A School in Cerro Hueso - Education Resource Supported by the Department for Education and the Department for Innovation and Skills - Adelaide ...
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A School in
Cerro Hueso
Education Resource
Supported by
the Department for Education and
the Department for Innovation and Skills
A School in
Cerro Hueso
Education Resource
Teacher Advice,
Synopsis & Themes
Curriculum links and activities
Before the movie
Visual and screen literacy
and theatre etiquette
Betania Cappato Interview
What is ASD? Content Information,
Make the connection Synopsis & Themes
Creative Teams devising
Exploring interactions Synopsis
Julia and Antonio are a couple of biologists that live in a well-off neighbourhood in Santa Fe.
Three Act Structure When their little daughter Ema, diagnosed with autism spectrum disorder, reaches school
age their life changes, since they are unable to find a school in their surroundings that Ema
Making minis
is able to attend. After being rejected by 17 educational institutions, she is finally accepted in
Learning from others one single spot; the small school of Cerro Hueso, situated in a humble coast town a couple
of kilometres away from the city, it is the only one responding to their application.
After the movie
This gentle film follows Ema, a nonverbal six-year-old starting school. Historically, in these
Getting ready to write a review scenarios characters with disabilities have either been subject to trauma and suffering or
deployed in Oscar-baiting tales of cloying inspiration. Here, Ema simply gets to be.
Guide to writing a review
Red Carpet Premiere Themes
The themes in the film include:
Meet the creative team - community
- autism spectrum disorder
Additional resources - communication
- rural versus urban
- adaptation and evolution
- schools and education
- horses.
Genre: Director:
Drama Betania Cappato
Country +Year: Cast:
Argentina, 2021 Clemintina Folmer, Mara Bestelli,
Pablo Ruiz Seijo, Irene Zequin
Runtime:
69 mins Producer:
Ivan Fun
Languages:
Spanish with English subtitles
2 AFFYouth.org
A School in
The Australian Curriculum
Cerro Hueso
and links with activities
This education resource has been developed with links to the Australian Curriculum.
Education Resource Activities have been created to reflect each of the achievement standards, depending on
the year level, including content descriptions within each learning area and the general
capabilities. The resource aims to provide teachers with information to help prepare students
before attending the movie, as well as structured learning activities for the classroom after
viewing the movie.
Teacher Advice,
Synopsis & Themes General Capabilities – specific learning activities are linked with the following icons:
Curriculum links and activities Ethical Understanding
Literacy
Before the movie
Critical and Creative Thinking Personal and Social Capability
Visual and screen literacy
and theatre etiquette Numeracy Intercultural Understanding
Betania Cappato Interview
What is ASD?
Media Arts Media Arts
Make the connection Year 5 & 6 Year 7 & 8
Band Description Band Description
Creative Teams devising
In Media Arts, students: In Media Arts, students:
Exploring interactions • develop their use of structure, intent, • build on their understanding of structure,
character and settings by incorporating intent, character, settings, points of view
Three Act Structure points of view and genre conventions in and genre conventions and explore media
their compositions conventions in their media artworks
Making minis • extend their understanding and use of • build on their understanding and use of
time, space, sound, movement, lighting and time, space, sound, movement, lighting and
Learning from others
technologies technologies
After the movie • explain the purpose and processes for • explore meaning and interpretation, forms
producing media artworks and elements including structure, intent,
Getting ready to write a review • explore meaning and interpretation, and character, settings, points of view, genre
forms and elements including structure, conventions and media conventions as
Guide to writing a review intent, character and settings as they make they make and respond to media artworks
and respond to media artworks • evaluate how established behaviours or
Red Carpet Premiere Content Description conventions influence media artworks they
Explore representations, characterisations engage with and make.
