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the tender age atyp teacher resources 2012

All photos in this resource taken by Heidrun Lohr

atyp SEEKS TO CREATE EXCEPTIONAL THEATRE EXPERIENCES THAT ENGAGE YOUNG AUSTRALIANS AS ARTISTS AND AUDIENCES atyp is driven by the belief that the arts have the power to transform lives, enrich communities and ultimately impact on the future of our nation. The power of stories and storytelling, of sharing experiences and seeing life from another’s point of view, are integral to everyone’s growth and development. Our work is motivated by the need to improve access and opportunities for all young Australians to participate in the arts and to encourage them to share their stories, regardless of economic, geographic or social barriers. We provide a supportive, creative environment for artists of all ages to take risks, engage, challenge and test ideas and, in doing so, uncover their creative potential. All atyp programs generate stories told by young people via the development, production and promotion of new writing, and the maintenance of the dynamic creative hub that connects young people with experienced professional artists locally and nationally.

This Resource Kit has been designed as a classroom tool to assist with the reflection and analysis of the Australian Theatre for Young People (atyp) production: The Tender Age. Content:  The Tender Age in Context  Navigating Technology, Relationships and Sexuality  The Tender Age in Performance  Resources and Useful websites The activities, notes and resources are designed for students from Years 11-12; however, it is recommended before using the recommended websites in this kit that teachers first visit the sites to assess suitability of content for your particular school setting. We hope you find these activities useful and that they enhance your learning experiences in the classroom. Heather Clark Education Manager atyp

On 29 July 2009, a 14-year-old girl was given an on-air lie detector test on a live Sydney radio program. Clearly agitated, the girl announced that she had been raped when she was 12. This infamous incident has been used to examine changes in the way young people engage with sex and sexuality. The rapid advances in communications technology, the proliferation of pornography and the depiction of sexuality as power are changing young people’s attitudes to sex. How do young people negotiate these conflicting messages? The Tender Age examines the contradictions in the way society educates young people about sexuality, and the ways in which young people themselves negotiate relationships framed by social technologies.

creative team & staff

Michael Brindley Sasika Roberts Molly Haddon Angela Tran Performers

Sean Marshall Ebony Vagulans Mana Ryuba Kym Vercoe Jane Phegan Arky Michael Valerie Berry

Co-director Version 1.0 Co-director atyp

David Williams

Video Artist

Sean Bacon

Sound Artist

Gail Priest

Production Mgr

Abbie Trott

Lx Designer

Chris Page

Fraser Corfield

the tender age in context atyp artistic director, fraser corfield, on the tender age

classroom activity

why this show?

As a society we tend to have an ever adjusting moral code. Things that were appropriate ten years ago are no longer acceptable and activities no one dreamed of taking place make it into the public eye. Periodically there are incidents that shock the country into taking a look at itself. The 2Day FM Lie Detector Test is one such incident. It made people take stock of the way we treat young people in the public eye. Expanding on from that, the incident provides an opportunity to look at the broader contradictions in the way we engage young people in discussions about sex and sexuality. Our popular culture is saturated in sexually suggestive imagery and language. The internet is giving society access to sexually explicit material on a scale never encountered in human history. Popular media is titillated by sexual intrigue and scandal and then outraged by it. Young people are able to share conversations, images and ideas without adult intervention. There is a great unanswered question as to how this rapidly evolving landscape will change the way people view, relationships, sex, sexuality and intimacy in a digital age.

brainstorm  Create a timeline on the board that spans the last 100 years (beginning at 1900 and reaching to 2012).  You have 5 minutes for this activity. With whiteboard markers available, and no conversation, write down the events that you think changed morals and attitudes to sexuality over that time period. For example, the introduction of the contraceptive pill had an enormous influence on society. See this link ates/stories/december/4/newsid_3228 000/3228207.stm practical task You may like to use this as a research topic for other classes or subjects.  Select one event or decade from the above timeline. Research society’s response to that event.  Choose an artwork, piece of literature, piece of music (or other) from that period and devise a 5 minute presentation that demonstrates how that work reflects the society of that time. reflection As a class discuss the following questions.  How has society changed over the years?  What role do the “arts” play in reflecting and commenting upon society?  Do you think the radio interview is a true reflection of today’s approach to teenage sexuality? If so, how did society arrive at this?  Do you think the public outcry about the radio interview was justified? Why/Why not? To listen to the interview go to: p3

The creative development last year gave us the chance to throw in a range of material and see what resonated. We found a huge amount of info on private information in public media (sexting, bullying etc). We also generated a little material looking at relationships between parents and children - the notions of 'good' and 'bad' parenting. You can see that in the story that Sean tells about the boy's 18th and Saskia's story about her friend with strict parents.

