A S T U D Y G U I D E B Y R O G E R S T I T S O N

http://www.metromagazine.com.au

ISBN-13-978-1-74295-006-8 http://www.theeducationshop.com.au

2

SC

RE

EN

ED

UC

AT

ION

It’s the summer of 1969 and young Willie’s life revolves around the idyllic old pearling port Broome, northern Western Australia – fishing, hanging out with his mates

and, when he can, his girl Rosie. However, his mother Theresa has great hopes for him and sends him back to the religious mission in Perth for further schooling. After being punished by Father Benedictus for an act of youthful rebellion, Willie runs away from the mission. But to where – he’s too ashamed to go home, it will break his mother’s heart. Down on his luck, he meets an old fella whom he calls ‘Uncle’ Tadpole, and together they con a couple of hippies, Annie and Slippery, into taking them on the 2500 km journey back to Broome. Willie learns the hard and funny lessons he needs to get home, all the while pursued by Father Benedictus. Arriving back in Broome, Willie wins the girl, convinces his mother that Broome is the place he should be and discovers that the father he never knew he had is his companion all along – Uncle Tadpole.

Curriculum  linksThis study guide is aimed at middle

and upper secondary school levels,

with relevance to English, Media

Studies, Drama, Music, Indigenous

Studies, History, SOSE/HSIE,

Personal and Interpersonal Devel-

opment, and Cultural Studies.

3

SC

RE

EN

ED

UC

AT

ION

about the history, culture, environment and development of Broome and its people. Has it changed much since the late 1960s, the period in which the film is set? Use desktop publishing software to format your presenta-tion, ensuring that you use an appropriate layout of text, illustrations, headlines and captions.

An important scene in Bran Nue Dae takes place in an outdoor cinema in Broome. Find out about Sun Pictures, now promoted as the ‘world’s oldest picture garden’. Create an illustrated promotional poster about Sun Pic-tures aimed at tourists visiting Broome for the first time. (See ‘Sun Pictures, Broome’ in website references.)

Plan and write a short fiction story in which Sun Pictures features prominently. Try to use the unique character-istics of the setting in the story, particularly how these characteristics might impact on the characters. Your story may be written in any style and genre. You may wish to discuss in class the possibilities for plot events, characters, motives and behaviour, and conflict situa-tions.

The school Willie attends in Perth in 1969 is Clontarf Aboriginal College, which appears in the film. Carry out appropriate research then write a short description of the school and the reasons for its existence. Jimmy Chi also drew inspiration from the Pallottine Training Centre, a school in Perth that has connections to Catholicism both in Germany and Broome. Also write a short com-mentary on the history of this establishment and its links to the Aboriginal populace of Broome and other indig-enous centres in Western Australia.

For more on the way in which Clontarf and Father Benedic-tus are represented during the film, see the Media Studies section of this study guide.

BackgroundBefore examining the film in detail, we should first look at the creative forces and elements behind the story’s genesis, and the importance and relevance of its principal settings, Broome and Perth.

The creative force behind the original stage musical was writer, composer and musician Jimmy Chi, a resident of Broome. Carry out research on Jimmy Chi then write a short biography and an explanation of why and how he began to develop Bran Nue Dae into a musical. For example, to what extent are aspects of Bran Nue Dae autobiographical?

Following from the previous activity, write a short com-mentary on the creative work of Jimmy Chi since he developed Bran Nue Dae, especially his work on Cor-rugation Road. What is this musical about? In what way is it autobiographical?

Draw a map of Western Australia that shows the loca-tions of Broome, Roebuck Bay, Port Hedland and Perth, the principal settings of Bran Nue Dae. Include a scale that indicates distance in kilometres. From evidence or clues you can find in the film, trace the likely route taken by Willie as he travels north from Perth to Broome.