Meet the creative team
and points of view of people in their Content Description
Additional resources community, including themselves, using Analyse how technical and symbolic
settings, ideas, story principles and genre elements are used in media artworks to
conventions in images, sounds and text create representations influenced by story,
ACAMAM062 genre, values and points of view of particular
Achievement Standard audiences ACAMAR071
By the end of Year 6, students explain how Achievement Standard
ideas are communicated in artworks they Students produce representations of social
make and to which they respond. values and points of view in media artworks
Students structure elements and for particular audiences and contexts. They
processes of arts subjects to make use genre and media conventions and shape
artworks that communicate meaning. They technical and symbolic elements for specific
work collaboratively to share artworks purposes and meaning. They collaborate
for audiences, demonstrating skills and with others in design and production
techniques. processes, and control equipment and
technologies to achieve their intentions.
3 AFFYouth.org
A School in
The Australian Curriculum
Cerro Hueso
and links with activities
Education Resource Media Arts Content Description
Year 9 & 10 • Experiment with ideas and stories that
Band Description manipulate media conventions and genres
In Media Arts, students: to construct new and alternative points
• refine and extend their understanding and of view through images, sounds and text
Teacher Advice,
use of structure, intent, character, settings, ACAMAM073
Synopsis & Themes
points of view, genre conventions and • Plan and design media artworks for a range
Curriculum links and activities media conventions in their compositions of purposes that challenge the
• draw on media arts from a range of expectations of specific audiences by
Before the movie cultures, times and locations as they particular use of production processes.
experience media arts ACAMAMA076
Visual and screen literacy • learn that over time there has been further Achievement Standard
and theatre etiquette development of different traditional and By the end of Year 10, students analyse how
contemporary styles as they explore media social and cultural values and alternative
Betania Cappato Interview forms points of view are portrayed in media
• explore meaning and interpretation, forms artworks they make, interact with, and
What is ASD?
and elements, and social, cultural, and distribute. They evaluate how genre and
Make the connection historical influences of media arts as they media conventions, and technical and
make and respond to media artworks. symbolic elements are manipulated to make
Creative Teams devising representations and meaning.
Exploring interactions
SACE – Stage 1 Media Studies SACE – Stage 2 Media Studies
Three Act Structure
Knowledge and Understanding Knowledge and Understanding
Making minis
KU2 Knowledge and understanding of how KU3 Understanding of facts, opinions, and
audiences influence and are influenced by bias in media texts or products.
Learning from others forms and content of media texts. Research and Analysis
Research and Analysis RA2 Research into and analysis of the
After the movie RA2 Research into and analysis of the ways in which groups and individuals are
ways in which groups and individuals are represented in media.
Getting ready to write a review represented in media. Producing
Producing P1 Design and planning of media products
Guide to writing a review
P1 Design and planning of media texts. for selected audiences.
Red Carpet Premiere P2 Use of appropriate production techniques Use of appropriate production techniques
and technologies. and technologies, and media conventions.
Meet the creative team Communication Communication
C1 Reproduction of the forms and features C1 Reproduction of the structural and
Additional resources of media texts, to convey meaning. conventional features of different media
C2 Fluency of expression and use of texts, to convey meaning.
appropriate media terminology. C2 Fluency of expression and use of
appropriate media terminology.
4 AFFYouth.org
A School in
Before
Cerro Hueso
the Movie
Education Resource
Visual/Screen Literacy and Film Technique Questions
- Do you notice a movement from longer to
theatre etiquette closer shot distances?
Teacher Advice, Students today are more connected to
Synopsis & Themes - When are the various shot distances used,
media than any previous generation and the
is it during a conversation between two
screen has become a new kind of page for
Curriculum links and activities characters or in the opening of a scene?
them to read and make meaning from. Visual
What other examples are there? What
Before the movie or screen literacy are the skills, knowledge
does this convey to the audience?
and understanding students can build to
- How does the use of lighting shape our
Visual and screen literacy support them ‘read’ images. By engaging
perception of character, space or mood?
and theatre etiquette in discussions different interpretations of
- How do the camera angles shape our view
the film may emerge. These discussions
Betania Cappato Interview
of the characters or spaces?
can form the basis for students to have
alternative interpretations.
What is ASD? Film Design Questions
Being literate in reading films requires
- What do the costumes and make-up tell us
students to be able to:
Make the connection about the historical setting of the story?
