The Whale Rider

Initial Viewing
As you view the film, keep a record of where you observe these main settings,
themes and characters. Write a sentence to explain what was happening in the film
when you noticed them.
Characters:
Pai
Koro
Nanny Flowers
Porourangi
Settings:
Whangara
Marae
(The meeting
house)
The beach
Themes:
You need
courage to
maintain your
own identity
Leadership can
come from
many places
Sometimes
tradition needs
to be
challenged
Survival in an
increasingly
challenign
world
We need to
look after our

The Whale Rider

environment

The Whale Rider

Initial quiz
After you have watched the film, but before you begin close reading, see how well
you can remember the details of the film:
1. What pet name does Pai call her grandfather Koro?
2. The original Paikea came to NZ from where?
3. What does Koro wear around his neck?
4. What does Pourourangi wear around his neck?
5. What did Rawiri win a trophy for?
6. What does Pai get for Koro's tea?
7. Where does Pai's father live?
8. What does he do?
9. What is his new girlfriend's name?
10.

Why does Pai tell off Nanny Flowers and her friends?

11.

What does Nanny Flowers call Pai?

12.

What is on top of the Wharenui?

13.

What does Koro throw into the sea for the boys to retrieve?

14.

What does Koro do when none of the boys can retrieve it?

15.

What does Nanny bring Pai in the waka to keep her warm?

16.

How does Koro fetch Pai from school every day?

17.

What does Pai do at the marae welcome that angers Koro?

18.

Why does Koro not allow Hemi to go out in the boat with them?

19.

What does Koro use to explain to Paikea the strength of her ancestors?

20.
What does Nanny Flowers threaten to do to Koro when he does things
she does not like?

The Whale Rider

Creating a study guide for The Whale Rider

You will create a paper or online study guide for The Whale Rider (by Witi Ihimaera) dir. Niki Caro.
You will complete the rough draft of this study guide in your school book. The final study guide will be completed
on the computer. you may wish to create an actual book using Word, or Publisher; or you may create an online
study guide using a website.
The completed study guide will be due (AT THE END OF THIS UNIT).
There are tasks to complete for each section. This will ensure you have all the information needed for Level One
NCEA questions.
Your study guide will need to cover the following sections:
1. Author
biography

2. Character

3. Themes

4. Setting

5. Important
event

6. Beginning
and ending
7. Essay
exemplar

Write a brief biography for the author of the novel. You might like to include information about
their writing style and some information about the period in which they were writing.
Write a brief biography about the director of the film. You might like to include information
about the other films they have directed and how they interpreted The Whale Rider.
After viewing the film, choose five words you would use to describe the protagonist. Give a
specific example(s) (with film techniques) and a quote from the film to support each word
Describe the relationship that the protagonist has with one other charracter (or with society).
Find specific examples (with film techniques) and a quote to support your description
You need courage to maintain your own
Survival in an increasingly changing world
identity
We need to look after our environment
Leadership can come from many places
Sometimes tradition needs to be challenged
Select two themes. You may select from the list above, or choose your own. Write your
definition for each one and describe two or three events from the film (with quotes and film
techniques) that illustrate each theme.
Explain how the character helps to convey the two themes you have chosen. Give specific
examples from the text (with quotes and film techniques) to support your answer
Describe where and when the film is set. Explain the impact this had on the characters and
events in the film.
Select two physical settings (places) in the film. Describe them (with film techniques and
quotes)
Describe what you believe to be the most important event in the text. Find to or three quotes
that refer to that event.
What does the event show the viewer about:
o
Each character involved
o
The themes in the text
o
The setting (time and place)
Describe what happens at the beginning and at the end of the film. Include a quote and a film
technique from each.
What are the links between the beginning and the ending? (Eg characters, setting)
You will write an exemplar essay using ONE of the following questions. You will get a grade for
this essay. It should be at least 200 words. It will be marked using the NCEA marking guide.
o

o
o
o

Describe at least ONE important setting in the text(s). Explain how the setting helped to show
the author / creators idea(s), supporting your points with visual and / or oral language features.
Note: Setting is the time, place, and circumstances that form the background against which
characters or individuals live and act.
Describe at least ONE event that was a turning point in the text(s).
Explain why the turning point was important in the text(s), supporting your points with visual
and / or oral language features.
Describe a key relationship between two or more characters or individuals in the text(s).
Explain how the relationship helped you to understand these characters / individuals, supporting
your points with visual and / or oral language features.
Describe at least ONE change that happened in the text(s).
Explain how the change helped you understand one or more key ideas in the text(s), supporting
your points with visual and / or oral language features.

