Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: What are stereotypes?

20 minutes

Find Out: Exploring stereotypes in film and TV

25 minutes

Take Action: Getting representation right

5 minutes

Reflection

Learning intentions

Students will:

analyse how stereotypes and media representations influence perceptions of First Nations Australians, and identify and explain positive and inclusive portrayals.

Success criteria

Students can:

analyse media images to identify how the use of visual techniques can reinforce stereotypes or challenge them in representations of First Nations Australians
apply their understanding of how representations of First Nations peoples position audiences
identify and explain positive portrayals of First Nations Australians and diverse communities.

Tune In: What are stereotypes?

Step 1

Begin this lesson by instructing students that the content of the lesson today is sensitive and that they need to demonstrate respectful behaviours. For further guidance, please refer to the Teacher Content Information.

Step 2

Ask students to turn and talk to discuss their understanding of the term ‘stereotype’.

Discuss as a class and display or write the definition of ‘stereotype’ on the board.

Stereotype: a fixed idea or image that people have about what someone or something is like, but which is often not true in reality and may cause hurt and offence.

Ask students

Why do you think stereotypes exist?
How might they impact the people they are about?

Emphasise how stereotyping simplifies and often unfairly limits people by reducing them to one or two characteristics.

Step 3

Next, watch the ‘What are stereotypes?’ explainer video (01:22 mins) that provides a quick overview of stereotypes.

Further illustrate and unpack the meaning of ‘stereotype’ by using the following example: “Teenagers are all rebellious, lazy and addicted to their phones”. These are unfair stereotypes because

they unfairly assume all teenagers behave the same way
although some teenagers might go through emotional changes, many are respectful, responsible and emotionally balanced
it overlooks individual personalities and experiences.

To further exemplify stereotyping, outline that thinking of someone as a ‘typical boy’ or ‘a dumb blonde', or assuming someone from a rural area must love country music, or that someone from Asia must be good at maths, could mean that you are thinking of a stereotype, not an individual.

Remind students that stereotypes can be either positive or negative, but they always reduce people to one dimension or version rather than recognising the many characteristics that make them individuals.

Check student understanding by conducting a whole-class brainstorm, asking them to share stereotypes they know exist. Select from the following groups, as you feel is appropriate for your class:

gender-based: males, females (e.g. mothers, fathers)
age-based: elderly people, teenagers
nationality-based: choose from any number of nationalities as appropriate
cultural/ethnicity-based: choose from any number of nationalities as appropriate.

If students feel comfortable, invite them to share any stereotypes that have been made about them personally, based on their cultural, ethnic or religious background, or other common assumptions people may make about them. Discourage students from discussing what they’ve heard or seen because this can lead to othering, particularly of minority groups. (Note: This requires a safe space for students to be vulnerable. Please refer to the Teacher Content Information about how to ensure a supportive and inclusive environment for this kind of contribution to take place.)

Step 4

Ask students to individually complete the following statement. You may wish to hand out sticky notes or a small, blank piece of paper that you can collect.

“Some people think I am ___________________________________, but what I really am is __________________________________”

Find Out: Exploring stereotypes in film and TV

Step 1

Revisit the questions from the beginning of the lesson and see how students’ understanding has shifted.

Why do you think stereotypes exist?
How might they impact the people they are about?

Step 2

Highlight that many characters in television programs and/or films are based on stereotypes. A typical drama or soap opera will often have a 'beauty', a 'rebel', a 'victim', a 'rogue' and a 'carer' amongst its characters. Consider Aboriginal and Torres Strait Islander characters in films or television. One way in which they are stereotyped is that they are often portrayed as living in remote areas of Australia, when in fact, only 15% of First Nations people live in remote or very remote areas (ABS, 2025).

Explain that students will now watch a video about Aboriginal and Torres Strait Islander peoples' representation in film and TV – hearing First Nations perspectives directly.

Unpack the term ‘representation’ and how it relates to stereotyping. For example, ‘representation’ means how people, groups, cultures, or ideas are shown or portrayed in particular ways – especially in the media, books, movies, advertising and everyday conversations. When representation is limited, it can reinforce stereotypes.

Step 3

Play the video, NITV The Point video on Aboriginal film and tv representations (03:45 mins).