• watch a film and analyse its content,
- How do the costumes and make-up
Creative Teams devising cinematography, and technical aspects
convey character?
• use the language of creative moving image
- What is the purpose of the music in the
Exploring interactions productions
film?
• understand the content of the film.
Three Act Structure - How do the settings and sets help the
You can build visual/screen literacy viewer to understand the story?
Making minis knowledge, skills and understanding by
asking students to:
Learning from others • explain their response to a film by providing
evidence to justify their reason/s
After the movie
• observe what techniques the director uses
Getting ready to write a review to tell the story
• think about the reasons the film was made
Guide to writing a review • identify how colour used for costumes, sets
and lighting affects how the story is told.
Red Carpet Premiere
Film Content Questions
Meet the creative team - How does it make you feel and why?
Additional resources - What do you think the director is wanting
the viewer to think about or question?
- What is it about?
- Who is it for?
- What do you think the purpose of the
film is?
- What does it make you wonder?
- Have you seen anything like it before?
(Make connections)
- Would you add anything else to the
story?
- Why is the story presented in this genre?
Martin Scorsese talking about the
importance of visual literacy:
youtube.com/watch?v=I90ZluYvHic
Martin Scorsese’s message to teachers
“You’re training the eye and the heart of
the student to look at a film in a different
way by asking questions and pointing to
different ideas, different concepts, and
suggestions. You’re training them to think
about a story that is told to them in visual
terms in a different way and to take it
seriously.”
5 AFFYouth.org
A School in
Interview with
Cerro Hueso
Betania Cappato
Education Resource Berlinale – Berlin International Film Festival,
Generation section head Maryanne Redpath
met with Betania Cappato, director of A
School in Cerro Hueso to talk to her about
the film. Listening to the following interview
Teacher Advice, with Betania Cappato, the writer and director
Synopsis & Themes of the film students will gain an insight into
the ideas and inspiration for the film.
Curriculum links and activities
As a whole class:
Before the movie
Students listen to the 2021 interview by
Visual and screen literacy Maryanne Redpath, head of the Generation
and theatre etiquette section of the Berlin International Film
Festival.
Betania Cappato Interview Interview - youtube.com/
watch?v=maUyoWHCZwc
What is ASD? (Duration 10 minutes and 48 seconds)
Make the connection
While listening to the interview students Betania Cappato
Creative Teams devising take notes in preparation for a small
group discussion and then a whole class Tips + techniques for listening and note
Exploring interactions discussion. taking
- Write down keywords to get the idea of
Three Act Structure Key questions to guide note taking what is being said
• What was one of the big obstacles for the - Paraphrase in your own words, unless
Making minis information needs to be noted exactly
filmmaker and how did she overcome it?
• The filmmaker talks about how she builds - Use headings or subheadings
Learning from others - Underline key info
the character of Ema – describe how she
- Use abbreviations or symbols.
After the movie did this?
• What life experiences did Betania Cappato
Getting ready to write a review bring to the making of the film? “I’m very much interested in the mystery
• What is the mystery of communication? of communication, how people so
Guide to writing a review different from each other can find points
• What questions do you have for the
of connection. I was interested in thinking
filmmaker? about the different forms of solidarity. I
Red Carpet Premiere
think that sometimes, out of ignorance, we
Meet the creative team Small group discussions don’t get close to each other but sometimes
Working in small groups students share and solidarity appears in the least expected
Additional resources discuss their responses to the questions. place.” Betania Cappato
• What was different or similar – was there
information they had interpreted differently.
• What do we as a group know about Autism
Spectrum Disorder (ASD)?
As a whole class – come back together to
share information from group discussions.
Note:
• Remind students of the importance of
communicating and listening respectfully
during discussions.
6 AFFYouth.org
A School in
What is
Cerro Hueso
ASD?
Education Resource It is all about neurodevelopment - social
Many think of “normal” as a synonym for how
communication and social interaction. Can everyone is supposed to think and feel
include a range of behaviours, interests or
activities. Lots of people find it hard to live in society
because they are different.
Teacher Advice, Is autism the same for everyone?