Suggested essay structure:

P1
P2
P3
P4

Introduction. State the title of the text and the director. Outline your main points using key words from
the question
Answering the first part of the question, using words from the question in your topic sentence.
Answering the second part of the question, using words from the question in your topic sentence.
Answering the second part of the question, with a different point, using words from the question

The Whale Rider

P5

in your topic sentence.

Conclusion. Summarise and r estate your main points.

The Whale Rider

Scene Analysis: Task sheet 1

Opening Sequence: The birth of Paikea
Technique
s
Close up
(CU)

Shot

Sound

Titles over blue

sea

Music with whale song

Empty blue sea

Pai: In the old days, the land

felt a great emptiness. It was
waiting, wailing to be filled up.
Waiting for someone to love it.
Waiting for a leader.

INT. HOSPITAL
DAY. Rehua and
Porourangi, Doctor

UNDERSEA: A
whale emerges
from the gloom,
swims towards
camera, fills the
frame, swims
upwards

And he came on the back of a

whale the man to lead a new
people. Our ancestor Paika.
But now we were waiting for
the firstborn of the new
generation, for the descendent
of the Whale Rider.

Rehua, head
thrown back;
doctor takes her

Rehua's head,
masked

Rehua's mouth:

"Paikea, Paikea"

Effect of the technique

For dramatic or mysterious effectt

The Whale Rider

Mouth, face of
baby; eye

There was no gladness when I

was born

Porourangi holds
the dead Rehua

My twin brother died and. took

our mother with him.

EXT. HOSPITAL
DAY. Koro arrives
with Nanny
Flowers and Rawiri

Pai in bassinette

Koro chants over

the dead body
while Paikea cries
in the next room

Nanny insists Koro

acknowledge his
granddaughter

Rawiri agrees to
look out for Pai
while Koro looks
back at them
sourly

Koro looks back

through glass at
the others

The Whale Rider

Scene Analysis: Task sheet 2

School concert (scenes 6 9)
Technique
s

Explanation

Shot description

Effect of the technique

Camera starts at
the top and tilts
downwards to
show all the image

Sound carries
from one scene to
another, linking
them

Camera shoots
from above,
downwards
towards and
image

Light behind an
image, often
creating a
silhouette or halo
effect

The camera is stil

and shows a
sweeping view of
the area

Useful words: Back lighting, High angle, Oral bridge, Pan, Tilt down.

The Whale Rider

Scene Analysis: Task sheet 3

Tooth of the Whale (scenes 34 35)
Turning point in the story Koro has staked everything on finding a new leader.
Technique
s
CU

EST shot

Motif

Signpost

Aural
bridge

Explanation

Shot description

Effect of the technique

The Whale Rider

Scene Analysis: Task sheet 4

My name is Paikea (scenes 59 61)
Technique
s
High Angle
Shot

Fade

Symbolism

Pan

CU

ECU

WIDE

MOTIF

Explanation

Shot description

Effect of the technique

The Whale Rider

Scene Analysis: Task sheet 5

Links between the beginning and end of the
film
In the blank column, write what happens in the last part of the film that balances, or 'answers', the
earlier incident. The first has been completed for you:
Features at the
start
Hospital scene:
the whole family
mourns
Birth of Pai, death
of baby and
mother
Rawiri accepts
responsibility for
Pai
Porourangi leaves

Koro says a girl is

no good to him

The whales swim

Koro tells
Porourangi to start
again
Koro wwears the
rei puts

The waka sits,

unfinished

Laments for the

dead

Features that balance and link

The Whale Rider

Shot sizes

The Whale Rider

Film terms test

How well do you know your film terms? In the box to the left, write the correct answer from those
listed below:
Big Close Up (BCU), Camera angle, Cut, Cut-away, Deep focus, Dissolve, Editing, Establishing shot, Fade, Flashback, Focus,
Freeze frame, Inpoint, Insert, Montage, Over-the-shoulder shot (OS), Out of Shot, Pan, Point of View (POV) shot, Reaction shot,
Reverse tracking, Soft focus, Steadicam, Tilt shot, Tracking, Two-person shot, Voice over (VO), Wide angle, Zoom out.