Fraser Corfield, atyp Artistic Director

I think the 2Day FM incident is a critical, discussionprovoking moment that is crucial to the framing of the show. It speaks to the relationship between adults and young people, raising the question of good/bad parenting and still circulates in the public memory in a productive way. Parenting, responsibility, power and violence thread through the current thematic interests and this incident creates opportunities to discuss these.

David Williams, CEO, Version 1.0

navigating technology, relationships and sexuality


The Telegraph, 09 March, 2012

classroom activity

By Murray Wardrop

brainstorm  Read the article excerpt on this page.  What is your immediate response to this?  How does it make you feel in terms of what you share on the internet? practical task  Create a log book that records your online presence and activity over a week. Your entries could look like this: DATE




TOTAL TIME ONLINE:  Transfer the data into a chart that shows the amount of time on each program. E.g. how many hours you were on Facebook, youtube etc. reflection  Looking over the past week have there been any entries that you wished you hadn’t posted? Why / Why not?  Did your amount of online time surprise you? Do you think it’s too much, too little, just the right amount? Why / Why not?  Do you place limitations on yourself in terms of what you share online?  Imagine that it’s 20 years ahead in the future and you are an employer. Look at your facebook page as if it is someone else who is applying for a job. What is your opinion of this person? Would you employ them? Does this activity change what you will post online? Why / Why not?

Young will have to change names to escape 'cyber past' warns Google's Eric Schmidt The private lives of young people are now so well documented on the internet that many will have to change their names on reaching adulthood, Google’s CEO has claimed. The comments are not the first time Mr Schmidt has courted controversy over the wealth of personal information people reveal on the internet. Last year, he notoriously remarked: “If you have something that you don’t want anyone to know, maybe you shouldn't be doing it in the first place."


Consequences of actions are overlooked by a number of the “characters” in The Tender Age. Statements such as, “I didn’t think…”; “I didn’t mean…”; “How was I to know…” and “If I’d known what was going to happen…” are spoken throughout the performance.

classroom activity

brainstorm  In groups of three, you have 1 minute to brainstorm the two following questions.  

What actions build friendships? What actions disrupt friendships?

At the end of the minute find two new people and brainstorm for another minute. At the end of the second minute, find two new people and brainstorm for one final minute.

Once you’ve completed the three minutes, individually write down everything that you can remember from the discussions. Share your findings with the class.

practical task   

Form groups of 3-4 people. From the brainstorming session, select two actions that build friendships and two actions that disrupt friendships. In your group, create a still picture (tableau or group statue) of each action and its consequence. For example, your first statue could be the action of someone texting abusive words to someone else. The consequence “statue” may be the bully being isolated from friends. Once you’ve devised four separate still pictures, put them in order and move from each pose to the next one. Present your “performance” to the class.

reflection  What effect did the still pictures have on you?  When have you acted impulsively and then regretted your action?  Do you think it’s realistic to think that you can weigh up consequences of actions before you take them? Why / Why not?


what is SEXTING? Swapping sexually explicit or sexually suggestive images or video via electronic means. In some cases the photos have been forwarded to others. In other cases, students reported. Sexting: A brief guide for Educators and Parents; Sameer Hinduja, Ph.D. and Justin W. Patchin, Ph.D; Cyberbullying Research Centre

classroom activity

practical task

Read the following article:

The Secrets of Teenage Sexting; Rosemarie Lentini, The Daily Telegraph, March 31, 2011 12:00am

University of NSW researcher Nina Funnell has spoken to hundreds of young people aged between 15 and 18 about their sexting habits for a book she is writing and found sexting is an accepted part of adolescent dating culture. As a class discuss the following questions:  What is your response to this article as a teenager?  If you were a parent, what advice would you give to your teenage child regarding this issue?

Fill in the table with your response:



classroom activity Read some of the comments on the article.

There was no mention of Facebook in the article idiot, it's just another kneejerk response from a non tech savvy bystander - BLAME FACEBOOK, BAN KIDS FROM FACEBOOK etc - In your day digital cameras and jpeg sending on phones was not available hence why it never happened back then, had the modern technology of today been available it probably WOULD have happened. When I was in the 2nd grade (1981) a toy camera that could take one image only was brought to school, what was it used for? Boys taking it in the bushes photographing their privates and showing it to people. To everyone in general - technology is moving FAST, and adults seem overwhelmed by it, which is understandable - but the important thing NOT to do is just sit there shouting "BAN phones/cameras/facebook/texting" etc. It's a completely knee jerk and useless way of handling things. Adults need to sit down and understand the technology and then work with their kids in explaining the pitfalls. Kids are gonna make mistakes, but technology is HERE TO STAY, and EDUCATION, not BANNING, is the solution. Get out of the dark ages!

