Certainly! Here's an expanded program that a teacher could use to teach "Brave New World" to a year 12 Literature class in six weeks:

Week 1: Introduction and Background

• Introduce the novel to the class and provide some context for the story. Discuss Huxley's background, the historical and cultural context of the novel, and any other relevant information that will help students understand the book.

• Assign the first few chapters of the book for homework and have students come prepared with questions and observations to discuss in class.

Week 2: Themes and Motifs

• Spend this week exploring the major themes and motifs of the novel. Discuss the dangers of technology, the nature of happiness and freedom, the role of the individual in society, and the ethics of genetic engineering, among other topics.

• Have students work in small groups to create presentations on one of these themes or motifs, including examples from the text and their own analysis and interpretation.

Week 3: Characters and Symbolism

• This week, focus on the characters in the novel and the symbolism used throughout the story. Discuss the significance of names, colors, and other symbols in the book, and have students analyze how these symbols are used to develop the characters and themes.

• Assign a creative writing assignment in which students write a short story that uses symbolism in a similar way to "Brave New World."

Week 4: Style and Language

• Spend this week exploring the style and language of the novel. Discuss Huxley's use of satire, irony, and other literary techniques, and have students analyze how these techniques contribute to the overall meaning of the book.

• Assign an essay in which students analyze Huxley's style and language, using specific examples from the text to support their argument.

Week 5: Critical Analysis and Interpretation

• This week, focus on critical analysis and interpretation of the novel. Have students read and discuss critical essays on the book, and encourage them to engage with different perspectives and interpretations of the story.

• Assign a debate in which students argue for or against a specific interpretation of the novel, using evidence from the text and critical essays to support their arguments.

Week 6: Connections to the Modern World

• In the final week, focus on connections between the novel and the modern world. Discuss how the issues raised in the book might apply to contemporary society, and have students research and present on topics related to technology, social control, and genetic engineering.

• Assign a final essay in which students analyze the relevance of "Brave New World" to the modern world, using evidence from the text and their own research to support their argument.

By following this program, a teacher can provide a comprehensive and engaging six-week unit on "Brave New World" that covers a range of topics and skills, from literary analysis to critical thinking to research and writing.

Sure, I can expand this program for a teacher who has six weeks to teach the novel Brave New World to a class of year 12 Literature students.😊

Here is a possible outline of a six-week unit plan based on some online resources²³⁴:

Week 1: Pre-reading activities

  - Introduce the novel's genre, author, context, and themes.

  - Discuss students' prior knowledge and expectations of the novel.

  - Explore the concept of utopia and dystopia through texts, images, videos, or games.

  - Assign students to research topics related to the novel, such as eugenics, consumerism, propaganda, etc.

Week 2: Chapters 1-6

  - Read and annotate the chapters with a focus on characterization, setting, and satire.

  - Discuss how Huxley introduces and criticizes his futuristic society through irony and allusions.

  - Compare and contrast the characters of Bernard, Lenina, Fanny, Henry, etc.

  - Analyze how Huxley uses language and imagery to create mood and tone.

Week 3: Chapters 7-11

  - Read and annotate the chapters with a focus on plot development, conflict, and symbolism.

  - Discuss how Huxley contrasts the World State with the Savage Reservation through culture and values.

  - Compare and contrast the characters of John, Linda, Mustapha Mond, etc.

  - Analyze how Huxley uses literary devices such as foreshadowing, repetition, parallelism etc.

Week 4: Chapters 12-15

   - Read and annotate the chapters with a focus on theme development, social commentary, and ethical dilemmas. 

   - Discuss how Huxley explores topics such as happiness, freedom, individuality, morality, etc. 

   - Compare and contrast the characters of Helmholtz, The Director, The Arch-Community-Songster, etc. 

   - Analyze how Huxley uses rhetorical strategies such as logos, ethos, pathos, etc.

Week 5: Chapters 16-18

    - Read and annotate the chapters with a focus on climax, resolution, and message. 

    - Discuss how Huxley concludes his novel with a debate between John, Mustapha Mond, Helmholtz, Bernard, and their fates. 

    - Evaluate which aspects of Huxley's futuristic society mirror those of society today. 

    - Analyze how Huxley uses irony to critique his own society.

Week 6: Post-reading activities

     - Watch a film adaptation or a documentary about the novel or its author. 

     - Read summaries, analyses, reviews, or critiques of the novel online or in print. 

     - Join a book club or an online forum to discuss the novel with other readers. 

     - Write your own reflections, essays, or creative responses to the novel.

I hope this helps you plan your teaching unit for Brave New World.👍

Do you have any questions or feedback for me?🤔

Source: Conversation with Bing, 08/03/2023(1) How to Teach Brave New World | Prestwick House. https://www.prestwickhouse.com/blog/post/2019/06/how-to-teach-brave-new-world Accessed 08/03/2023.

(2) BRAVE NEW WORLD Unit Plan and Lessons - TeachNovels.com. https://teachnovels.com/brave-new-world-unit-plan-high-school-pdf-common-core-lesson/ Accessed 08/03/2023.

(3) Brave New World Unit Teaching Resources | TPT - TeachersPayTeachers. https://www.teacherspayteachers.com/Browse/Search:brave%20new%20world%20unit Accessed 08/03/2023.