Technique

Description

Movement from side to side from a stationary position

The ending of a shot

Movement up or down from a stationary position

An image that starts the scene

He camera follows a moving object or person

Movement outwards away from the subject

The image appears or disappears gradually

One image fades in while another fades out

Assembling and splicing together the shots that compromise a film

1
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
2
0
2
1
2
2
2
3
2
4
2
5
2
6
2
7

Used to create an unsteady movement

A softened image to create a mood that is romantic, nostalgic or
dream-like
A series of shots with no continuous reality
The view of a scene or person as a character sees it
A detail shot part of a face
The sharpness of an image
Broad angle of view increases the sense of depth and distance
Sharp focus from foreground to background
High angle or low angle
A person's reaction to the previous action nodding, surprise terror
A single frame repeated many times
Often used in dialogue scenes to highlight faces
A shot where two people are shown
A return to a scene of the past
A shot that turns briefly from the main action
A wide shot giving an overview of the scene so the action and setting
is shown
Narration not accompanied by an image of the speaker
Dialogue when the speaker cannot be seen

The Whale Rider

2
8
2
9
3
0

A shot that smoothly moves in closer or retreats from an object or

person
The camera moves backwards as the subjects move towards it
A small detail of a wider scene

The Whale Rider

A Maori setting: Whangara

Whangara is a costal village 30km North East of Gisborne, New Zealand. It is a small settlement of
about 30 people. According to Rawiri is must be one of the most beautiful places in the world. It is
an important place because:
It is here that most of the story takes place
It is where the original Whale Rider landed and established his lineage 1000 years ago
It is where the Mauri is planted and where Pai's Pito is buried (in sight of Kahutia Te Rangi
Paikea the Whale Rider) thus ensuring her rights on the marae
It is where Pai learns the skills that will be important for her future
It is where Pai proves that she is the future leader when she retrieves the stone and saves the
whale.
It is a Maori community this is significant because everyone accepted the legend
It is also the place where Pai's pito is buried ensuring
that she belongs to this Marae and would always return.
It was here that the mauri snet out by Paikea landed Let
this be the one to flower when the people are troubled
and the mauri is most needed.
The beach at Whangara is important because it is where
the whale stranding took place and Pai proved to Koro
that she was the future leader by saving the whales. The
ancient bull whale with the sacred moko had returned
there in search of his golden master. He had left him
there 1,000 years before. Instead he found Pai the
whale rider of her generation.
The Meeting house
Whitireia is the meeting house topped by a
carving of Paikea the ancestor of our village.
The meeting house is important because this is
where the instruction took place
Has the carving of Paikea, Pai and everyone elses ancestor

Examining the setting

The film was shot on location in Whangara, the home of the legend Paikea.
How many specific locations within the general area are used?
Which ones are most memorable? Why do they stick in your mind?
Examination of specific locations
A signifier is the word that is used to refer to any item that signals time or
place (or
characters)
eg: a decorated Christmas tree is a signifier of Christmas, a white cane is a signifier of a blind person.
Look at:
The Apirana home the kitchen, living
room
Outside the hospial
The Wharenui

The school grounds

The beach
The waka

For each of the above:

Identify signifiers of the place, time and society; mood where relevant
What aspects of filming, sound and music, lighting, costume etc reinforce the impression you get from
the basic setting?