My answer is to turn off the mobile phone networks forever. They rob our time, give us cancerous radiation and now risk our youth. We don't need these rotten devices. Before the 80s we didn't have them. The world still went round and businesses made money long before these crummy communications tools started messing up our sense of social balance.

One simple rule. If you're going to take naked pictures of yourself or your significant other, do it on a device that can't speak to the outside world. Otherwise it'll end up on the internet. No exceptions.

practical task The following activity is called an “Oxford Debate”. Debaters have the freedom to move to the opposing side at any time if they feel swayed by the opposition’s argument. Decide on a time limit and have fun!  TOPIC choices: That “private” is the new “public.” OR “That rapid advances in communications technology are changing young people’s attitudes to sex.” OR “Technology merely offers “new ways for committing traditional crime” (Australian Federal Police, 2007, p. 3)  Split the class into two groups. Have each group sit on opposite sides of the classroom. One half is negative and the other is affirmative.  Appoint a chair person who will conduct the debate.  Each side takes turn to argue. Anyone can cross the floor if they feel the opposing side is gaining advantage.  The winning team is the side that has the most people within the time limit!

the tender age in performance The following questions are designed to help you analyse the performance and to think about the issues it raises. You may like to discuss them as a class, talk about them in small groups, or answer them individually and then share your responses.

the six questions a journalist always asks who?


(E.g. Who were the characters in the show…)

(E.g. What happened…)

when? (E.g. When did these events occur…)

where? (E.g. Where was the show set…)


(E.g. How did the creators present the issues and themes; how did the audience respond…)

why? (E.g. Why did these events occur… )

verbatim theatre

The Tender Age is in the dramatic form of Verbatim Theatre. It is a topic area choice of study for the NSW HSC Drama course.

From the HSC Drama Course Prescriptions 2010 – 2012 (Page 13) Studies in Drama and Theatre Topic 8: Verbatim Theatre This topic explores, theoretically and experientially, plays written using the words of people interviewed about an issue or event and the social context, which gave rise to these plays. Students consider notions of authenticity and authority derived from direct testimony and community involvement. In particular, by engaging with the performance styles, techniques and conventions of the plays, students will explore the tension between maintaining truth while creating dramatic shape, theatricality and audience engagement.

classroom activity

The creators of The Tender Age used some of the following comments verbatim in their performance. They also spent much time in creative development, improvising scenarios and then transcribing those conversations.

practical task  Select some students from class to read the comments on the following page aloud. These comments and stories are real-life quotes. Read them out in “character” reflection  What effect does it have, knowing that you are reading / listening to actual words spoken by someone?  Can you identify with some of these stories?  What would you do if these were spoken by friends of yours?  What would you say if you were the school counsellor in these situations?

December 15 2009 “This girl sent pictures to her boyfriend. Then they broke up and he sent them to his friend, who sent them to like everyone in my school. Then she was supposed to come to my school because she got kicked out of her school because it was a Catholic ruined high school for her.” “When I was about 14-15 years old, I received/sent these types of pictures. Boys usually ask for them or start that type of conversation. My boyfriend, or someone I really liked asked for them. And I felt like if I didn’t do it, they wouldn’t continue to talk to me. At the time, it was no big deal. But now looking back it was definitely inappropriate and over the line.” “I have never sent or received a picture involving nudity because I do know that it is illegal,” wrote an older high school girl. She continued, “Also, I think texting [sexually suggestive images] is too risky – a friend could take your phone and see it. That’s not something you want to be in public. And at my school you can get in trouble for it.”