Synopsis & Themes • Everyone is an individual so everyone on the
autism spectrum is influenced differently. How to know if someone has ASD?
Curriculum links and activities
• Some people with ASD may find it Often it is not obvious and it should always
Before the movie challenging to communicate and interact up to the person if they want to discuss their
with others. Some find using words to diagnosis.
Visual and screen literacy communicate difficult.
There are films and TV shows that feature
and theatre etiquette • Some people have reactions to what they
autism in their storyline. However, there is a
see, hear, smell, touch or taste.
Betania Cappato Interview
feeling from within the ASD community that
Why should we know about Autism while many actors do a true portrayal of a
What is ASD? Spectrum Disorder - ASD? person with autistic traits many do not really
1 in every 100 Australians live with ASD. recognise the disorder and often confuse it
Make the connection with other neurodevelopmental differences.
However, many Australians don’t really
Creative Teams devising understand what ASD means and often (37 movies featuring autism - autism.org/
believe myths rather than the facts. autism-movies/#Child-Friendly-Movies-
Exploring interactions &-TV-Shows)
Three Act Structure
Making minis
Learning from others
After the movie
Getting ready to write a review
Guide to writing a review
Red Carpet Premiere
Meet the creative team
Additional resources
7 AFFYouth.org
A School in
Make the
Cerro Hueso
connection
Education Resource
Working in small groups students undertake Behind the News BtN
to develop a presentation to communicate to The story talks about Sia’s use of an actor
the general public an understanding of ASD. to play the role of person with ASD
abc.net.au/btn/newsbreak/btn-
Teacher Advice, newsbreak-20210205/13126970
The presentation should include:
Synopsis & Themes
• A clear and well understood definition of Horseback Therapy – the success of a
Curriculum links and activities ASD program working with young people with
• Information about relating, communicating, ASD + horses.
Before the movie and thinking as a person living with ASD. abc.net.au/btn/classroom/horseback-
• How ASD is dynamic not static. therapy/10532854
Visual and screen literacy
and theatre etiquette The following links to stories provide access A successful young entrepreneur with ASD
to stories from the point of view of someone abc.net.au/btn/newsbreak/world-autism-
Betania Cappato Interview with autism. awareness-day/10958620
What is ASD? Links from previous ABC Behind the News Fairness isn’t about treating everyone the
BtN stories will support students to start same, it’s about treating people based on
Make the connection
gathering information from a range of what they need.
Creative Teams devising sources.
Exploring interactions Films from the Focus on Ability – Short film • A Focus on Ability – A teachers insight
Festival - telling a story on film for the world into his growing understanding of the
Three Act Structure to view. measure of success when working with a
focusonability.com.au/FOA/about.html young person living with ASD.
Making minis
focusonability.com.au/FOA/films/1459.html
When researching the films with the search
Learning from others
term ‘autism’ you will have a list of 203 films As a whole class
After the movie tagged with autism. The following short films Groups present their information about
came from that list. ASD. Groups provide feedback about the
Getting ready to write a review presentations to each other including
• Am I Special or “Special?” - A clever, feedback about:
Guide to writing a review funny and informative animation from the
perspective of a young person living with • Clarity of information
Red Carpet Premiere ASD. • Sensitivity to information.
focusonability.com.au/FOA/films/1365.html
Meet the creative team
• I’m Marcus – A short film that provides a
Additional resources unique insight to one person’s view of life.
Great use of images and camera angles
in this film.
focusonability.com.au/FOA/films/770.html
8 AFFYouth.org
A School in
Creative teams
Cerro Hueso
devising
Building on the presentation each of the
Education Resource Creative Teams have completed they now
devise a piece to film as a short movie or
short documentary.
As a whole class discuss:
Teacher Advice, - What were some of the main issues, ideas,
Synopsis & Themes questions, wonderings, or concerns that
Curriculum links and activities were raised in relation to the research and
preparation of the presentation?
Before the movie - Students list down the ideas.
Visual and screen literacy Short narrative film
and theatre etiquette
Developing the character
Betania Cappato Interview The creative team begins by identifying the
character or characters for the story and
What is ASD? the issue they want to explore.
