (DOCX 41KB)
• Henry Lawson – Resource 3b (DOCX 33KB)
• Henry Lawson – Resource 4 (DOCX 43KB)
• Henry Lawson – Resource 4a (DOCX 39KB)
• Henry Lawson – Resource 4b (DOCX 36KB)
• Henry Lawson – Resource 5 (DOCX 46KB)
• Henry Lawson – Resource 5a (DOCX 44KB)
• Henry Lawson – Resource 5b (DOCX 43KB)
• Henry Lawson – Resource 6 (DOCX 39KB)
• Henry Lawson – Resource 7 (DOCX 41KB)
• Henry Lawson – Resource 7b (DOCX 50KB)
• Henry Lawson – Resource 8 (DOCX 37KB)
• Henry Lawson – Resource 9a (DOCX 48KB)
• Henry Lawson – Resource 9b (DOCX 44KB)
• Henry Lawson – Resource 9c (DOCX 40KB)
• Henry Lawson – Resource 10 (DOCX 49KB)
• Henry Lawson – Resource 11 (DOCX 14KB)
• Henry Lawson – Stan Grant Extra resource (DOCX 50KB)

Inside my Mother – Eckermann

• Inside my Mother – Eckermann (PPTX 5.66 MB)
• Inside my Mother – Eckermann: resource booklet (DOCX 254 KB)
• Inside my Mother – Eckermann: sample program (DOCX 310 KB)
• Pygmalion: Sample lesson sequence (97KB)
• Pygmalion: Sample assessment (48KB)
• Pygmalion – Resource 1 (DOCX 43KB)
• Pygmalion – Resource 2 (DOCX 44KB)
• Pygmalion – Resource 3 (DOCX 45KB)
• Pygmalion – Resource 4 (DOCX 42KB)
• Pygmalion – Resource 5 (DOCX 142KB)
• Pygmalion – Resource 6 (DOCX 56KB)
• Pygmalion – Resource 7 (DOCX 89KB)
• Pygmalion – Resource 8 (DOCX 494KB)
• Pygmalion – Resource 9 (DOCX 158KB)
• Pygmalion – Resource 10 (DOCX 46KB)
• Pygmalion – Resource 11 (DOCX 47KB)
• Pygmalion – Resource 12 (DOCX 45KB)
• Pygmalion – Resource 13 (DOCX 3MB)
• Pygmalion – Resource 14 (DOCX 30KB)
• Pygmalion – Resource 15 (DOCX 44KB)
• Pygmalion – Resource 15a (DOCX 46KB)
• Pygmalion – Resource 16 (DOCX 282KB)
• Pygmalion – Resource 17 (DOCX 45KB)
• Pygmalion – Resource 18 (DOCX 455KB)
• Pygmalion – Resource 19 (DOCX 140KB)
• Pygmalion – Resource 20 (DOCX 119KB)
• Pygmalion – Resource 21 (DOCX 64KB)
• Pygmalion – Resource 22 (DOCX 53KB)
• Pygmalion – Resource 23 (DOCX 48KB)
• Pygmalion – Resource 24 (DOCX 45KB)
• Pygmalion – Resource 25 (DOCX 48KB)
• Pygmalion – Resource 26 (DOCX 57KB)
• Pygmalion – Resource 27 (DOCX 47KB)
• Pygmalion – Resource 28 (DOCX 46KB)
• Pygmalion – Resource 28a (DOCX 81KB)
• Pygmalion – Resource 29 (DOCX 44KB)
• Pygmalion – Resource 30 (DOCX 44KB)
• Pygmalion – Resource 31 (DOCX 45KB)
• Pygmalion – Resource 32 (DOCX 43KB)
• Pygmalion – Resource 33 (DOCX 45KB)
• Pygmalion – Resource 34 (DOCX 44KB)
• Pygmalion – Resource 35 (DOCX 47KB)
• Pygmalion – Resource 36 (DOCX 48KB)
• Pygmalion – Resource 37 (DOCX 44KB)
• Pygmalion – Resource 38 (DOCX 43KB)
• Pygmalion – Resource 39 (DOCX 43KB)
• Pygmalion – Resource 40 (DOCX 44KB)
• Pygmalion – Resource 41 (DOCX 44KB)
• Pygmalion – Resource 42 (DOCX 45KB)
• Pygmalion – Resource 43 (DOCX 218KB)
• Pygmalion – Resource 45 (DOCX 44KB)
• Pygmalion – Resource 46 (DOCX 43KB)
• Pygmalion – Resource 47 (DOCX 44KB)
• Pygmalion – Resource 48 (DOCX 45KB)
• Pygmalion – Resource 49 (DOCX 44KB)
• Pygmalion – Resource 50 (DOCX 44KB)

Note: There is no Resource 44.

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HSC Standard English Module A Essay and Essay Analysis: Henry Lawson

Subject: English

Age range: 14-16

Resource type: Other

Last updated

21 September 2021

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This is a three-part resource for students undertaking the NSW HSC Standard English Module A: Language, Identity and Culture.

A generic essay plan shows students how to compose an essay suitable for Stage 6, progressing them from the simpler PEEL/TEAL models of Stage 4 and 5.

A sample essay for the prescribed text, Henry Lawson’s short stories, answers a sample question for this module.

There is also a second copy of the essay, marked up to show how it follows the plan, and with five short questions which require students to engage critically with the essay and its form

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Module A – Language, Culture and Identity – One Night the Moon

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Resource Description

Module A – Language, Culture and Identity on the related text: One Night the Moon

Section I — Module A: Language, Identity and Culture Key terms/points:

• Language has the power to both reflect and shape individual and collective identity, how responses to written, spoken, audio and visual texts can shape their self-perception
• Language can be used to affirm, ignore, reveal, challenge or disrupt prevailing assumptions and beliefs about themselves, individuals and cultural groups
• Textual forms and conventions are used to communicate information, ideas, values and attitudes which inform and influence perceptions of ourselves and other people and various cultural perspectives
• Experiment with language and form to compose imaginative texts that explore representations of identity and culture

Theme: Racism and prejudice

Technique: A high angle shot

• Opening scene, where Albert’s daughter waves to emily, and emily waves back, only to have her mother force her hand down
• A high angle shot of Albert’s family is used to construct an image of someone insubstantial and inferior in comparison to that of Jim’s family who is an embodiment of superiority as indicated by society
• Also reveals the vulnerability of Albert’s family and their constant subjection to discrimination
• Reveals the learned behaviour of indirect forms of intolerance and racial discrimination from adults to children, and the challenging reality of unconscious doings of racism, ultimately addressed through the language form of camera shots
• Cultural perspectives: Entertains the notions that people of colour face discrimination and shadowed in societies

Technique: Mise-en-scene

• Mise-en-scene, another technique, utilises figure movement and expression in order to efficiently convey racism and prejudice
• The physical performances of characters like rose, uses the force of hand on emily to communicate the indifferences of the Indigenous people to their family and the supremacy their family upholds
• Mise-en-scene functions in order to express rose’ prejudicial thoughts and the influence she has on emily’s cognitive behaviour by denying her the right to do things as simple as wave, as an outcome of hostility towards Indigenous culture
• Cultural perspectives: Racial prejudice comes from learned behaviour and is not inherent, thus emitting the perspective that mannerisms can be toxic, especially those with negative connotations

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