PEW Institute Teens and Sexting How and why minor teens are sending sexually suggestive nude or nearly nude images via text messaging

“He had just threatened to dump me and said if I took them we could get back together. I made him promise he’d keep them to himself. It took him about two weeks to convince me – he was constantly pounding “please, please” – he said he needed them for us to be together… and at the time I decided it would be an okay thing to do… I thought if I did it for him, everything would be happy and we’d be a happy couple… When you are young and you have your first boyfriend, all you want is for the relationship to work. You’ll do anything to make that happen.” Sex, Power and Consent; Anastasia Powell, p.112

“Normally it would have happened around 18, 19 kind of thing, now it’s happening 12, 13, 14. Parents have no idea, not at all. We’re very good at keeping secrets.” P138 “Everything you’ve ever thought about or are feeling is on the net.” P141 What’s happening to our girls? Maggie Hamilton

issues-based questions What does society tell you about sexuality? What do you see as the links between sexuality and power? Are there conflicting messages about sexuality and what are the messages that you receive? How do you judge these messages? What is your definition of “the tender age”? It commonly means “young and vulnerable”, what do you think of that definition? Is that how you would describe yourself? Why/why not? Why do sending naked or provocative photos of you digitally seem okay? Why do people increasingly film beautiful or horrific events happening right in front of them rather than intervening or just experiencing it first hand? How is technology making us more connected and secure and how is it making us more vulnerable?


classroom activity

practical task 1) Select one of the following themes: a) How Private is Private? b) Life in Public c) Consequences – If only I’d known… d) Identity – the many faces of me e) What goes on the net, stays on the net – The Longevity of Information Technology

2) Research the theme including some of your own personal examples. You are not necessarily required to research the “evils” of the theme. Rather, try to give a balanced perspective, looking at all different angles of the theme. 3) Collate the information and choose one of the following methods for presentation: a) A poster aimed at younger high school students b) An interview (written, recorded or filmed) that looks at different angles of the theme you’ve chosen c) A short play script. d) A mobile phone film that can be blue-toothed to your “audience” e) An artwork that reflects your take on the theme. f) A song with lyrics and music

case study Jesse Logan was an 18‐year‐old girl from Ohio whose ex‐boyfriend circulated nude pictures of her to a large number of their high school peers, leading to extensive and unremitting verbal cruelty. Two months later, she committed suicide after suffering scholastically and relationally as a result of the humiliation and abuse she received from classmates. Hope Witsell was 13 years of age when she sent a topless picture of herself to a boy she liked. The image quickly found its way onto the phones of other students. Her journals indicated the vicious name‐calling (e.g., “slut,” “whore”) she endured for weeks before it became too much for her to handle. She ended her life two weeks into her eighth grade year. Sexting: A brief guide for Educators and Parents; Sameer Hinduja, Ph.D. and Justin W. Patchin, Ph.D; Cyberbullying Research Centre

in response 

These two stories show the extent to which cyber-bullying can affect students. What is your initial reaction upon reading the stories?

The Australian Government has a range of excellent programs that assist students and young people navigate the range of experiences they may encounter online. Watch the following film and follow the links to spark discussion in your class:   

How is this film similar to The Tender Age? What are the differences between the film and the stage production? Do you think productions like these will change the cyber-landscape? Will they prevent bullying? Why / Why not?

resources and useful websites


The Cybersmart program is a national cybersafety education program managed by the Australian Communications and Media Authority (ACMA), as part of the Australian Government’s commitment to promoting online safety for children and young people. The world online is powerful and engaging for young people and adults alike, offering a wealth of opportunity. The Cybersmart program enables children, parents, carers, teachers and library staff to manage online risks, so their experiences are safe and positive. The Cybersmart program aims to:  

Inform children, parents, teachers and library staff about cybersafety issues Educate audiences through information, resources and practical advice Empower children to be safe online.

The following links have excellent resources that are aimed at specific age groups. atyp highly recommends the use of these in order to address the issues of cyber-safety. ens.aspx

The Tender Age creative development resources       

   New Technologies, unauthorized visual images and sexual assault; Anastasia Powell;Australian Institute of Family Studies; ACSSA Aware 23 2009 PEW Institute; Teens and Sexting : How and why minor teens are sending sexually suggestive nude or nearly nude images via text messaging Sexting: A brief guide for Educators and Parents; Sameer Hinduja, Ph.D. and Justin W. Patchin, Ph.D; Cyberbullying Research Centre (The Cyberbullying Research Center is dedicated to providing up‐to‐date information about the nature, extent, causes, and consequences of cyberbullying among adolescents. For more information, visit © 2010 Cyberbullying Research Center ‐ Sameer Hinduja and Justin W. Patchin) The Secrets of Teenage Sexting; Rosemarie Lentini; The Daily Telegraph, March 31, 2011 12:00am What’s happening to our girls?; Maggie Hamilton; Penguin Group, Australia, 2008 Sex, Power and Consent; Anastasia Powell, Australian Institute of Family Studies; ACSSA Aware 23, 2009