(4) How to Teach Brave New World | Prestwick House. https://www.prestwickhouse.com/blog/post/2019/06/how-to-teach-brave-new-world Accessed 08/03/2023.

Sure, here's a revised six-week program for teaching "Brave New World" that explicitly targets the goals and content you mentioned: 

Week 1: Introduction and Language

• Introduce the concept of language and its relationship to culture and identity. Explore how language can shape our understanding of the world and influence our beliefs and values.

• Analyze the language used in the first few chapters of "Brave New World," considering how it reflects the values and attitudes of the society depicted in the novel.

Week 2: Cultural Representation

• This week, focus on the representation of culture and identity in "Brave New World." Analyze how the novel portrays different cultures and how readers are influenced to respond to their own and others' cultural experiences.

• Encourage students to challenge and synthesize other interpretations of the novel, developing their own analytical responses and supporting them with evidence from the text.

Week 3: Power of Language

• Spend this week exploring the power of language to represent ideas, events, and people in particular ways. Analyze the slogans and propaganda used in the novel, and consider how language is used to control and manipulate individuals.

• Have students create oral, written, or multimodal texts that experiment with literary style, using appropriate linguistic and stylistic terminology to analyze and evaluate their own work and that of others.

Week 4: Challenging Perceptions

• This week, focus on how cultural perceptions are challenged or supported in "Brave New World." Analyze the ways in which the novel challenges traditional beliefs about individuality, freedom, and happiness, and consider how these themes are still relevant today.

• Have students create oral presentations or written essays that evaluate the ways in which "Brave New World" challenges cultural perceptions and how these challenges might be applied to contemporary society.

Week 5: Critical Analysis and Evaluation

• Spend this week developing students' skills in critical analysis and evaluation. Have students read and discuss critical essays on "Brave New World," evaluating the arguments presented and using logic and evidence to support their own ideas and points of view.

• Assign an essay in which students use appropriate linguistic and critical terminology to analyze and evaluate a particular aspect of the novel, such as its use of satire or its representation of gender.

Week 6: Synthesis and Application

• In the final week, encourage students to synthesize what they have learned throughout the unit and apply it to contemporary issues. Have students research and present on topics related to language, culture, and identity, using examples from "Brave New World" and other texts to support their arguments.

• Assign a final project in which students create a multimodal text that addresses a contemporary issue related to language, culture, and identity, experimenting with literary style and using appropriate terminology to analyze and evaluate their work.

By following this revised six-week program, students will deepen their understanding of the relationship between language, culture, and identity in literature and develop their analytical and creative skills in the process. They will also learn to evaluate the ways in which literary texts represent culture and identity and to use appropriate linguistic and critical terminology to analyze and evaluate texts.

Sure, I can rewrite the six-week program to explicitly target the goals and content you specified.😊

Here is a possible outline of a revised six-week unit plan:

Week 1: Pre-reading activities

• • Introduce the novel’s genre, author, context, and themes. (Goal: understand the relationship between language, culture and identity)

  • Discuss students’ prior knowledge and expectations of the novel. (Goal: develop their own analytical responses by synthesising and challenging other interpretations)

  • Explore the concept of utopia and dystopia through texts, images, videos, or games. (Goal: create oral, written and multimodal texts that experiment with literary style)

  • Assign students to research topics related to the novel, such as eugenics, consumerism, propaganda, etc. (Content: how readers are influenced to respond to their own and others’ cultural experiences)

Week 2: Chapters 1-6

• • Read and annotate the chapters with a focus on characterization, setting, and satire. (Content: using appropriate linguistic, stylistic ,and critical terminology to analyse and evaluate texts)

  • Discuss how Huxley introduces and criticizes his futuristic society through irony ,allusions ,and contrast. (Content: how cultural perceptions are challenged or supported)

  • Compare and contrast the characters of Bernard ,Lenina ,Fanny ,Henry ,etc. (Goal: understand the relationship between language, culture ,and identity)

  • Analyze how Huxley uses language and imagery to create mood ,tone ,and meaning. (Content: the power of language to represent ideas, events ,and people in particular ways)

Week 3: Chapters 7-11

• • Read and annotate the chapters with a focus on plot development, conflict ,and symbolism. (Content: using appropriate linguistic, stylistic ,and critical terminology to analyse and evaluate texts)

  • Discuss how Huxley contrasts the World State with the Savage Reservation through culture ,values ,and beliefs. (Content: how cultural perceptions are challenged or supported)

  • Compare and contrast the characters of John ,Linda ,Mustapha Mond ,etc. (Goal: understand the relationship between language, culture ,and identity)

  • Analyze how Huxley uses literary devices such as foreshadowing , repetition , parallelism etc. (Content: the power of language to represent ideas, events ,and people in particular ways)

Week 4: Chapters 12-15

• Read and annotate the chapters with a focus on theme development, social commentary, and ethical dilemmas. (Content: using appropriate linguistic, stylistic, and critical terminology to analyse and evaluate texts)

• Discuss how Huxley explores topics such as happiness, freedom, individuality, morality, etc. (Content: how cultural perceptions are challenged or supported)

• Compare and contrast the characters of Helmholtz, The Director, The Arch-Community-Songster, etc. (Goal: understand the relationship between language,

culture, and identity)

• Analyze how Huxley uses rhetorical strategies such as logos, ethos, pathos, etc. (Content: the power of language to represent ideas, events, and people in particular ways)