Broome is a major feature of Bran Nue Dae and the town is one of the most extraordinary places in Australia, with a fascinating history and cultural mix. Research and prepare an illustrated double-page magazine spread

4

SC

RE

EN

ED

UC

AT

ION

his boarding mates does so. How does this scene relate to the fact that Willie is Indigenous? In other words, why does he begin to sing ‘There’s nothing I would rather be than to be an Aborigine’ in this scene?

Write a set of personal diary entries about Willie’s departure from Clontarf from the viewpoint of one of his school friends. You will need to delve deeply into the diarist’s mixed feelings as to what has caused Willie to run away. For example, does the diarist feel guilty? What does the diarist think about Father Benedictus’ behav-iour and methods of discipline?

Discuss the following possible view about Willie’s de-parture: he is running away from, and turning his back on, a formal education that will benefit him in the years to come, without having considered or thought about his situation at all. Explain whether you would agree or disagree with this proposition.

Following from the previous discussion, the film con-cludes with Willie and Rosie in each other’s arms, surrounded by a ‘blackout’ image of a heart. But what is Willie’s future now that he has returned to Broome? What does he mean when he says, near the end of the film, ‘God is here’? What has Willie lost? What has he gained? Do you think the film confronts and resolves these issues? Discuss these questions as a class.

At one point, Father Benedictus says to Willie, ‘You want to waste your life like all those useless blackfellows up in Broome?’ Is Benedictus correct or not? What do you

Bran Nue Dae – characters, motivation, conflictCarry out the following activities on the main characters, their behaviour and motivations, and their relationship towards each other.

Write a short character sketch of:

o Willieo Rosieo Theresao Uncle Tadpoleo Lestero Father Benedictuso Slipperyo Annie

Discuss in class then write your own analysis of the vari-ous internalised and externalised conflicts experienced by Willie. Explore how these conflicts impel the story for-ward and decide whether they are satisfactorily resolved by the end of the narrative. For example, you should examine the conflicting desires between those of Willie and those of Theresa, and how these impact on Wil-lie’s relationship with Rosie. Also look at the emotional pressures placed on Willie by Father Benedictus and the power relationship between them.

Discuss the importance in terms of the plot of Willie run-ning away from school. What is the motivation for this plot event? Offer an explanation as to why Willie con-fesses to stealing food from the tuckshop when none of

5

SC

RE

EN

ED

UC

AT

ION

Annie displays the most outward demonstration of rage. There are, in fact, many other moments in the film where Uncle Tadpole’s actions tell us a great deal about him. Select at least two other incidents from the film where Uncle Tadpole’s actions give us an insight into his char-acter and life experience.

Discuss the narrative purpose of Roxanne’s role in the story. For example, if she were omitted entirely from the plot, would it have made any difference to the develop-ment and resolution of the story? Note that during the scene at the ‘condom tree’, Willie refers to her as ‘a black angel’. Discuss whether we should regard this as relevant or meaningful in any way.

As for the previous activity, discuss the role and purpose of Roadhouse Betty. Is she merely included for laughs?

Drawing on Willie’s conflict issues as a starting point for discussion, plan and write a short fiction story about a teenager who encounters pressures from parents and others about fulfilling their hopes and expectations. These demands are in conflict with the teenager’s own hopes and desires. How will the central character deal with these emotional issues? What will be the outcome? Consider how you will present the narrative. For exam-ple, your choice of writing the story in the first-person or third-person style may dictate the way in which the reader perceives and reacts to the characters and their relationships to each other.

think he means by ‘wasting’ a life and being a ‘useless blackfellow’? Imagine Willie’s life twelve months after the final camera shot. Drawing from the film in terms of Willie’s character, beliefs, motivations and behaviour, discuss then write a commentary on his life and circum-stances one year later. Where will he be and what will he be doing? Will he be happy?

Explain the motivations behind Uncle Tadpole’s and Father Benedictus’ separate reasons for travelling to Broome. Why is it essential to the outcome of the story that both characters should arrive in Broome at roughly the same time?