Make the connection 10 minute activity
Create a life map for the main character
Creative Teams devising
- Use a large piece of paper – draw the road,
Exploring interactions which can wind, zig zag or change
direction. > What changes the character?
Three Act Structure - On the map add destinations that mark > What motivates their character?
significant decisions, regrets, people they > What locations will the character be in?
Making minis meet, actions. Include holidays, > What obstacles stand in the way of their
celebrations. All the highs and lows. character achieving what they want to
Learning from others achieve?
- Where and how do the other characters
After the movie fit on the main character’s (protagonists)
life map. When developing the characters
students should explore:
Getting ready to write a review
NOTE: Instruct students not to spend too - Each characters’ perceived strength
Guide to writing a review much time on the drawings – make them - Then pretend they didn’t have that strength
sketchy – use a word or two. - Express the characters strength in another
Red Carpet Premiere way.
Creative team discuss and record:
Meet the creative team > What is the character doing?
> What does the character want to achieve
Additional resources
– in regard to the whole story and for each
individual scene?
9 AFFYouth.org
A School in
Exploring
Cerro Hueso
interactions
The following activity will have students Looking for counterpoints
Education Resource exploring the interactions between Students should consider and discuss the
characters. How they react and interact. content of their piece and consider the
counterpoints:
1. Working in groups of three students think - Is it serious?
of a scenario alternatively suggest one for - What points of humour can they add or
Teacher Advice, them. identify?
Synopsis & Themes
- What action or movement elements are
Curriculum links and activities Example – A person has parked in a they using to tell the story?
disability car park – they don’t appear
Before the movie to have a disability. Another person Definition of counterpoint
approaches them to challenge them on 1a: a complementing or contrasting item:
Visual and screen literacy using the parking space. OPPOSITE
and theatre etiquette - Person ‘one’ - the person parked in b: use of contrast or interplay of elements
disabled park in a work of art (such as a drama)
Betania Cappato Interview
- Person ‘two’ - the person challenging Merriam-Webster Dictionary
What is ASD?
person parked in disability parking
space.
Make the connection 1. The two actors act and react to each Do you need to have some FUN
other (approximately 2 minutes)
Creative Teams devising 2. 3rd actor – enters and interacts with the Following is a fun activity to free up some
other two actors. (Note: The interaction thinking space.
Exploring interactions doesn’t need to be in relation to what
the other two are talking about - but Expert Translation: A talk show scene
Three Act Structure which features a famous expert on a topic,
it can be – the third person could be in
support of one or the other. OR The third for example, Sir David Attenborough talking
Making minis
person could be asking for assistance about the Great Barrier Reef. Here is the fun
Learning from others with something completely different like part – The Expert – is only allowed to speak
taking a photograph, asking for in gibberish and it is the translator’s job to
After the movie directions, trying to sell them translate the gibberish for the audience.
something.)
Getting ready to write a review
Practice Working with Change
Guide to writing a review To devise effectively is to accept change
Feedback
and to explore change.
Groups create their five-minute improvised
Red Carpet Premiere
scene and then buddy up with another
Look at scenes and situations from
Meet the creative team group and perform for each other and
different angles.
provide feedback and suggestions.
Additional resources - What worked?
- Suggestion of things to try.
- Anything that was difficult to understand.
10 AFFYouth.orgA School in
Three Act
Cerro Hueso
Structure
Because short films are short in length the
Education Resource Short film three act structure
number of ideas explored and the characters
introduced need to be limited. Act 1 – The set-up. Who is this? Where are
we? What’s happening?
Decision making for short films:
Teacher Advice, - Structure – use three act structure Act 2 – The protagonist enters a point of no
- Ideas – only have one idea return – they do something make choices
Synopsis & Themes
- Conflict – one major conflict that a where there is simply no going back.
Curriculum links and activities character is trying to resolve.
- Character - no time for character Act 3 – Resolution – simply put – the End!!