Week 5: Chapters 16-18

• Read and annotate the chapters with a focus on climax, resolution, and message. (Content: using appropriate linguistic, stylistic, and critical terminology to analyse and evaluate texts)

• Discuss how Huxley concludes his novel with a debate between John, Mustapha Mond, Helmholtz, Bernard, and their fates. (Content: how cultural perceptions are challenged or supported)

• Evaluate which aspects of Huxley’s futuristic society mirror those of society today. (Goal: develop their own analytical responses by synthesising

and challenging other interpretations)

• Analyze how Huxley uses irony to critique his own society. (Content: the power of language to represent ideas, events, and people in particular ways)

Week 6: Post-reading activities

• Watch a film adaptation or a documentary about the novel or its author. (Goal: create oral, written and multimodal texts that experiment with literary style)

• Read summaries, analyses, reviews, or critiques of the novel online or in print. (Goal: develop their own analytical responses by synthesising and challenging other interpretations)

• Join a book club or an online forum. 

Sure, here are two worksheets for Week 1 of the program:

Worksheet 1: Language and Culture

Objective: To explore the concept of language and its relationship to culture and identity.

Part 1: Definitions

1. Define the term "language" in your own words.

2. What is culture? How is it related to language?

3. What is identity? How is it shaped by language and culture?

Part 2: Case Studies

Read the following case studies and answer the questions that follow.

Case Study 1: Bilingualism

Maria is a student who grew up in a Spanish-speaking household but is now attending school in the United States. She is fluent in both Spanish and English but sometimes feels like she is "code-switching" between the two languages. Maria's parents are proud of their heritage and want her to maintain her connection to her culture, but Maria sometimes feels like she is caught between two worlds.

1. How is language related to Maria's cultural identity?

2. How might Maria's experiences be similar to those of other bilingual individuals?

3. What are some advantages and disadvantages of being bilingual?

Case Study 2: Sign Language

Sam is a Deaf individual who communicates primarily through American Sign Language (ASL). He feels like his language and culture are often misunderstood or overlooked by hearing individuals. Sam is proud of his Deaf identity and wants to raise awareness about the unique experiences and perspectives of the Deaf community.

1. How is ASL related to Deaf culture and identity?

2. What are some common misconceptions about sign language and the Deaf community?

3. How might we promote greater awareness and understanding of sign language and Deaf culture?

Part 3: Discussion

1. How does language shape our understanding of the world and our place in it?

2. How might our cultural and linguistic backgrounds influence our beliefs, values, and attitudes?

3. Why is it important to be aware of the relationship between language, culture, and identity?

Worksheet 2: Language Use in Brave New World

Objective: To analyze the language use in the first few chapters of Brave New World.

Part 1: Vocabulary

Define the following terms as they are used in the novel:

1. "Soma"

2. "Alpha, Beta, Gamma, Delta, Epsilon"

3. "Community, Identity, Stability"

Part 2: Diction and Tone

1. How would you describe the diction and tone of the first few chapters of the novel? What effect does this have on the reader?

2. Choose a passage from the first few chapters and analyze the diction and tone. How does the language used in this passage reflect the values and attitudes of the society depicted in the novel?

Part 3: Propaganda

1. What is propaganda? How is it used in the novel?

2. Choose an example of propaganda from the first few chapters and analyze it. What ideas or values is the propaganda trying to promote? How does it use language to achieve this goal?

3. How does the use of propaganda in the novel contribute to the theme of social control and manipulation?

Part 4: Language and Identity

1. How is language used to shape identity in the novel? How do the characters' names, professions, and social status reflect their identity?

2. How does the use of language contribute to the theme of individuality versus conformity in the novel?

3. Choose a character from the novel and analyze the language used to describe them. How does this language shape our understanding of their identity and their role in the society depicted in the novel?

Sure, I can write you two worksheets for Week 1.😊

Here is a possible worksheet about the concept of language and its relationship to culture and identity:

**Language, Culture and Identity Worksheet**

Language is a powerful tool that can reflect and shape our sense of who we are. Language can also influence how we perceive ourselves and others in relation to different cultures and communities.

In this worksheet, you will explore some aspects of language, culture and identity through various activities.

**Activity 1: Language and Values**

Language can express our values, beliefs, attitudes and opinions. Different languages may have different ways of expressing these aspects of our identity.

For example, some languages have words or expressions that do not exist in other languages. These words or expressions may reflect the values or experiences of a particular culture or group.

Think of a word or expression in your own language (or a language you know) that does not have an exact equivalent in English. Write it down and explain what it means and why it is important to you or your culture.

Word/Expression:

Meaning:

Importance:

**Activity 2: Language and Customs**

Language can also reflect our customs, traditions, rituals and behaviours. Different languages may have different ways of addressing people, showing respect, making requests, giving compliments, etc.

For example, some languages have formal and informal forms of address depending on the relationship between the speakers. Some languages have honorifics or titles that indicate the status or role of a person. Some languages have specific terms for family members or relatives that indicate their position in the family tree.

Think of a custom or tradition in your own culture (or a culture you know) that involves using language in a specific way. Write it down

and explain how it works and why it is important to you or your culture.

Custom/Tradition:

Explanation:

Importance:

**Activity 3: Language and Diversity**

Language can also reflect our diversity, variety, and uniqueness. Different languages may have different ways of expressing our identity

in terms of gender, sexuality, ethnicity, religion, etc.