During the brawl between Slippery, Annie and Willie at the police station, Uncle Tadpole quietly advances to the counter and removes his hat, bag and vest, while Roxanne sits quietly on a bench. Explain what you think these gestures tell us about Uncle Tadpole’s and Roxanne’s lives and past experience, and why it is that

6

SC

RE

EN

ED

UC

AT

ION

readership; the other is a small weekly newspaper run by and for Indigenous Australians.

Write the two editorials, in 250–300 words each. Care-fully consider the audiences you are aiming at and therefore the editorial’s content, viewpoint and style. When you have finished, add an explanation as to why the approach you have taken in one editorial is different from the approach taken in the other.

Proofread and edit your editorials, then use desktop publishing software to format them in newspaper fashion. Ensure you give each editorial an appropriate headline.

The effect of Christian missionaries on the lives and education of Indigenous Australians is an important ele-ment of the film. Discuss how this is presented in Bran Nue Dae and the ways in which it impacts on characters such as Theresa, Willie, Uncle Tadpole and Rosie.

In commenting on the location of Broome and Jimmy Chi’s cultural background, the film’s press kit suggests that Broome was a place of many cultures where – despite the best efforts of the government to keep them apart – cultures, races and religions mixed. Many in Broome had multiple identities. For example, you could be Aboriginal Chinese Japanese Scottish like Jimmy Chi. ‘You could also be both a saint and a sinner (not so in Perth, where you had to be one or the other).’

Discuss in class whether the film version of Bran Nue Dae supports the statement about saints and sinners. There are two sequences in the film where charac-ters confess to committing sins. Describe these two sequences and the outcome of each. Discuss, with evidence, whether they are similar to, or different from, each other.

Carry out research on the history of Christian involve-ment in the lives of Indigenous Australians. To what extent was this involvement productive or disruptive for Aboriginal children, families and culture? Plan and write a commentary on this issue in 350–400 words.

Thematic issuesCarry out the following activities, all of which are themati-cally connected.

Indigenous Australia

As an introduction to this topic, discuss in class then write a commentary on the range of Indigenous issues that are touched upon or raised during Bran Nue Dae, including the relationship between Aboriginal culture and European-Australian society.

Discuss the way in which the film depicts and presents Aboriginal homelessness, unemployment and alcohol-ism. Do you think the film takes a critical stance towards the characters who are portrayed in this situation or not? Draw on examples from the film to support your views.

Imagine a situation where two different newspapers, each catering

to a specific audience, publish editorials about ‘parkies’ sit-

ting around campfires in the big city (as presented in the scene after Willie escapes from his school in Perth). One newspaper is a major city tabloid aimed at a gen-eral, predominantly white

7

SC

RE

EN

ED

UC

AT

ION

A major element of the relationship between Indigenous and non-indigenous cultures in Australia is played out satirically via the relationship between Uncle Tadpole, Slippery and Annie. It is not simply a case of blatant racial prejudice nor of the dominant culture oppressing a minority culture. Discuss these two combined proposi-tions, drawing examples from Bran Nue Dae to support your views.

Discuss in class then write a commentary on the ways in which the history of European colonialism and the result-ing dislocation and oppression of Aboriginal peoples is examined in Bran Nue Dae through the roles of Uncle Tadpole and Willie. Concentrate on the visuals of the night-time dream sequence in the police lockup cells. What is the story told throughout these visuals? In what way is visual symbolism used? Why do you think the central character shifts from Uncle Tadpole to Willie?

Following from the previous activity, listen carefully to the lyrics of ‘Listen to the News’ as sung during the dream sequence. Discuss in class what you think this song is about. What, for example, is the ‘news’ of the title? Explain the emotional impact of the song upon you and upon audiences generally. For example, is it depressing and negative, or does it raise our spirits?

When Willie questions Uncle Tadpole about the dream, Uncle Tadpole remarks, ‘Those are the old people look-ing after us.’ Either individually or in pairs, compose, revise and refine either a short poem or a song about the relationship between the ancestors, the Dreaming and contemporary Indigenous people seeking a pathway through life.