The Whale Rider

Character chart: Pai

Complete the chart below. Give evidence by giving specific reference to something that happens in the
film where Pai displays the character trait. Describe how it is shown by explaining how lighting, sound
camera angle, costume etc, reinforce the character trait. Add any other qualities you have noticed
Quality
Resourcef
ul
Courageo
us
Stubborn

Gifted

Intelligent
A natural
leader
Smart
Vulnerabl
e
Loving

Loyal

Active

Sensitive

Confident

Evidence
She ties the knot in the rope to
start the outboard motor

How it is shown
Starts WIDE, slow ZOOM-IN to focus on her hands;
CUT to show her trying it out HA/CU; music begins;
LA/LS as she succeeds; (CU her disappointment as
Koro tells her off)

The Whale Rider

Character chart: Koro

Complete the chart below. Give evidence by giving specific reference to something that happens in the
film where Koro displays the character trait. Describe how it is shown by explaining how lighting, sound
camera angle, costume etc, reinforce the character trait. Add any other qualities you have noticed
Quality
Stubborn

Evidence

How it is shown

Determined

Traditional

Sexist

Authoritaria
n
Strong

Loving

Humble

Despairing

Hard

Unsympathe
tic
Overbearing

Patriarchal

How do we learn about character

The Whale Rider

How do we learn about Character?

The characters are a very important part of most texts. We learn about a character in
three basic ways:
1. What the character does
2. What the character says and thinks
3. What other characters or the narrator says about them
Some of the questions to ask when writing about characters are:
Are they recognisable types?
For example, are they Pakeha/Maori, old/young, city/country dwellers,
educated/uneducated? Once a type is identified, decide in what way this is important to
the story.
Patricia Grace uses Maori characters in her stories, not because the story is set in New
Zealand, but because she is telling us something about Maori culture or Maori/Pakeha
relations, through the story.
Do the characters represent anything beyond themselves?
In Lord of the Flies William Golding chooses as his characters a group of boys stranded
on an island. Each boy has a way of speaking and behaving, and a physical appearance,
which can be part of a character study.
However the boys are also mean to represent types of people in society, and to explain
why these people act and behave the way they do. The author believes we are all
primitive and savage by nature, and would behave in a savage way if we were given the
chance.
As an example, in the following passage from Lord of the Flies, Jack acts as any boy
might when he first sees his face covered by a primitive mask (a pigs head). He laughs
and dances. At the same time, as he dances, he stops being Jack the choir boy and the
mask takes over. He begins to behave in a savage and bloodthirsty way. The author
suggests that this is the real Jack:
He looked up in astonishment, no longer at himself but at an awesome stranger.
He split the water and leapt to his feet, laughing excitedly. Beside the mere, his
sinewy body help up a mask that drew their eyes and appalled them. He began to
dance and his laughter become a bloodthirsty snarling. He capered towards Bill,
and the mask was a thing on its own, behind which Jack hid, liberated from shame
and self consciousness.
We can now add Jacks new character to our character study.
Are the characters stereotypes?
Stereotypes are generalisations. They are often inaccurate because they do not take
into account the fact that everybody is different. Stereotypes treat all people of a certain
type as if they are the same. Stereotypes can be seen in many Steven Segal, Bruce Willis
or Jackie Chan movies, where the hero (reluctantly) fights off any number of bad guys at
once. During the Cold War, the bad guys were Russians. Now they are usually from the
Middle East. The danger of stereotypes is that we start to believe that Americans are
heroes; Muslims are terrorists and so on. However, minor characters are often
stereotypes, because there is not enough time to develop their character.

The Whale Rider

The Whale Rider

Do the characters develop during the course of the story?
Why do the characters behave the way they do, and how do they influence the vents of
the story? Do they become better or worse characters, or learn anything during the
course of the story? If so, how is this shown?
For example, in the play Grace, Cyrus is just as Cole, intellectual and arrogant at the end
as when the play started. Charlie on the other hand, has been through grief, crime and
war and we can see that he is no longer the same person.
How do the characters relate to or get on with each other?
Is there friendship, conflict, jealousy, admiration or some other strong feeling between
them? Relationships work both ways, and it is important to discuss both sides of a
relationship, showing how each character changes during the course of events.
In Tomorrow when the war began, Ellie, Corrie, Fi, Robyn, Homer, Lee, Kevin and Chris
are friends, some closer than others. As the story progresses, Ellie falls for Homer and
then Lee; Corrie has difficulty coping, while Homer and Robyn show unexpected
qualities; Chris proves himself unreliable and Kevin ends up sticking with Corrie when she
is injured.
How are we made to feel about the characters in the story?
Does the author want us to respect, dislike, feel sympathy for or understand them? How
is this achieved? Is there any character you empathise with? (You understand their
feelings and why they behave as they do because you feel you have something in
common with them.)
How can we describe a character?
Think about the various aspects of character:
Personality
Behaviour
Appearance
Relationships
Development
Attitude of other characters
Conflicts
Note: When evaluating characters, do not isolate them from the other features of the
work. Discuss whether the characters speak and act in the way you would expect them
to in that setting, and how the characters help reveal the theme.