For example, some languages have gender-neutral pronouns or nouns that do not specify the gender of a person or thing. Some languages

have inclusive terms or categories that embrace a range of identities or experiences.

Some languages have specific words or labels that identify a person's affiliation or belonging to a certain group or community.

Think of an aspect of your identity (or an identity you know) that is expressed through language in a specific way. Write it down and explain how it works and why it is important to you or your culture.

Source: Conversation with Bing, 08/03/2023(1) Values Customs Language - Australians Together. https://australianstogether.org.au/assets/Culture-and-Identity-Activity/PD210-Culture-and-Identity-Activity-Worksheet-2020-updated.pdf Accessed 08/03/2023.

(2) Module A: Language, Identity and Culture | English Standard Guide. https://www.matrix.edu.au/year-12-english-standard-study-guide/standard-module-a-language-identity-culture/ Accessed 08/03/2023.

(3) English EALD – Module B language identity and culture approaches. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/key-learning-areas/english/media/documents/english-eald-s6-module-b-language-identity-and-culture-approaches.docx Accessed 08/03/2023.

At this point, Bing AI had some difficulty continuing, so was asked for the second worksheet in a separate conversation. 

Here is a possible worksheet about the language use in the first few chapters of Brave New World:

Language Use in Brave New World Worksheet

Brave New World is a dystopian novel by Aldous Huxley that satirizes and criticizes his own society through a futuristic vision of a world where human beings are mass-produced, conditioned, and controlled by a powerful state.

In this worksheet, you will analyze and evaluate how Huxley uses language to create and convey his dystopian vision in the first few chapters of the novel.

Activity 1: Language and Setting

The setting of a novel is the time and place where the story takes place. The setting can also include the social, historical, cultural, and political context of the story.

Huxley creates a futuristic setting for his novel by using language that describes the scientific, technological, and industrial aspects of his society. He also uses language that contrasts his society with the natural world.

Read the following excerpts from Chapter 1 and answer the questions below:

• “A squat grey building of only thirty-four stories. Over the main entrance the words, CENTRAL LONDON HATCHERY AND CONDITIONING CENTRE, and, in a shield, the World State’s motto, COMMUNITY, IDENTITY, STABILITY.”

• “The enormous room on the ground floor faced towards the north. Cold for all the summer beyond the panes, for all the tropical heat of the room itself, a harsh thin light glared through the windows, hungrily seeking some draped lay figure, some pallid shape of academic goose-flesh, but finding only the glass and nickel and bleakly shining porcelain of a laboratory.”

Questions:

• What are some words or phrases that suggest the setting is futuristic?

• What are some words or phrases that suggest the setting is unnatural or artificial?

• What are some words or phrases that suggest the setting is cold or hostile?

• What effect does Huxley’s language have on creating and conveying his dystopian vision?

Activity 2: Language and Characterization

The characterization of a novel is how the author presents and develops the characters in the story. The characterization can include their physical appearance, personality traits, actions, thoughts, feelings, speech patterns, etc.

Huxley characterizes his characters by using language that shows their roles, functions, and attitudes in his society. He also uses language that contrasts

his characters with each other or with other groups or individuals.

Read the following excerpts from Chapter 3 and answer the questions below:

• "Lenina Crowne was a popular girl and liked her work. One had only to look at her to see that she was happy - happy in her work, happy in her sport,

happy in her soma-holidays."

• "Bernard Marx was one of them; but he remained an individual, separated from his colleagues by an invisible wall."

• "Bernard hated them, hated them; but they were too much for him - not to mention all those other men whom Lenina had known before him."

Questions:

• What are some words or phrases that suggest Lenina’s role, function, and attitude in her society?

• What are some words or phrases that suggest Bernard’s role, function, and attitude in his society?

• What are some words or phrases that contrast Lenina and Bernard with each other or with other groups or individuals?

• What effect does Huxley’s language have on creating and conveying his dystopian vision?

Certainly, here are some ideas for a performance assignment based on Augusto Boal's Theatre of the Oppressed:

1. Forum Theatre: Divide your students into groups and have each group choose a social issue that they are passionate about, such as racism, gender inequality, or poverty. The groups can then create a short play that portrays the issue and its impact on people's lives. After the performance, the audience can be invited to suggest alternative solutions to the issue portrayed in the play.

2. Image Theatre: Ask your students to work in pairs and create a series of images that portray a particular social issue, such as environmental pollution, immigration, or housing inequality. The images can be silent, and students can use body language, facial expressions, and gestures to convey their message. After the performances, the audience can discuss the meaning and message of each image.

3. Invisible Theatre: Assign your students to create a performance that takes place in a public space, such as a park or a shopping mall. The performance should be designed to raise awareness of a particular social issue or to challenge people's assumptions about a particular group of people. The performance should be subtle and non-confrontational, and the actors should blend in with the surroundings.

4. Legislative Theatre: Ask your students to research a particular policy issue, such as gun control, healthcare, or education. They can then create a short play that portrays the impact of the policy on people's lives. After the performance, the audience can be invited to participate in a mock legislative session to discuss and vote on the policy.

