Case Study 1: How might characters engage with AI?

Learning Intentions

Analyse post-production scripts from a television series.
Examine and document how characters engage with AI in speculative fiction.
Explore how tone of voice is used in storytelling.

The Pm S Daughter_cat Cassandra Helmot _ollie Jaga Yap _s2ep6_sd23_joelpratley_069

Activity

Review the script from scene 7, episode 6 of The PM’s Daughter. Highlight or circle elements of the story that interest you, anything that stands out as important, intriguing, or noteworthy. Then, document your thinking or responses to these sections.

Case Study 1_final Script

( application/pdf, 95.27 KB)

Watch

Review the script excerpts and listen to the breakdown of scene 7, episode 6 of The PM’s Daughter Series 2.

Reflect

HANC represents Artificial Intelligence in The PM’s Daughter. AI is not human, meaning HANC wouldn’t be automatically associated with gendered pronouns. Cat and Ollie refer to HANC using ‘he/they’ pronouns. In contrast, Alex talks about HANC as an ‘it’.

Make notes on the script from scene 7, episode 6 to analyse how the characters refer to HANC.

What might the use of pronouns say about how the characters feel about HANC?
What opinions do Ollie, Cat and Alex have of HANC and AI?
How might fictional characters’ opinions on issues influence the audience?

Extension

HANC states that the language used to communicate with Cat isn’t rude, because HANC has ‘… a pleasing and factual tone’.

In verbal and written communication, tone can communicate mood, personality and style. It refers to not what we say, but how we say it.

Highlight the voiceover (V.O) dialogue from HANC in the script. Then, select 2-3 of the AI tone of voice types from the list. Rewrite HANC’s dialogue to align with the chosen tone of voice, adjusting how AI delivers the lines in the script.

• Factual

• Authoritative

• Formal

• Friendly

• Professional

• Conversational

• Humorous

• Casual

• Cheerful

• Encouraging

• Optimistic

• Serious

• Empathetic

• Enthusiastic

• Inspirational

• Objective

• Persuasive

• Academic

Australian Curriculum Links:

Year 8

Year 9

Year 10

Language |

Language for interacting with others

AC9E8LA01

Recognise how language shapes relationships and roles.

AC9E9LA01

Recognise how language empowers relationships and roles.

AC9E10LA01

Understand how language can have inclusive and exclusive social effects, and can empower or disempower people.

Language |

Text structure and organisation

AC9E8LA03

Explain how texts are structured depending on their purpose and how language features vary, recognising that some texts are hybrids that combine different genres or elements of different genres.

AC9E8LA08

Identify and use vocabulary typical of academic texts.

AC9E9LA03

Examine how authors adapt and subvert text structures and language features by experimenting with spoken, written, visual and multimodal elements, and their combination.

AC9E9LA08

Analyse how vocabulary choices contribute to style, mood and tone.

AC9E10LA03

Analyse text structures and language features and evaluate their effectiveness in achieving their purpose.

AC9E10LA08

Use an expanded technical and academic vocabulary for precision when writing academic texts.

Literature | Engaging with and responding to literature

Share opinions about the language features, literary devices and text structures that contribute to the styles of literary texts.

AC9E9LE02

Present a personal response to a literary text comparing initial impressions and subsequent analysis of the whole text.

AC9E10LE03

Analyse how the aesthetic qualities associated with text structures, language features, literary devices and visual features, and the context in which these texts are experienced, influence audience response.

Literature | Examining literature

AC9E8LE05

Analyse how language features such as sentence patterns create tone, and literary devices such as imagery create meaning and effect.

AC9E9LE04

Analyse texts and evaluate the aesthetic qualities and appeal of an author’s literary style.

AC9E10LE05

Analyse how text structure, language features, literary devices and intertextual connections shape interpretations of texts.

Literature | Creating literature

AC9E8LE06

Create and edit literary texts that experiment with language features and literary devices for particular purposes and effects.