Reconciliation

In 2008, Prime Minister Kevin Rudd offered an official ‘Sorry’ to Indigenous Australia as a gesture of reconcili-ation. At that time, the film version of Bran Nue Dae was in development, being released theatrically in early 2010. Examine the final scenes of the film, which take place on the beach near Broome and outside the Roebuck Bay Hotel. Discuss in class then write a commentary on how these scenes capture and depict the mood, spirit and

theme of racial reconciliation, in terms of plot events, physical movement and gestures of characters, and song and dance.

Also consider whether there is an underlying element of satire and irony in these scenes, especially through the use of Anglo-American stage and movie musical genre characteristics. (Note that Jimmy Chi, the original crea-tor of the play, spent his childhood and youth watching American movies screened at Sun Pictures.)

In small groups, plan and draft a script for a short play about racial reconciliation in Australia. Consider the characters, setting, themes and events, as well as the general approach to the presentation. For example, should you include humour or even comedy in your por-trayal of the subject matter? Rehearse a reading of the script and revise as necessary. You may wish to organise a performance for a class in your school.

An alternative may be to prepare the script for sound only (narration, dialogue, sound effects and music), then to record and edit it for playback on your school’s intranet.

Home, a sense of place and belonging

When Willie first meets Uncle Tadpole in Perth, Uncle Tadpole and his mates are singing ‘Long Way Away From My Country’. Listen carefully to the words, then describe the purpose of this song. What is it suggesting about the men grouped around the campfire? In what way does this song reflect Willie’s own thoughts and feelings, and encapsulate a major plot-driven aspect of the film?

8

SC

RE

EN

ED

UC

AT

ION

The journey

Much of Bran Nue Dae is a road movie: a journey through a landscape of learning experiences that signify a changing perspective. Discuss and write a com-mentary on Willie’s emotional, spiritual and educational journey, which begins and ends in Broome. Has Willie changed? What has he discovered and learned? Exam-ine the role and the effect on Willie of Uncle Tadpole as father figure, protector, mentor and guide. You may wish to compare or contrast the role of Father Benedictus in similar fashion. Comment on Willie’s sense of self-identi-ty at the film’s conclusion. Is it different from the way he views himself early in the film? Do other characters view him differently?

For more information, see ‘Road Movies’ section in website references.

Plan and write a short story about a character who un-dertakes a journey of self-realisation. For plot purposes, this need not be a long physical journey or an ‘odyssey’ across a strange landscape; rather, it may only be a quick trip across a suburb, but one that turns out to be of major significance. A simple example might involve a man whose wife is about to give birth to a baby.

Discuss how the idea of Broome as home is contrasted in Willie’s mind and imagination with his actual physical environment in Perth. (For more on this general subject, see the Media Studies section.)

Have you ever felt homesick? Describe the feeling. What is homesickness and what causes it? Is it merely a state of mind? Is it a deeper connection to a specific environ-ment and to the land? Write a personal piece in 100 words about the concept of home, either a place that you call home or where you feel you belong.

Write a short fiction story about a character returning home. Why is that character returning home? Do we, as readers, need an explanation, or could it be left as a mystery? Does the character want to return home or not? What will he/she find on arrival?

9

SC

RE

EN

ED

UC

AT

ION

Compare and contrast the way Father Benedictus and Pastor Flakkon, both representative of the role of Christianity in the lives of Indigenous Australians, are presented.

Discuss why Bran Nue Dae is a musical comedy-romance rather than a straight comedy-romance. What does the music, singing and dancing bring to the film, the story and its themes that might otherwise be missing or that would need to be developed in a different way within the script? Can, in fact, a musical adequately tell a story, expand upon themes and develop meanings without distracting the audience? You may wish to ex-amine other films in the musical genre (as distinct from films that tell stories about music performers) in discuss-ing these questions.

Note that an item on the history of Australian film musical com-edies and musical dramas is listed in the website references.