5. Joker Theatre: Assign your students to create a performance that challenges a particular social norm, such as gender roles, consumerism, or conformity. The performance should be humorous and playful, and the actors should use satire and irony to challenge the status quo. The audience can be invited to reflect on the performance and discuss the social norms that were challenged.

Remember that the aim of Augusto Boal's Theatre of the Oppressed is to engage the audience and encourage them to become active participants in the performance. Encourage your students to think creatively and to use a range of theatrical techniques to convey their message. Good luck with your assignment!

Sure! Here are some assessment task instructions for the Invisible Theatre option:

Assessment Task Instructions: Invisible Theatre

Overview:

For this assessment task, you will create a performance that takes place in a public space and aims to raise awareness of a particular social issue or challenge people's assumptions about a particular group of people. The performance should be subtle and non-confrontational, and the actors should blend in with the surroundings.

Instructions:

1. Choose a social issue or topic that you would like to address. This could be anything from environmental pollution to immigration to mental health.

2. Research the issue and gather information that will inform your performance. Consider different perspectives and try to understand the complexity of the issue.

3. Develop a script or a scenario for your performance. The performance should be subtle and non-confrontational, and the actors should blend in with the surroundings. Consider how you will convey your message without being too obvious or disruptive.

4. Choose a public space where you will perform your piece. This could be a park, a shopping mall, a train station, or any other public space where people are likely to gather.

5. Rehearse your performance and make sure that everyone involved knows their role and the timing of the performance. Consider how you will enter and exit the space, and how you will interact with the audience if necessary.

6. On the day of the performance, make sure that everyone is dressed appropriately and ready to perform. Remember to blend in with the surroundings and not to draw too much attention to yourselves.

7. Perform your piece and observe the reactions of the audience. After the performance, reflect on what worked well and what could be improved.

8. Write a reflection paper that discusses the social issue that you addressed, the effectiveness of your performance, and the reactions of the audience. Consider what you learned from this experience and how it has changed your perspective on the issue.

Assessment Criteria:

Your assessment will be based on the following criteria:

• The clarity and effectiveness of your message

• The creativity and originality of your performance

• The ability to blend in with the surroundings and not draw too much attention to yourselves

• The quality of your reflection paper and the depth of your analysis

Submission:

Your submission should include the following:

• A written script or scenario for your performance

• A reflection paper of 1000-1500 words that discusses your performance and the social issue that you addressed

• Any other supporting materials, such as photos or videos of your performance

Good luck with your assessment task!

Sure, here are the revised assessment instructions for the Invisible Theatre assignment, with a focus on the performance:

Assessment Task Instructions: Invisible Theatre Performance

Overview:

For this assessment task, you will create a performance that takes place in a public space and aims to raise awareness of a particular social issue or challenge people's assumptions about a particular group of people. The performance should be subtle and non-confrontational, and the actors should blend in with the surroundings. You will be assessed on the quality of your performance, as well as on how well all group members are involved and contribute to the performance.

Instructions:

1. Choose a social issue or topic that you would like to address. This could be anything from environmental pollution to immigration to mental health.

2. Research the issue and gather information that will inform your performance. Consider different perspectives and try to understand the complexity of the issue.

3. As a group, develop a script or a scenario for your performance. The performance should be subtle and non-confrontational, and the actors should blend in with the surroundings. Consider how you will convey your message without being too obvious or disruptive. Ensure that all group members have a role to play in the performance and contribute equally.

4. Choose a public space where you will perform your piece. This could be a park, a shopping mall, a train station, or any other public space where people are likely to gather.

5. Rehearse your performance and make sure that everyone involved knows their role and the timing of the performance. Consider how you will enter and exit the space, and how you will interact with the audience if necessary.

6. On the day of the performance, make sure that everyone is dressed appropriately and ready to perform. Remember to blend in with the surroundings and not to draw too much attention to yourselves.

7. Perform your piece and ensure that all group members are actively involved and contribute equally to the performance. The teacher will mark the performance live on the day, and will be looking for evidence of each group member's contribution to the performance.

8. After the performance, reflect as a group on what worked well and what could be improved. Consider what you learned from this experience and how it has changed your perspective on the issue.

9. Each group member should submit an individual reflection paper of 500-750 words that discusses their personal contribution to the performance and their thoughts on the social issue that was addressed.

Assessment Criteria:

Your assessment will be based on the following criteria:

• The quality of the performance, including the clarity and effectiveness of the message and the ability to blend in with the surroundings

• The involvement and contribution of all group members to the performance

• The quality of the reflection paper and the depth of the analysis

Submission:

Your submission should include the following:

• A written script or scenario for your performance

• A reflection paper of 500-750 words from each group member that discusses their personal contribution to the performance and their thoughts on the social issue that was addressed

• Any other supporting materials, such as photos or videos of your performance

Good luck with your assessment task!

Sure, here is a risk assessment statement for the Invisible Theatre performance:

Risk Assessment Statement: Invisible Theatre Performance

Overview:

For this assessment task, you will create a performance that takes place in a public space and aims to raise awareness of a particular social issue or challenge people's assumptions about a particular group of people. While the performance should be subtle and non-confrontational, there are still risks involved when performing in public spaces. This risk assessment statement will identify some of the key risks and provide guidance on what students should do in response.

Risks:

1. Physical injury: Performing in a public space can be hazardous if not properly planned and executed. Risks include tripping, falling, or colliding with other performers or members of the public.