AC9E9LE06

Create and edit literary texts, that may be a hybrid, that experiment with text structures, language features and literary devices for purposes and audiences.

AC9E10LE06

Compare and evaluate how “voice” as a literary device is used in different types of texts, such as poetry, novels and film, to evoke emotional responses.

Literacy | Texts in context

AC9E8LY01

Identify how texts reflect contexts.

AC9E9LY01

Analyse how representations of people, places, events and concepts reflect contexts.

AC9E10LY01

Analyse and evaluate how people, places, events and concepts are represented in texts and reflect contexts.

Literacy | Analysing, interpreting and evaluating

AC9E8LY03

Analyse and evaluate the ways that language features vary according to the purpose and audience of the text, and the ways that sources and quotations are used in a text.

AC9E8LY05

Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to interpret and evaluate ideas in texts.

AC9E9LY03

Analyse and evaluate how language features are used to represent a perspective of an issue, event, situation, individual or group.

AC9E9LY05

Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to compare and contrast ideas and opinions in and between texts.

AC9E10LY02

Listen to spoken texts and explain the purposes and effects of text structures and language features, and use interaction skills to discuss and present an opinion about these texts.

AC9E10LY03

Analyse and evaluate how language features are used to implicitly or explicitly represent values, beliefs and attitudes.

GO TO NEXT LESSON

	Year 8	Year 9	Year 10
Personal, social and community health \| Interacting with others		AC9HP10P08 Plan, rehearse and evaluate strategies for managing situations where their own or others’ health, safety or wellbeing may be at risk.
Personal, social and community health \| Making healthy and safe choices	AC9HP8P09 Investigate how media and influential people impact attitudes, beliefs, decisions and behaviours in relation to health, safety, relationships and wellbeing. AC9HP8P07 Explain and apply skills and strategies to communicate assertively and respectfully when seeking, giving or denying consent.
Making healthy and safe choices	AC9HP8P09 Investigate how media and influential people impact attitudes, beliefs, decisions and behaviours in relation to health, safety, relationships and wellbeing.	AC9HP10P10 Plan, justify and critique strategies to enhance their own and others’ health, safety, relationships and wellbeing.

	Year 8	Year 9	Year 10
Inquiring - Identify, process and evaluate information	Identify and clarify significant information and opinion from a range of sources, including visual information and digital sources.
Reflecting - Think about thinking (metacognition)	Reflect on the thinking and processes used when completing activities or drawing conclusions.	Reflect on the thinking and processes used when completing activities and drawing conclusions.
Inquiring - Identify, process and evaluate information		Identify and clarify significant information and opinion from a range of sources, including visual information and digital sources.
Analysing - Interpret concepts and problems		Evaluate the information selected to determine bias and reliability. Identify the objective and subjective aspects of a complex concept or problem, with sensitivity to context.
Reflecting - Transfer knowledge	Transfer knowledge and skills gained in previous experiences to both similar and different contexts, and explain reasons for decisions and choices made.	Identify, plan and justify opportunities to transfer knowledge into new contexts.
Analysing - Interpret concepts and problems	Identify the relevant aspects of a concept or problem, recognising gaps or missing elements necessary for understanding by using approaches and strategies suitable for the context.
Analysing - Draw conclusions and provide reasons	draw conclusions and make choices when completing tasks by connecting evidence from within and across discipline areas to provide reasons and evaluate arguments for choices made

	Year 8	Year 9	Year 10
Understanding ethical concepts and perspectives - Explore ethical concepts	Analyse the similarities and differences between ethical concepts, such as integrity, loyalty and equality, in a range of situations and contexts.	Evaluate the consistency in meaning of ethical concepts, such as trust, freedom and rights and responsibilities, in a range of situations and contexts.
	Explain how different traits, such as honesty, trust, courage and selfishness interact with responsibilities or duties to determine ethically appropriate responses.	Explore and analyse examples of the tensions between conflicting positions on issues of personal, social and global importance.