The Whale Rider

Kahus Whakapapa (Genealogy)

Muriwai:
Kahutia Te Rangi:
Pourourangi:
Rehua:
Nanny Flowers:
Koro Apirana:
Rawiri:
Ana:
Jeff, Clara, Tom:
Putiputi:

A female ancestor of Nanny Flower

Tipuna (founding) ancestor who changed his name to Paikea
Kahus Father
Kahus mother. Died when she was 3 months old
Kahus great grandmother. A descendant of Muriwai
Kahus great grandfather and head of the tribe
The narrator and Kahus uncle
Pourangis second wife
The people Rawiri worked for in Papua New Guinea
Kahus half-sister and Pourangis second daughter

Not Named

Not Named

Mauri:
Life principal
Mana:
Prestiege
Whanau:
Extended Family
Pito:
Afterbirth
Marae:
Settlement
Whakapapa:
Genealogy
Hawaiki:
Homeland
Whare:
House
Wananga: Seminar/School
Aroha:
Love
Hui:
Gathering/meeting
Mimi:
Urinate
Whangara: Place near Gisborne, the hometown/marae of the story.

100 Years

The Whale Rider

Discussion points: Bus stop activity

Where do we see evidence of this in the text?
What do you think? Why do you think that?
Where do you see similar things in the real world?

Koro Apirana
was a cruel
man who
rejected his
great
granddaughters
love. One
should never
reject a family
member
The problems
facing Maori
today are the
result of poor
Maori
leadership

Nanny Flowers
encouraged
Kahu as an
outlet for her
own frustrated
ambitions

Language is at
the heart of
culture. Without
it you are
dispossessed

Cultures that
cant adapt and
change will die
out

Our European
ancestors
caused a lot of
harm to the
indigenous
people

English is the
most important If Koro Apirana
language in the had not been so
It is wrong to
world. We
hard on Kahu,
discriminate on
should not be
she would not
the basis of sex
encouraging
have wanted it
languages that
so much.
are irrelevant

The Whale Rider

Essay guide: Describe an important character

Kahu
What do we know?
Aged 8 years old at the time of her whale riding
First born in her generation
She lives in Whangara with her great grandparents
She is a top speech maker (won the competition) leader of the Kapa Haka and an excellent
student
Mother died at her birth
She is named after the tipuna ancestor against tradition
Her pito (afterbirth) is buried at Whangara by the marae in view of the meeting house
Direct descendant of Kahutia Te Rangi

She loves her granddad despite his rejection

She likes all things to do with Maori people (eg from food when baby)
Shows good leadership
She is a bit bossy
And a bit stubborn
She is courageous

Why she is important:

She is the whale rider in her generation
This proves her leadership qualities
Prepared to sacrifice her life to save others
She saved the whales
Proved women can be leaders and became the first female leader in her tribe
Could communicate with sea animals
Fought for the right to be her generation leader
Achieved a lot at a young age
Reasons why people are important:
Because they teach us something
Because they do something important
Because the have a positive or negative effect on others
Because they change their lives, or the lives of others
Because they face a challenge successfully or bravely
Using the above information, write three paragraphs explaining why Kahu is an important character. You
will need to organise the information provided, and also use your own information gathered during class.

The Whale Rider

Essay guide: Describe an key relationship

Conflict
Here is a question from a previous NCEA exam:
Describe at least one important relationship in the text(s).
Explain how this relationship positively or negatively influenced one or more
characters, supporting your points with visual and / or oral language features.
Kahu and Koro

CONFLICT!

Koro and Nanny Flowers

CONFLICT!

Kahu and Nanny Flowers

CONFLICT!

Kahu/Paikea and the whale

CONFLICT!