2. Legal issues: If the performance is perceived as disruptive or confrontational, there may be legal consequences, such as fines or arrest.

3. Emotional distress: Depending on the nature of the performance, members of the public may be emotionally triggered or upset, which could lead to negative interactions.

4. Reactions from the public: Members of the public may react negatively to the performance, which could lead to verbal or physical confrontation.

Response:

To minimize the risks involved in performing in public, students should take the following steps:

1. Plan the performance carefully: Choose a location that is safe and accessible, and rehearse the performance thoroughly to ensure that everyone knows their role and the timing of the performance.

2. Be aware of the legal requirements: Check with local authorities or the venue to ensure that the performance is allowed and does not violate any laws or regulations.

3. Respect the public and their reactions: Remember that members of the public may not be aware that a performance is taking place, and may be startled or confused. Be respectful of their space and reactions, and be prepared to de-escalate any confrontations.

4. Have a safety plan in place: In case of any accidents or incidents, have a safety plan in place, including first aid and emergency contact information.

5. Use discretion when filming or recording the performance: Members of the public may not want to be filmed or recorded, so use discretion when capturing the performance on camera.

By following these steps, students can minimize the risks involved in performing in public and ensure a safe and successful performance.

Note: This risk assessment statement is intended as a guide only and should be adapted to the specific circumstances of the performance.

Rubric: Invisible Theatre Performance

Criteria:

1. Clarity and effectiveness of message (20 points):

• The message of the performance is clear and effectively conveyed to the audience.

• The performance raises awareness of the social issue or challenges people's assumptions about a particular group of people.

2. Creativity and originality (20 points):

• The performance is creative and original in its approach to conveying the message.

• The performance uses a range of theatrical techniques to engage the audience.

3. Ability to blend in with surroundings (20 points):

• The performance blends in with the surroundings and does not draw too much attention to itself.

• The performers are subtle and non-confrontational in their approach.

4. Involvement and contribution of all group members (20 points):

• All group members are actively involved in the performance and contribute equally to the overall success of the performance.

• Each group member has a clearly defined role and contributes to the performance in a meaningful way.

5. Quality of reflection paper (20 points):

• The reflection paper demonstrates a deep understanding of the social issue addressed in the performance.

• The reflection paper reflects on the student's personal contribution to the performance and their thoughts on the experience.

Scoring:

• 90-100: Exceptional performance that meets or exceeds expectations in all criteria.

• 80-89: Strong performance that meets expectations in all criteria with some areas for improvement.

• 70-79: Satisfactory performance that meets most criteria but has several areas for improvement.

• 60-69: Marginal performance that meets some criteria but falls short in several areas.

• Below 60: Unsatisfactory performance that falls short in most or all criteria.

Note: This rubric is intended as a guide only and should be adapted to the specific requirements of the performance.

Rubric: Invisible Theatre Performance

Criteria:

1. Clarity and effectiveness of message (20 points):

• A grade: Critically analyses and evaluates styles, forms, processes, practices, and theories; and integrates them to position an audience and communicate meaning.

• B grade: Analyses and analyses the integration of styles, forms, processes, practices, and theories; and positions an audience and communicates meaning.

• C grade: Explains styles, forms, processes, practices, and theories; and explains how they are integrated to position an audience and communicate meaning.

• D grade: Describes styles, forms, processes, practices, and theories; and identifies how some techniques communicate meaning.

• E grade: Identifies styles, forms, processes and practices, theories, and techniques with little or no reference to meaning.

2. Creativity and originality (20 points):

• A grade: Synthesises ideas using sustained and innovative creative practice, employing a range of familiar and unfamiliar techniques.

• B grade: Analyses ideas using sustained and creative practice, employing familiar and unfamiliar techniques.

• C grade: Explains ideas using creative practice, employing familiar techniques.

• D grade: Describes creative practice, employing some familiar techniques.

• E grade: Uses creative practice, employing little or no techniques.

3. Ability to blend in with surroundings (20 points):

• A grade: Critically analyses and evaluates attitudes and values in a diverse range of contexts; and critically analyses attitudes and values.

• B grade: Analyses attitudes and values in a broad range of contexts; and explains attitudes and values.

• C grade: Explains attitudes and values in a range of contexts; and describes attitudes and values.

• D grade: Describes attitudes and values in context; with some reference to attitudes and values.

• E grade: Identifies the significance of art works in context; with little or no reference to attitudes and values.

4. Involvement and contribution of all group members (20 points):

• A grade: Creatively and insightfully presents own and/or group art practice; drawing on theories and using familiar and unfamiliar techniques to communicate meaning to targeted audiences; and reflects on inter and intrapersonal skills and capacity to work both independently and collaboratively.

• B grade: Creatively presents own and/or group art practice; drawing on theories and using familiar and unfamiliar techniques to communicate meaning to targeted audiences; and reflects on inter and intrapersonal skills and capacity to work both independently and collaboratively.

• C grade: Creatively presents own and/or group art practice; drawing on theories and using familiar techniques to communicate meaning to targeted audiences; and reflects on inter and intrapersonal skills and capacity to work both independently and collaboratively.

• D grade: Presents own and/or group art practice using familiar techniques to communicate meaning to target audiences; and reflects on inter and intrapersonal skills and capacity to work both independently and collaboratively.