Cyber-safety sites         

Web links - Cyber smart

the tender age excerpt – counseling scene (draft 4 12/7/2011)

J: Angela, Molly, Sean, thank you for coming in today. I’d like to start with you, Molly. Do you want to tell us what was going through your mind? Pause M: I was just angry. J: You were angry? M: Yeah. J: What were you angry about? M: ‘Cause she hurt me. J: How did she hurt you? M: It’s not, like, relevant. J: Do you think Angela meant to hurt you when she did? M: I don’t know. J: Do you care? M: No, it doesn’t matter anymore. J: Ok. So how do you think you are going to move forward from this… um… if you don’t want to talk about how it started? Pause M: It’s just, like the whole long process… that’s why we’re not friends anymore because… I don’t know, I just couldn’t read anything about her. One day she was my friend and one day she was pissed off at me, like nothing made sense with her after it

got to a certain point, like, she’d start to ignore me and then she’s my friend again!.. I don’t, I don’t really know, it was a confusing friendship. J: Ok. So it was a confusing friendship and then you decided to end it – M: (forceful interruption) Well it just kind of ended – J: Ok. M: – I couldn’t take it anymore and we just, we couldn’t spend time with each other anymore. J: And that’s ok. Sometimes we outgrow our friendships. Someone is our friend for a period of time and then they’re not our friend anymore and that’s ok. What’s not ok is sending around pictures without permission and causing problems. M: (interrupting) But I didn’t mean for that to happen. I didn’t mean for it to be seen by everyone. J: Ok. So what did you think was going to happen. M: I don’t know what was going to happen. I didn’t think people would take it that seriously. I was just really pissed off. J: So when you sent it to your friends with a message saying “pass it on”, you just really didn’t think about how far it would go? Ok so Angela, are you hearing what Molly is saying A (nods)? J:And how do you feel about that? A: How could you not know that it would spread to everyone? That’s what I want to know? How could you, how could you just act like that? M: (to J) Am I supposed to answer that? J: Do you want to answer that? M: No. J: Ok so well, Angela, so, Molly’s just said that she didn’t really think about how far it would go. Can you appreciate that she acted out of hurt and anger and didn't really think about the consequences? A: (nods) J: And how did you feel when you found out that this had happened? A: I couldn't believe it, I thought... I trusted her. You know, and then, you know, I came to school one day and then the next day I didn’t have any friends. Just, I don’t know, I cant feel anything anymore, ‘cause I just cried too much. And I just want it to end. I just want everything to be over. J: And what would it look like if everything was over? A: I don’t know. Probably have to go and move schools or something. Like I just really want to know why these people did this to me so I can move on. J: Ok. Sean I’m going to ask you a question in a sec but I just want to know from Molly, Molly, have you heard what Angela has said and do you understand where she is coming from?

M: Yeah, well, I get that she’s hurt but she doesn’t… but it’s not like she’s never hurt me. I just didn’t mean for it to go so crazy. I did one thing against her and it just went really wrong but, like, um, but, I’ve been hurt by her so many times. Like, she would call me names and stuff like that J: Can I just stop you there for a second? And can I ask you Angela, do you agree with what Molly’s saying? A: I thought I was joking, I thought I was only joking. M: Yeah but its only joking when you say it to my face and then when you say it to other people its not so funny. When its between you and me its fine but its… like when you called me ‘skanky’ and stuff like that. But when you say it to other people like behind my back… that's when it kinda hurts. J: Ok I agree with that. Do you agree with that Angela or.. what did you.. even though you were joking, what did you think would be the consequences of telling that, of saying that to other people? How did you think that would affect Molly? A: I just, I, I was, it was just an inside joke, like I’m really sorry. I guess I wasn’t thinking as well. J: That's well… Molly, Angela’s just apologised for that M: Yeah, I know, right, and so now, like, I’m supposed to feel bad. J: There’s no right or wrong way that you are supposed to feel. I’m just interested in us seeing if there’s a way to move forward from this. Which is, I think, what everyone wants. And I just want to pick up on something you said earlier about Angela – that it was ok when it was just between the two of you but that when Angela spread that, what she thought was a joke, but obviously didn't feel like that to you, to other people. See how amplified that would be for Angela For her photos to have been spread to all of the high schools in the area? M: Yeah! I’m not some cold, hard bitch. I know she’s hurting and that I’ve upset her. J: Ok M: Yeah, but I don’t, it’s not, she’s not, like, the victim in all of this. Some of this was created by her as well. It wasn’t just, like it wasn’t just initiated by me. It wasn’t like I was just feeling a little bit upset or whatever. I mean I’ve been hurt too and yes my reaction got out of hand and I’ve upset her. J: Ok M: Yeah, it’s like a bad thing to have happened and I’m sorry okay. I’m sorry I did it. Alright! J: Ok Angela, can I ask you how you feel about that apology? A: You didn’t sound like you, you meant it. M: Yeah well, your apology didn’t sound terribly heartfelt to me either. It just felt like, yeah, if I can get her off my back because now it’s about her being the bitch and all okay. A: Ok then, I’m really sorry that I hurt you Molly. M: Oh and how is that not as valid an apology as the one I gave you. I am genuinely sorry. I wish none of this ever happened okay? A: Why are you so angry?