After watching the video, ask students to Think-Pair-Share responses to the questions:

How has the representation of First Nations Australians in television and film changed? Could more be done? Why?
Why has this change happened? (The people who are in control of the representation have changed – now there are more First Nations producers and directors.)

Lead a class discussion as pairs share their answers. Point out that, according to Screen Australia's diversity report, the number of First Nations actors portraying main characters in Australian TV drama has increased from approximately 4.8% to 7.2% in five years (Source).

Step 4

Explain to students that they are going to practise analysing First Nations representations in film and television. Before beginning this task, outline how representations of people are constructed and how they can shape the messages conveyed to the audience, including how stereotypes are reinforced or challenged through the use of visual techniques.

Explain the following visual techniques used in film and television:

Technique	Explanation	Questions for analysis
Framing	This is the type of camera angle and what is included/excluded in a shot, including context: • wide shot • full shot • medium shot • close up • extreme close up.	What type of framing is being used? Why is this type of framing being used? What is the framing telling the audience? How does this make the viewer feel or think?
Focus	The element/s in an image that stand out and attract the viewer's attention. An image can be made salient through: • placement (where is the element placed?) • colour (what colours are being used?) • size (how big are the element/s?).	What is the main focus? What stands out and draws the audience’s attention? How does this/do these elements combine to make the viewer feel or think?
Positioning and gaze	Positioning is the different ways an actor can be positioned or oriented in a frame. Gaze refers to where a character is looking. Facial expressions and the way a character looks into the camera can convey an emotional state.	How are the characters standing, or what is their body language? Where are they looking? What message does this send? How does this make the viewer feel or think?

Step 5

Display the Example Analysis of Representation from the film, The Tracker. Explain and explicitly draw students’ attention to the techniques used by referring to the annotations.

Step 6

Organise the class into five groups and give each group an image from the First Nations Representations in Film and TV resource (stills from Sweet Country, Rabbit Proof Fence, Redfern Now, Offspring, and Top End Wedding).

In their groups, students should complete the Student Worksheet to analyse their image, using the prompting questions to guide their analysis.

Bring students back together. Ask one student from each group to share the following with the class as part of a wider discussion:

How are First Nations Australians represented in this image? E.g. positive, negative, ‘othered’, part of mainstream culture, etc.
What stereotypes or elements of stereotypes are repeated? Are there examples or elements where stereotypes are challenged?
How might these portrayals affect the identities and wellbeing of First Nations peoples?

Take Action: Getting representation right

Step 1

Point out that film and television, like other forms of media and art, can be viewed as a reflection of the society at the time of their creation. Invite students to share any First Nations actors and characters they know of, and how the representation they think is conveyed to audiences. For example, Heartbreak High, Cleverman, Little Jay and Big Cuz, Robbie Hood, Bran Nue Dae, The Sapphires, Total Control and Spear. As a class, identify any that could be classified as stereotypes to eliminate misconceptions.

Learning extension: As a lead-in to the next activity, read through and discuss the article ‘Why do First Nations characters still need to justify their place on Aussie TV shows?’ by a proud Gumbaynggirr woman, Sancia Ridgeway.

Step 2

Explain to students that they will now research and find a still of a positive representation of First Nations Australians in film and/or television that reflects the diversity of these communities.

Invite students to form small groups and apply what they practised in the previous activity. Students will need to explain the visual techniques used and the impact on the viewer, and then outline why they believe this to be a positive representation of First Nations Australians.

Students can source their own still image from a film or TV show, or from another piece of media (at the teacher's discretion).

Step 3

Once students have found their image for analysis, they should complete the following:

Annotate it for framing, focus, positioning and gaze.
Identify how each technique used makes the viewer feel or think.
Explain why the image is a positive representation of First Nations Australians by giving at least three separate reasons. Students should elaborate on their reasoning by including references to the visual techniques that have been used.

Learning extension: Students create a form of media to communicate the importance of film and television shows, creating diverse, non-stereotypical portrayals of First Nations Australians. Students should draw on their learning from this lesson to promote inclusion, educate about the impact of stereotyping and improve representation, so that there is a more accurate reflection of Australia’s modern society.

Reflection

To conclude the lesson, bring students back together to debrief by asking the question

How does using accurate and inclusive representations of different groups in the media impact them and the rest of our community?

Stereotypes in Australia

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Summary

Lesson Guides and Printables

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Stereotypes in Australia

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Lesson Guides and Printables

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