Before the movie BUT does the protagonist get away, or
development – need to focus on one
maybe the villain has the last word or is the
relationship and the conflict. end is to have no end – completely open –
Visual and screen literacy - Resolution – something satisfying for the with the viewer left wondering.
and theatre etiquette audience – a plot twist.
Betania Cappato Interview DON’T FORGET - Visuals are important Integrating the feedback and preparing for
they help tell the story. filming
What is ASD?
Make the connection Storyboard the idea Students discuss and consider feedback:
The creative team: > Makes changes
Creative Teams devising - Know the character/s – what motivates, > Rehearse and ensure each scene
what has influenced transitions smoothly from one scene to
Exploring interactions - The next step is to plan the scenes on a the next and that tension and rhythm is
storyboard – on a big piece of paper. Divide sustained
Three Act Structure
paper into ten rectangles. > Video a full run through and watch it back
Making minis - Each square represents a scene together and critique where changes
- decide what happens in each scene and should take place.
Learning from others the characters in the scene.
After the movie Storyboard feedback
Creative teams buddy up and share
Getting ready to write a review
storyboards and reflect on:
Guide to writing a review
> Whose viewpoint is the story being told
from
Red Carpet Premiere > What narrative structure is being used
> What style and conventions are being used.
Meet the creative team
Additional resources
How to Make a Film
Checkout the AFF resource for tips to
support students with the filming of their
stories of place.
adelaidefilmfestival.org/aff-youth/
workshops
11 AFFYouth.orgA School in
Making mini
Cerro Hueso
documentaries
Education Resource What is a mini documentary?
A mini documentary is a short documentary
usually no longer than 2 minutes.
While a mini documentary is short it still
Teacher Advice, follows the same format as a feature
Synopsis & Themes length documentary. Most importantly the
documentary needs to be:
Curriculum links and activities • a story you care about
• well researched
Before the movie
• well planned out.
Visual and screen literacy The Source - April 2016
and theatre etiquette 80% of the job of filming Nzingha – mini documentary by
Betania Cappato Interview is what you do before Anderson Wright.
What is ASD?
and after. youtu.be/_SHavgDUrPI
The Research In Decision – a little mini doco about
Make the connection
• good research is the foundation making decisions – worth a watch.
Creative Teams devising • identifies the plot points Decisions – we are all just making it up!
• builds the narrative Vimeo - vimeo.com/178240219
Exploring interactions • crucial for an effective outline.
Three Act Structure The Structure Edit the film
• Needs to quickly focus a viewer on an • Select the footage from what has been
Making minis filmed that tells the story in a meaningful
event, location, story or character.
• Needs to explain the idea or message in a way
Learning from others
simple, clear and powerful way and how it • Keep trimming the documentary down to
After the movie connects with the viewer. the most essential parts to tell the story in
• It explains quickly how the event, location, the most effective way.
Getting ready to write a review story or character works. • Use music and titles to enhance the
storytelling.
Guide to writing a review
How to create a mini documentary
• Identify your subject/s Feedback
Red Carpet Premiere • Feedback is an important part of the
• Write a script and questions for your
interviews process. It will assist with polishing the
Meet the creative team
• Complete the interviews work at all points of the process to get the
Additional resources • Use the best sound bites to tell the story. best possible film.
• After recording the interviews the next step
is to go out and film the event, location,
story or character. Make sure what is being
filmed fits with the story. Create a shot
before the filming starts.
12 AFFYouth.orgA School in
Learning
Cerro Hueso
from others
Education Resource Before viewing the film A School in Cerro
Camera shots
Hueso, assign each creative team an aspect
The four basic shots:
to focus on when watching the film.
Close-up – focussing on a detail or the
Each team then reports back to the whole actor’s face.
Teacher Advice, class about what they observed – or – Medium – picking up background or upper
Synopsis & Themes questions they may have. half of the actor.
Full shot – has full view of the actor.
Curriculum links and activities > How does the filmmaker use different Long shot – taken at a distance from the
camera shots to foster empathetic object.
Before the movie understanding of the character of Ema?