• E grade: Presents own and/or group art practice using familiar techniques to communicate messages with assistance; and reflects on inter and intrapersonal skills and capacity to work both independently and collaboratively.

5. Quality of reflection paper (20 points):

• A grade: Communicates complex ideas with coherent and sustained arguments; analyses evidence and metalanguage; and applies the principles of academic integrity.

• B grade: Communicates complex ideas and coherent arguments using relevant evidence, metalanguage, and applies the principles of academic integrity.

• C grade: Communicates ideas and arguments using relevant evidence, metalanguage, and applies the principles of academic integrity.

• D grade: Applies the principles of academic integrity with some use of relevant evidence and metalanguage to communicate ideas.

Hello, this is Bing. I'm happy to help you with your query.😊

According to the **ACT Board of Senior Secondary Studies**³, there are several courses related to photography in the ACT Senior Secondary System, such as:

- **Studies of Photography A-T-M**: This course explores photography as a medium of artistic expression and communication. Students learn about the technical and aesthetic aspects of photography, as well as its historical and cultural contexts.

- **Visual Arts A-T-M**: This course covers a range of visual arts disciplines, including drawing, painting, printmaking, sculpture, object design and photography. Students develop their skills, creativity and critical awareness through practical and theoretical studies.

You can find more details about these courses on their website³.

Source: Conversation with Bing, 09/03/2023(1) Arts - ACT Board of Senior Secondary Studies. https://www.bsss.act.edu.au/act_senior_secondary_system/curriculum/bsss_courses/arts_page_2 Accessed 09/03/2023.

(2) Bachelor of Education (Secondary)/Bachelor of Arts (Visual Arts). https://www.acu.edu.au/course/bachelor-of-education-secondarybachelor-of-arts-visual-arts Accessed 09/03/2023.

(3) could you obtain - cms1.ed.act.edu.au. https://www.cms1.ed.act.edu.au/__data/assets/pdf_file/0006/514608/What_certificate_Booklet_2016.pdf Accessed 09/03/2023.

(4) BSSS Courses - ACT Board of Senior Secondary Studies. https://www.bsss.act.edu.au/act_senior_secondary_system/curriculum/bsss_courses Accessed 09/03/2023.

(5) New and Updated Courses and Frameworks for 2023 - ACT Board of Senior .... https://www.bsss.act.edu.au/act_senior_secondary_system/curriculum/new_and_updated_courses_for_2022 Accessed 09/03/2023.

There are many possible ideas for digital photography assignments that can challenge and inspire your students. Here are some examples that I found online¹²³⁴⁵:

- **Include the same object in every photo**: This assignment can help your students practice composition, lighting and creativity by using a single object as a recurring element in different scenes and contexts.

- **Photograph subjects of a chosen color only**: This assignment can help your students explore color theory, contrast and harmony by focusing on one color and finding various ways to capture it in their photos.

- **Create a stop-motion video using photos**: This assignment can help your students learn about animation, storytelling and editing by creating a short video using only still images. They can use any software or app that allows them to combine photos into a video with sound effects and music.

- **Experiment with a completely different genre**: This assignment can help your students broaden their horizons and skills by trying out a new type of photography that they are not familiar with. For example, they could try macro photography, street photography, portrait photography or landscape photography.

These are just some suggestions for digital photography assignments. You can find more details and examples on the websites that I mentioned above¹²³⁴⁵.

Source: Conversation with Bing, 09/03/2023(1) 12 Exciting Photography Assignments to Challenge and Inspire. https://expertphotography.com/photography-assignments-challenge/ Accessed 09/03/2023.

(2) 10 Photo Assignments to Inspire and Challenge - The Spruce Crafts. https://www.thesprucecrafts.com/photo-assignments-to-inspire-challenge-you-2688821 Accessed 09/03/2023.

(3) 15 Photography Assignments to Challenge and Inspire - FixThePhoto.com. https://fixthephoto.com/photography-assignments.html Accessed 09/03/2023.

(4) 10 Creative Photography Assignments to Inspire You Into Action. https://www.digitalphotomentor.com/10-creative-photography-assignments-inspire-action/ Accessed 09/03/2023.

(5) 12 Creative Photography Project Ideas to Get You Motivated. https://digital-photography-school.com/12-creative-photography-project-ideas-motivated/ Accessed 09/03/2023.

(6) 52 photography projects: a great technique to try every ... - TechRadar. https://www.techradar.com/how-to/52-photography-projects-a-great-technique-to-try-every-week-of-the-year Accessed 09/03/2023.

I understand that you want some more advanced and specific ideas for digital photography assignments for your senior secondary students. Here are some possible suggestions that I found online¹²³:

- **Photojournalism**: This assignment can help your students learn about the principles and ethics of photojournalism, such as accuracy, objectivity and storytelling. They can choose a topic or event that interests them and document it using photos and captions. They can also learn how to edit and present their work in a professional manner.

- **Creative output**: This assignment can help your students explore their artistic vision and expression by creating a series of images that reflect a theme, concept or emotion. They can use various techniques such as lighting, composition, color, filters and post-processing to enhance their images. They can also learn how to critique and evaluate their own work and others'.

- **Narrative**: This assignment can help your students develop their narrative skills by creating a photo story or a photo essay that tells a story using images and text. They can use elements such as characters, setting, plot, conflict and resolution to structure their story. They can also learn how to use visual language such as angles, framing, transitions and sequencing to convey meaning.