Discuss and analyse the Sun Pictures sequence in which Willie sits in the rain, staring at the screen. Logi-cally, the scenes depicted on the screen within a screen are impossible in ‘normal’ reality. What does he see on the screen? How does this sequence break traditional storytelling convention and chronology, and what is its purpose and its effect? Comment on the metaphorical imagery of the rain throughout the sequence.

Write a commentary on the way Rosie is depicted throughout Bran Nue Dae, drawing on examples from the film. For example, is she a romantic fantasy object seen entirely from Willie’s point of view?

‘We cannot take this film seriously. The characters are one-dimensional and stereotypical. Important issues about Aboriginal history, dislocation and culture, racism and white patriarchy that might be raised are either evaded, ignored or too easily swept away by simplistic plot resolutions, song and dance.’

Do you agree with this critique? Discuss in class then write a persuasive essay-style article, drawing exten-sively from the film to support your opinions.

In pairs or small groups, plan and write a thirty- to sixty-second radio promotion for the film version of Bran Nue Dae. Consider your listening and target audiences in your presentation. Spoken words, music and sound effects – and the way they are interconnected – are im-portant. You may wish to insert ‘sound grabs’ from the film directly into your work. Record and edit the promo-tion as a sound file for playback.

Write two film reviews of Bran Nue Dae, each of 350–400 words. One should be aimed at non-Australian read-ers of an overseas newspaper and the other should be written for a newspaper aimed at Indigenous Australians. Consider the interests and knowledge of your audiences carefully, as they are very different from each other.

Media Studies activitiesCarry out the following activities.

Discuss in class why the film is titled Bran Nue Dae. Why do you think the title is spelt in this way? Think of at least two alternative titles, then write a short explanation of why you think they might be appropriate.

Bran Nue Dae begins with an animated film sequence, during which the opening screen titles and credits are presented. Describe in your own words the events, actions and characters depicted in the animated se-quence, the use of both on-screen and camera move-ment, and the general colour scheme. What might these elements be suggesting to us about the content, mood and themes for the rest of the film. Discuss how the ac-companying soundtrack compliments and adds further meaning to the visuals.

Examine in detail, preferably shot by shot, the night-time sequence of Willie’s arrival at Clontarf College in Perth and the initial on-screen appearance of Father Ben-edictus. Take into account the types of camera shots and their framing, the flow of editing from one shot to the next, the use of light and darkness, sound effects, music, and the depiction of characters within their physical environment. Write an analysis of the sequence examining its use of characteristics of the horror genre, looking at its purpose within the general framework of the entire film. You might, for example, contrast it to the way in which the scenes in the outback and in Broome are shot and framed, and ask why a decision was made to present it in this way.

10

SC

RE

EN

ED

UC

AT

ION

Jill Stubington, Singing the Land: The Power of Performance in Aboriginal Life, Currency House, Strawberry Hills, 2007.

Noel Trevor (ed.), Why Broome?, Noel Trevor & Associates, Cable Beach, 2000.

Films

The Story of Bran Nue Dae25-minute documentary on the making of the film. Screened on ABC1’s Message Stick and included as an extra on the Bran Nue Dae DVD.

The Circuit, series one and two (2007-2009)SBS drama series set in Broome. Distributed by Madman.

Sisters, Pearls & Mission Girls (David Batty, 2004)Documentary about Christian missionaries in the Kimberley, Western Australia. Distributed by Rebel Films.

One Night The Moon (Rachel Perkins, 2001).Musical drama by director of Bran Nue Dae. Distributed by Dendy Films

Lord of the Bush (Tom Zubrycki, 1990).Documentary about Broome. Distributed by Ronin Films.

Bran Nue Dae (Tom Zubrycki, 1991).This documentary about Jimmy Chi and his creation of the original stage production is not to be confused with the feature film of the same title. Distributed by Ronin Films.

References and further resourcesBooks

Rebecca Coyle, Reel Tracks: Australian Feature Film Music and Cultural Identities, John Libbey, Eastleigh, 2005.