1. State the relationship

2. Describe the relationship
3. Explain its significance
Eg:
The relationship between Kahu and Koro was significant because they were directly
related with many characteristics in common, especially stubbornness. This stubborn
streak lead to Koros blindness towards Kahus abilities and Kahus persistence.
Some questions:
If Koro hadnt been so hard on Kahu, would she have been so determined?
Nanny Flowers encouraged Kahu perhaps as an outlet for her own aspirations or
because she wanted to challenge the traditional male leadership, or because she
recognised the potential in her great granddaughter?
Koro and Nanny Flowers relationship is not just a marriage, it is also the flashpoint
between two tribal groups with slightly different ways of doing things.
Kahu has a spiritual relationship with the whale through her ancestry. How are
the past and present linked?

The Whale Rider

Monomyth: The Hero's Journey

The Whale Rider

Zine

The Rope

The Whale

Drawings

Where did you notice this?

What does it signify?

What moods relate to this?

The Whale Rider

Charting motifs in the film

The Waka

Koro's Staff

Drawings

Where did you notice this?

What does it signify?

What moods relate to this?

The Whale Rider

Charting motifs in the film

The Whale Rider

Character: Pai
Compose an entry for 'Pai's diary' where she describes herself in EXACTLY 50 words.
State at which part of the film you are writing this perspective from.

Now, compose an entry for 'Koros diary' where he describes his Granddaughter in EXACTLY 50 words.
State at which part of the film you are writing this perspective from.

The Whale Rider

Symbols in the Whale Rider: The Waka

Describe what is happening in each of the following scenes and what significance the waka has in it.
Describe in particular how this meaning changes.

The Whale Rider

Symbols in the Whale Rider: The Bicycle

Describe what is happening in each of the following scenes and what significance the bicycle has
in it. Describe in particular how this meaning changes. Discuss in particular how the relationship
between Pai and Koro changes here.

Think of another symbol to represent Pai's affection for her grandfather Koro
Discuss, in small groups, what other symbols occur in The Whale Rider, and whether these
change their meaning in the course of the story.
Why are symbols like these so important in flims?

The Whale Rider

2014 Exam Questions

1.
2.

3.
4.

5.

6.
7.

Describe at least ONE character or individual you could relate to in the text(s).
Explain why being able to relate to the character or individual was important to the text(s) as a whole,
supporting your points with visual and / or oral language features.
Describe at least ONE method the director / creator used to engage the audience with the text(s).
Explain how this method engaged the audience, supporting your points with visual and / or oral language
features. Note: Methods could include characters, events, relationships, narrative point-of-view, visual and / or
oral language features, style, conflicts, or structure.
Describe at least ONE important idea the director / creator developed throughout the text(s).
Explain how this idea helped you to understand an important message for teenagers, supporting your points
with visual and / or oral language features.
Describe at least ONE character or individual in the text(s) that helped you to understand an important
message.
Explain how the character or individual helped you to understand the message, supporting your points with
visual and / or oral language features.
Describe at least ONE important setting in the text(s).
Explain how the setting helped you to understand one or more characters or individuals in the text(s),
supporting your points with visual and / or oral language features.
Note: Setting is the time, place, and circumstances that form the background against which characters or
individuals live and act.
Describe the closing scene(s) or section of the text(s).
Explain how the closing scene(s) or section helped you to understand an important message in the text(s),
supporting your points with visual and / or oral language features.
Describe at least ONE important conflict in the text(s).
Explain how this conflict helped you understand one or more characters or individuals in the text(s), supporting
your points with visual and / or oral language features.

2015 Exam Questions

1.
2.
3.
4.

5.

6.

7.
8.

Describe at least one important relationship in the text(s).

Explain how this relationship positively or negatively influenced one or more characters, supporting your points
with visual and / or oral language features.
Describe at least one important character in the text(s).
Explain how the character changes throughout the text(s), supporting your points with visual and / or oral
language features.
Describe the opening scene of the text(s).
Explain why the opening scene was important, supporting your points with visual and / or oral language
features.
Describe at least one important setting in the text(s).
Explain how the setting helped you to understand at least one idea, supporting your points with visual and / or
oral language features.
Note: Setting may refer to physical places as well as social and historical contexts.
Describe at least one important object or symbol in the text(s).
Explain why this object or symbol helped you to understand at least one idea, supporting your points with
visual and / or oral language features.
Note: A symbol could be a place, person, or thing that represents something more than itself.
Describe the structure of the text(s).
Explain how the structure helped you to understand an important idea, supporting your points with visual and /
or oral language features.
Note: Structure refers to the way a text is arranged.
Describe an incident that changes the course of events in the text(s).
Explain how this change helped you to understand an important idea, supporting your points with visual and /
or oral language features.
Describe at least one important technique used in the text(s).
Explain how the use of the technique created impact, supporting your points with visual and / or oral language
features.