PART 2 J: Angela I’ll just ask you, how do you feel about Sean’s part in this. A: So you just want me to say what I think about him? J: (nods). A: I thought we were friends Sean. I don’t know what I did that made you send her the photo. I feel really betrayed as well because we were really good friends and you know I’m just… I’m just really confused. S: I’m sorry. That’s why I did it, because, like, because I know we are good friends and stuff and this is shit. A: Why did… S: And I didn’t understand, you know, and it never crossed my mind, that that was what Molly was going to do. Obviously, if I’d known what was going to happen I never would have done it, you know. It was just in the moment, not really thinking about it, I just sent it ‘cause I just thought she was interested in it or something. I had no idea that it was gonna, she was gonna do what she did. A: I told you not to send it to anyone though, it was really private. Pause A: I’m still angry and I don’t understand why he sent it. Even when… I told you not to send it. S: I don’t understand either. J: How did Molly know that… Molly how did you know that he had the photo of Angela. M: She told me. J Ok Pause S: I thought you said it was private. A: (goes to talk but doesn’t form a word) J: I don’t think telling someone is the same as seeing it. Do you Sean? S: Yeah, probably not. J: So, is there anything further you’d like to say to Angela? S: To Angela? Yeah sure. Seeing what’s happened, the way everybody’s treated you, and the way EVERYBODY found out, like, it was all my fault and I’m seriously sorry for that, but, you’ve gotta understand, I had no idea what she was going to do with it. How was I going to be able to foresee that she was going to do that? Of course there was no way I’d ever plan on hurting you like that. A: Okay, um, I guess I forgive you then. J: Molly, can you tell me how you’re feeling about what’s been said? M: That’s bullshit. Okay! No... Because you just keep pointing it at me. What the fuck did you think I was going to do with the photo? Why did I want to see it? I was pissed off. I wanted to see her being a ‘skank’ if that’s what she kept calling me. Alright!

S: Well, I didn’t know – M: Why did you pass on that photo anyway and then point it all back at me? (To Angela) And now you’ve forgiven him and he’s got off scott free… S: How, canM: No! Fuck you both. You both played a part in this. J: Ok, I’m going to stop you there. Molly, I want you to keep telling Angela and Sean how you feel but I want you to calm down about it. I want you to think about what you want to say to them before you say it. They’re willing, as I think you all are, to move forward. So why are you so angry that they’ve made a way of moving forward? M: Because the way that they are moving forward is to pin it all on me now. A: I’m not trying to pin it on you. M: I just, you kept saying, “I just didn’t know what she was going to do with that photo”. S: And you reckon I did? You reckon, / you reckon that I knew that you were going to send it. M: / yeah I think you did! You were the first person to pass on that photo. S: No, but, yeah… but, well that was because you asked for it. It’s not like you then sent it back to me with the caption “if you think she’s a slut pass it on”. J: Okay Sean, can I ask you… do you agree with the fact that, in the same way that you passed it on to Molly, that you didn’t really know why you were doing that or where it was going to go … S: No. J: You don’t agree… S: No. If you send something on with a message saying “pass this on”, then people are going to do it. And like, she sent it on to everyone. Everybody. I sent it to just her. And, like, there wasn’t any suggestion that it was going to go any further. If, if, if, like, when she sent it out, the message underneath, if, you know … that’s the reason it kept on going. She sent it to everybody and then they kept on sending it. J: Ok. But just because you sent something that says “pass it on”, you’re saying everyone will. If you got that message, would you pass it on? Whether you knew Angela or not? Pause S: Probably. Like… J: Would you now? S: No, not now. But, like, before.

The Tender Age - Education Resource  

Teacher notes and activities that enhance your students' understanding and experience of the atyp production, "The Tender Age".