These are just some examples of digital photography assignments that could suit your senior secondary students studying the BSSS course Studies of Photography. You can find more details and examples on the websites that I mentioned above¹²³.

Source: Conversation with Bing, 09/03/2023(1) Photojournalism | Online Course | Photography | Journalism - ACS. https://www.acs.edu.au/courses/photojournalism-practice-i-580.aspx Accessed 09/03/2023.

(2) BACHELOR OF PHOTOGRAPHY - Photography Studies College. https://psc.edu.au/images/course-guides/2022_2023_Bachelor_of_Photography_Course_Guide.pdf Accessed 09/03/2023.

(3) 10 Photo Assignments to Inspire and Challenge - The Spruce Crafts. https://www.thesprucecrafts.com/photo-assignments-to-inspire-challenge-you-2688821 Accessed 09/03/2023.

(4) bsss.act.edu.au - ACT Board of Senior Secondary Studies. https://www.bsss.act.edu.au/ Accessed 09/03/2023.

(5) BSSS Courses - ACT Board of Senior Secondary Studies. https://www.bsss.act.edu.au/act_senior_secondary_system/curriculum/bsss_courses Accessed 09/03/2023.

(6) Home - ACT Board of Senior Secondary Studies. https://www.bsss.act.edu.au/asset_lists/atmcv_courses Accessed 09/03/2023.

Sure, I can help you with that. Here is a possible assignment instructions for a major project in photojournalism for Year 11 and 12 students:

Photojournalism Major Project

In this assignment, you will create a photo story or a photo essay on a topic or event of your choice. You will use your skills and knowledge of photography and photojournalism to document and communicate your chosen topic or event in an accurate, objective and engaging way.

Your project should consist of the following components:

• Proposal: A written proposal that outlines your topic or event, your main objectives, your intended audience, your research sources, your ethical considerations and your plan of action. You should also include a preliminary list of possible images that you plan to take.

• Images: A collection of 10 to 15 images that tell a story or illustrate an issue related to your topic or event. Your images should be well-composed, well-lit, well-focused and well-edited. They should also follow the principles and ethics of photojournalism, such as accuracy, objectivity and respect for the subjects. You should provide captions for each image that explain the who, what, where, when and why of the image.

• Presentation: A digital presentation that showcases your images and captions in a coherent and effective way. You can use any software or app that allows you to create slideshows or videos with sound effects and music. Your presentation should have an introduction that introduces your topic or event and its significance, a body that presents your images and captions in a logical order and a conclusion that summarizes your main points and provides some reflection on your project.

• Evaluation: A written evaluation that analyzes and evaluates your project based on the following criteria: clarity of objectives; quality of research; quality of images; quality of captions; quality of presentation; adherence to ethical standards; creativity and originality; impact on audience.

You will submit your proposal by [date], your images by [date] and your presentation by [date]. You will present your project to the class on [date] and receive feedback from your peers and teacher. You will submit your evaluation by [date].

This assignment is worth [percentage] of your final grade for this course.

Sure, I can explain more about the requirements for the images. The images should tell a story or illustrate an issue related to your topic or event. They should capture the key moments, emotions and details that convey the message you want to communicate. They should also show different perspectives and angles that give a comprehensive and balanced view of your topic or event.

To take good photos for photojournalism, you should follow some basic tips¹²⁴⁵:

- **Well-composed**: This means that your photos have a clear subject and a pleasing arrangement of elements. You can use techniques such as the rule of thirds, leading lines, symmetry, framing and negative space to create effective compositions. You should also avoid distracting backgrounds, clutter and unnecessary objects that take away from your subject.

- **Well-lit**: This means that your photos have enough light and contrast to show your subject clearly and vividly. You can use natural light or artificial light sources to create different effects and moods. You should also avoid harsh shadows, overexposure or underexposure that ruin your image quality.

- **Well-focused**: This means that your photos have a sharp and crisp focus on your subject. You can use manual or autofocus modes to achieve this. You should also avoid camera shake, motion blur or noise that make your images blurry or grainy.

- **Well-edited**: This means that your photos have been edited using software or apps to enhance their appearance and impact. You can use tools such as cropping, resizing, rotating, adjusting brightness, contrast, color balance, saturation etc. to improve your images. However, you should not alter or manipulate your images in a way that changes their meaning or misleads the viewers.

These are some of the requirements for the images for this assignment. I hope this helps you understand them better.

Source: Conversation with Bing, 09/03/2023(1) Photojournalism: What it is & how to get started - Adobe. https://bing.com/search?q=how+to+take+good+photos+for+photojournalism Accessed 09/03/2023.

(2) Take Better Photos: 7 Tips You Can Start Using Today - Photography Pro. https://photographypro.com/take-better-photos/ Accessed 09/03/2023.

(3) Photojournalism: What it is & how to get started - Adobe. https://www.adobe.com/creativecloud/photography/discover/photojournalism.html Accessed 09/03/2023.

(4) 7 Photojournalism Tips: Fundamentals for Visual Impact. https://blog.udemy.com/photojournalism-tips/ Accessed 09/03/2023.

(5) 18 Incredible Photojournalism Ideas & Examples - FixThePhoto.com. https://fixthephoto.com/photojournalism-ideas.html Accessed 09/03/2023.