Rosemary Hemphill, The Master Pearler’s Daughter: Memo-ries of My Broome Childhood, Pan Macmillan, Sydney, 2004.

Sue Jackson, When History Meets the New Native Title Era at the Negotiating Table: A Case Study in Reconciling Land Use in Broome, Western Australia: A Discussion Paper, Darwin North Australia Research Unit, Australian National University, 1996.

John Kenneth Muir, Singing a New Tune: The Rebirth of the Modern Film Musical, From Evita to De-lovely and Beyond, Applause Theatre and Cinema Books, New York, 2005.

Susan Sickert, Beyond the Lattice: Broome’s Early Years, Fremantle Arts Centre Press, Fremantle, 2003.

11

SC

RE

EN

ED

UC

AT

ION

Musicals:

<http://www.garrygillard.net/writing/tentypes/musical.html>, accessed 28 May 2010.

Pallottine Training Centre:

<http://www.signposts.communitydevelopment.wa.gov.au/facilities/view.aspx?id=293>, accessed 28 May 2010.

<http://www.pallottine.org.au/tn_no_91_3.htm>, accessed 28 May 2010.

Rachel Perkins (film director):

<http://en.wikipedia.org/wiki/Rachel_Perkins>, accessed 28 May 2010.

<http://www.urbancinefile.com.au/home/view.asp?a=5438 &s=interviews>, accessed 26 May 2010.

Road Movies:

<http://en.wikipedia.org/wiki/Road_movie>, accessed 26 May 2010.

<http://www.hackwriters.com/roadone.htm>, accessed 26 May 2010.

Roebuck Bay Hotel:

<http://www.roey.com.au>, accessed 28 May 2010.

Sun Pictures, Broome:

<http://www.broomemovies.com.au>, accessed 25 May 2010.

Roger Stitson is a freelance writer and a former secondary teacher with an M.Ed. in media and literature studies.

Websites

Bran Nue Dae:

<http://www.abc.net.au/pm/content/2008/s2440971.htm>, accessed 28 May 2010.

<http://www.abc.net.au/tv/messagestick/stories/s2811578.htm>, accessed 28 May 2010.

<http://www.theage.com.au/entertainment/movies/ bran-nue-dae-comes-home-to-source-of-its-awakening -20100218-og0h.html>, accessed 28 May 2010.

<http://www.dailytelegraph.com.au/entertainment/movies/bran-nue-broome-with-a-view/story-e6frexli-122581673 5761>, accessed 28 May 2010.

Broome:

<http://en.wikipedia.org/wiki/Broome,_Western_Australia>, accessed 28 May 2010.

<http://www.broome.com.au/BroomeHistory.htm>, ac-cessed 28 May 2010.

Jimmy Chi:

<http://www.deeptissuemassage.com.au/deep-tissue -massage-articles/1996/10/4/the-chants-of-jimmy-chi/>, accessed 28 May 2010.

<http://en.wikipedia.org/wiki/Jimmy_Chi>, accessed 28 May 2010.

Clontarf Aboriginal College:

<http://web.clontarf.wa.edu.au>, accessed 28 May 2010.

Kuckles:

<http://en.wikipedia.org/wiki/Kuckles>, accessed 28 May 2010.

This study guide was produced by ATOM. (© ATOM 2010) ISBN-13-978-1-74295-006-8

editor@atom.org.au

For more information on SCREEN EDUCATION magazine, or to download other study guides for assessment,

visit <http://www.metromagazine.com.au>.

Join ATOM’s email broadcast list for invitations to free screenings, conferences, seminars, etc.

Sign up now at <http://www.atom.asn.au/lists/>.

For hundreds of articles on Film as Text, Screen Literacy, Multiliteracy and Media Studies,

visit <http://www.theeducationshop.com.au>.

Notice: An educational institution may make copies of all or part of this study guide, provided that it only makes and uses copies as reasonably required for its own educational, non-commercial, classroom purposes and does not sell or lend such copies.