It is clear that, after a long break such as the one we have all enjoyed, motivating and reengaging ourselves with the work at hand can be tricky, tiring and testing.
But we encourage you to start immediately with the work before you.
This week, we have gone through, in detail, the Course for this term as we lead into the exams in May. The term is one of immersion in the texts (predominantly film texts) that constitute the genre of texts that focus on teenagers and the issues they face.
Commencing with the juvenile delinquent films of the 1950s and working our way through to the 1980 films of John Hughes and beyond, we are honing on on how and why genres change, adapt and evolve over time. In this regard, the reason why we are embarking on this journey this term is so that we can see how context (both cultural and situational) give rise to varying representation of teenagers across time. This allows us to explore key concepts such as:
- context
- genre
- perspective
- audience
- representation
- construction
- narrative
Your job, now, is to focus fully on the course outline, the syllabus and the glossary to ensure you know what it is that you are learning, why it is that you are learning it and when it will be that this learning is expected to take place.
READ each document carefully. And keep referring back to them.
Please acknowledge that you have read this post by replying “Read and Understood”.
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