Visual and oral language features could include:

Ambient sound / silence
Body language
Camera work / cinematography
Colour
Composition

Design
Dialogue
Editing
Font
Illustration
Imagery
Lighting

Music
Narration / voice-over
Props
Rhetorical devices
Sound effects
Special effects
Use of voice.

The Whale Rider

The Whale Rider

What are we looking for?

Assessment Report for 90850: Show understanding of specified aspect(s) of studied visual or oral text(s), using
supporting evidence
http://www.nzqa.govt.nz/nqfdocs/ncea-resource/reports/2015/level1/english.pdf
Achieved:
Candidates who were assessed as Achieved commonly:

answered both parts of a chosen question, but this could have been uneven and some content non-specific

planned their response

knew their text(s) at a satisfactory level

implied knowledge of at least one visual, or oral language feature

sed key words to structure their response, although this could have been inconsistent

followed a set structure for paragraphs that was repeated throughout the response

attempted to include comment regarding a creators purpose in producing a text

made at least ONE and often two relevant point to answer the specific aspect(s) of the question

used at least two recognised/acceptable visual techniques and showed how these linked to their essay idea
being explored

chose a question they understood or was better suited to their studied text

used dialogue as their only technique but this did get to low A
Not Achieved:
Candidates who were assessed as Not Achieved commonly:

did not answer one, or both parts of a question

did not address the question beyond the topic sentence of a paragraph

did not include visual, or oral language features in their answer

did not provide specific evidence from a text to support their views

reproduced a rote-learned answer without adapting this content to a new question

produced a plot summary

did not read question statement carefully and thus did not answer the specifics of the question

chose inappropriate questions

wrote insufficient responses (half to one page) lacking necessary development

wrote predominantly re-telling of the storyline

wrote overly long answers that, by the end, often marred an initial possible Achieve grade

attempted to use one technique but this was not relevant/had no link to the essay idea. (e.g.: a self-evident or
generalised quote)

used vague/imprecise visual features (used a mid-shot to show the idea/ technique is conflict).
Achieved with Merit
Candidates who were assessed as Achieved with Merit commonly:

produced a planned answer that was largely focused on the question

answered both parts of the question, in a semi-detailed, convincing manner

provided a range of visual, and / or oral language features to support their views, often commenting on how
these features worked in combination to produce specific effects

produced a consistently coherent response

discussed the effect of specific visual, and or oral language features in the text(s), moving toward the
directors purpose in using these techniques

displayed an awareness of the whole text, and the directors purpose(s) in presenting certain aspects to a
viewer / audience

understood the specifics of the question

explored/discussed both part of the question and focused on the key words (e.g. character changes /
created impact

used two or more relevant visual/verbal techniques. These were closely linked to the idea(s) being explored

showed convincing details but usually not more than high quality description

sometimes linked to relevant ideas/issues outside the text

Achieved with Excellence
Candidates who were assessed as Achieved with Excellence commonly:

focused consistently on the question

tended to weave both parts of the question into paragraphs

displayed a comprehensive understanding of visual, and / or oral language features employed in the text(s),
and their effects

discussed how visual, and / or oral language features work together to create a specific effect

The Whale Rider

offered insight into messages presented in a text, and the directors intention in delivering these, applying this
information to a wider context
provided perception that was not taught; rather, a clear personal interpretation of the text(s) studied was
evident
often used more than two visual/verbal features in a precise manner
inter-wove examples of dialogue, visual features throughout essay
sustained the idea(s) sufficiently
showed a good appreciation of director purpose
understood and could describe lucidly how the viewer response was manipulated. (linked to point above)
used precise visual/verbal features linked to director purpose
established a focused, literate commentary and stayed to this throughout the essay
understood irony and aspects that created mood/tone this often produced the perceptive understanding
sometimes linked their text ideas to similar issues in other texts/outside in contemporary society
incorporated a sense of maturity / personal responsiveness to the issue in the text
chose good questions for their texts (eg strong ve/+ve father/son relationship in Billy Elliot).