Camera Angles
Visual and screen literacy - When are close up shots used? Straight – same height as the object
and theatre etiquette - How does it make you feel as a viewer High – filming from above the object
when there is high angle shot looking Low – looking up at the object
Betania Cappato Interview
down on Ema? Oblique – camera is tilted sideways.
What is ASD?
- When are different camera angles used?
- Is there a narrative resolution?
Make the connection
- How does the director use sound and
speech throughout the film? - How does the director use lighting in the
Creative Teams devising
film?
Exploring interactions - Thinking about ASD, how do the
characters communicate with each - The horse is a motif in the film – how does
Three Act Structure other? this change over time?
Making minis - Community & connection are themes in - Do you notice any changes in the
the film – how is this communicated in character of Ema? What are they? How
Learning from others the film? did they change over time?
After the movie
Getting ready to write a review
Guide to writing a review
Red Carpet Premiere
Meet the creative team
Additional resources
13 AFFYouth.orgAfter the
A School in
movie
Cerro Hueso
Education Resource
Getting ready to write the review Writing the review
The information students have written in
Individually students write their response to response to viewing the movie and the
Teacher Advice, the film. This could include responses to the
Synopsis & Themes template – Guide for writing a film review
following questions:
– will assist them to write a review of the
Curriculum links and activities - What did A School in Cerro Hueso make
movie and to rate the movie.
you think?
Before the movie - What evidence did you see in the film that
they had blurred the boundaries between
Visual and screen literacy documentary film and feature film?
and theatre etiquette - What did the film make you wonder?
- Why do you think the filmmaker chose the
Betania Cappato Interview
locations?
What is ASD? - How did the filmmaker convey place in the
film?
Make the connection - How did the director use sound and speech
throughout the film?
Creative Teams devising - What does the film communicate about the
main character at the end of the film?
Exploring interactions - What connections did you have with the
film?
Three Act Structure
- How did the filmmaker build the character
Making minis of Ema in the film?
Learning from others
After the movie
Getting ready to write a review
Guide to writing a review
Red Carpet Premiere
Meet the creative team
Additional resources
14 AFFYouth.orgA School in Guide to writing a film review
Cerro Hueso
Education Resource Movie details: Features of a review:
Title: • approximately 600-1200 words
Running time: • usually written in past tense, in third person voice
Genre: • uses technical and descriptive language
Teacher Advice, Director: • provides an objective analysis of the film’s formal
Synopsis & Themes Cast: techniques and thematic content
Curriculum links and activities • provides information about interesting elements of
the film:
Before the movie
- formal techniques
Visual and screen literacy - thematic content
and theatre etiquette
• uses the full name or last name when referring to the
Betania Cappato Interview director or cast.
What is ASD?
Make the connection Paragraph 1 Headline - only limited by your imagination.
Creative Teams devising Introduction Here is an example:
Spider-Man
Exploring interactions
Actual Headline: Spinning An Amazing Web
Three Act Structure Provide a few details that give the reader insight into the
type of movie you are reviewing.
Making minis
Learning from others
After the movie Paragraph 2 • Where and when does the movie take place?
Summary of movie • Who are the most important characters?
Getting ready to write a review
• What is the movie telling the audience? Be careful
Guide to writing a review to not provide any spoilers for your reader.
Red Carpet Premiere
Meet the creative team
Additional resources Paragraph 3 • Discuss the strengths and weaknesses of the movie:
Opinion/Analysis - provide specific details and scenes.
Paragraph 4 • Who would you recommend the movie to, including:
Conclusion - - relate this to the rating of the movie
evaluation and - how many stars would you give the movie?
recommendation
15 AFFYouth.orgA School in
Red Carpet
Cerro Hueso
Premiere
Education Resource
Final refinement before screening Don’t forget to include a title name and
Prior to seeing A School in Cerro Hueso, credits to the movie.
students worked in creative teams to create
Teacher Advice, their own short film. By comparing and Once the creative teams have finalised
Synopsis & Themes contrasting with what they have seen they their media product students complete
are now able to make decisions that will a producer’s statement reflecting on the
Curriculum links and activities refine and improve their scenes. elements of the production, including the:
Before the movie - central idea of the production
Working in original creative teams’ - use of different production techniques
Visual and screen literacy
and theatre etiquette students:
- suitability of the final media product for its
• what they have created for their film intended audience
Betania Cappato Interview
AND - ways in which the media product uses or
What is ASD? challenges the conventions of the selected
• contrast it with the story created in text.