Standard specific comments:

It was pleasing to see many responses where candidates obviously understood the assessment criteria and included
visual and/or oral language features in well-structured essays. These candidates clearly and concisely answered the
question, and thus achieved well.
The main problem of the standard this year appeared to be students who were producing rote-learned essays that
discussed themes or characters, but did not actually address the specifics of the question. Similarly some students
tried to fit their rote-learned essay into other questions (such as symbols), but this was sometimes poorly done.
Students who were attempting to use rote-learned, pre-prepared essays were largely disadvantaged.
There were many 5-9 page answers students were writing far too much. Less can be more or adequate but long,
plot driven answers tended to detract from an initial potentially favourable assessment.
There is a group of about 10 films that are used throughout the country; some of these are really old films - Juno,
Remember the Titans, Billy Elliott, Slumdog Millionaire, Whats Eating Gilbert Grape? Given the prominence of film in
our society, it is disappointing to see the lack of variety in these film answers.
Positively, many candidates understood the requirements of this standard, and attempted to produce a structured
response that included visual / oral language features in support their views. There were however, a number of
responses where students knew their texts, but did not adapt what they knew to fit the demands of a task, or did not
include specific reference to visual / oral language features to support their views, which would separate responses
from the Written Text paper.
Candidates need to write evenly about both parts of their selected question throughout their response, proving they
understand their chosen text(s), and how aspects have been created, plus provide comment as to a creators
purpose(s) in presenting ideas to viewer.
Correct question choice was crucial for a candidates success; some students misinterpreted what symbolism was, or
focused on this briefly, preferring to write about ideas, while candidates who did not understand the meaning of
structure were unable to correctly answer this question.
Engagement with a text of sufficient complexity was required to access a Merit, or Excellence grade. This did not mean
that the studied text had to be modern; equally insightful responses were submitted for more traditional texts where
engagement was clearly evident. Some texts that seemed to limit responses included: Bend it like Beckham,
Freedom Writers, The Blind Side, Divergent, Mud, The Dark Knight. Some texts that were successful for
candidates who gained Merit, or Excellence included: Band of Brothers, Billy Elliot, Boy, Dead Poets Society,
Gattaca,Slumdog Millionaire, The Butler, The Help, The Imitation Game, Gallipoli, The Intouchables, Hugo
Q1 (Relationship) second most popular question attempted. Produced many Ns /low Achs as students struggled to
overcome a re-telling of the storyline. Best answers chose a clearly defined (teacher-student/parent-child, bully-victim)
relationship, usually in a heightened sense of conflict.
Q2 (character) most popular 31%. Some candidates forgot changes aspect. This question contributed to the most
As but was less effective in the Es.
Q3 (opening scene) was better handled by a majority of students. Weaker students did not know where opening
ended, however.
Q4 (setting) was well-handled and did often allow students to incorporate their learned response as part of the
theme/idea aspect of the question.
Q5. Few students seemed to understand symbol and often defaulted to character (as the italised note stated they
could) but did not understand the representative nature inherent in the question. This often produced a character

The Whale Rider

essay and not a symbolism essay. Some understood the symbolism (mockingjay bird in Hunger Games as symbol of
hope but did not explore how this was achieved as a film). That is, treated the idea as a general text idea and not
linked to specific visual features.
Q6 (structure) least popular and most poorly answered. Most did not understand the question and produced plot-based
summaries.
Q7 (incident-s) tended produced more high As/low Ms but fewer Es. The tendency was to drift into plot summary.
Q8 (important technique) was the most effectively answered. But many weaker answers did not sufficiently explore
impact. Tendency to state techniques and forget purpose/impact. However, it did produce the highest number of Es.
Best questions for top grades/number of students attempting:
Q 8 (techniquesimpact)
Q4 (setting - idea)
Q7 (incident(s) - idea)
Q3 (opening scene - importance)