Make the connection A School in Cerro Hueso.
Creative Teams devising
Creative teams:
Exploring interactions
• discuss and make any changes as if they
Three Act Structure
were the Production Designer for
A School in Cerro Hueso.
Making minis • complete final filming and editing.
Learning from others
After the movie
Getting ready to write a review
Guide to writing a review
Red Carpet Premiere
Production Designer
Meet the creative team
In charge of making sure each shooting
Additional resources location is perfect, prepared, and on point
with the vision of the film. The locations, sets,
costumes, lights, etc all work together to
create a world on screen.
16 AFFYouth.orgA School in
Meet the
Cerro Hueso
crew
Education Resource CAST
Clemintina Folmer – Ema
Mara Bestelli – Julia
Teacher Advice,
Synopsis & Themes Pablo Ruiz Seijo – Antonio
Curriculum links and activities Irene Zequin – Irene
Before the movie
Monica Nunez – Sonia
Visual and screen literacy
and theatre etiquette Brian Modine – Irene’s brother
Betania Cappato Interview Valentin Maza – Irene’s brother
What is ASD? Carla Rucitti – School Head Master
Betania Cappato
Make the connection Director
Vivanna Taus – Teacher
Betania Cappato was born in Colastine,
Creative Teams devising Province of Santa Fe, Argentina, in 1984.
Arele Nunez – Dance Partner
She is a photographer and filmmaker. She
Exploring interactions
studied at the Santa Fe Institute for Cinema
Three Act Structure
and Audio-visual Arts. As a screenwriter,
producer, director’s assistant, artistic
Making minis director she participated in various films
and TV program. In terms of photography,
Learning from others besides her own work, she participated in
educational and socially transformative
After the movie projects. Her documentary Frankie
premiered at the DOCBSAS in 2018. A School
Getting ready to write a review
in Cerro Hueso is her first fictional feature
Guide to writing a review film At the moment she is working on the
production of her next movie, co-directed by
Red Carpet Premiere Adrian Suarez: The Ant Woman.
Meet the creative team Ivan Fun
Producer
Additional resources
Ivan Fun was born in San Cristobal,
Argentina in 1984. In 2009 he presented
his first film Larisa (The laughter) in the
international competition of BAFICI. In 2010
he presented at the Cannes International
Film Festival, Un Certain Regard, Los Labios
(Thelpos)
17 AFFYouth.orgA School in
Additional
Cerro Hueso
Resources
.
Education Resource Reviews
Variety – 18 May 2021 – By Emiliano De
Pablos – 1844 Ent. Nabs US Distribution,
International to Argentina’s A School in
Teacher Advice, Cerro Hueso – Exclusive -
Synopsis & Themes variety.com/2021/film/global/1844-
entertainment-a-school-in-cerro-
Curriculum links and activities hueso-1234975521/
Before the movie Information about Santa Fe Province
en.wikipedia.org/wiki/Santa_Fe_Province
Visual and screen literacy
and theatre etiquette
Autism Awareness Australia
Betania Cappato Interview autismawareness.com.au/
Reviews
What is ASD?
Variety – 18 May 2021 – By Emiliano De
Make the connection Pablos – 1844 Ent. Nabs US Distribution,
International to Argentina’s A School in
Creative Teams devising
Cerro Hueso – Exclusive -
Exploring interactions variety.com/2021/film/global/1844-
entertainment-a-school-in-cerro-
Three Act Structure hueso-1234975521/
Making minis Information about Santa Fe Province
en.wikipedia.org/wiki/Santa_Fe_Province
Learning from others
After the movie Autism Awareness Australia
autismawareness.com.au/
Getting ready to write a review
Guide to writing a review
Red Carpet Premiere
Meet the creative team
Additional resources
18 AFFYouth.orgYou can also read
