First Time It Hits, The

• Before screening the film, present the class with just the title. What kind of film do they think it will be? Why?
• Play the film up to 01:25, up to the point where the boy has imagined performing a daring stunt to impress the girl. Discuss what has happened in the film so far. Take feedback to check that everyone is clear about the story to this point. Ask for predictions on what will happen in the remaining two minutes of the film.
• Play the film to the point when both the boy and the girl are lying prostrate on the floor (01:50 minutes). Freeze frame and ask students whether they think the film will end happily or tragically.
• Watch again. After the title has appeared (00:11 minutes), advance the film one frame at a time. Make notes of each shot that contributes to an impression of the car park. Some shots may be judged to be more evocative than others (for example, the jagged broken glass, the graffiti covered sign, the long shot of the interior).
• Find examples of point of view (POV) shots in the film. Using still printouts or drawings, ask students to indicate whose point of view the shot shows.
• The film moves very fast and has a lot of strangely angled shots and quick edits in it. Why might this be? Does it fit the subject matter?
• Ask students to write phrases or sentences that describe the car park in the film. Discuss how these phrases create a sense of place in words and how the images of a film can do the same thing on a visual level. Ask the class to find examples in the film.
• Discuss how the storytelling in the film works. Create a timeline of events in the film. Discuss cause-and-effect in narrative storytelling.
• Count how many shots there are in the whole film. Why so many shots in such a short film?
• Find examples of shots that represent setting/location; the boy; and the girl. Using images or drawings of the shots, annotate the images to explain what they mean in each case. Discuss how visual imagery can be used in storytelling.
• If they were making this film, would they include any other images or shots – for instance, to establish the setting or the characters better?

• Discuss the use of colour in the film: pink for the girl and blue for the boy. Is this just a stereotype or does it show how each character feels about the other?
• Ask students if they have ever been besotted by someone or tried to impress them. What did it feel like? Did it work out? Is there ever a case of ‘trying too hard’?

WRITE

• Write a poem about skateboarding. Try to make the words on the page somehow mimic the movement and thrill of the sport.
• Taking the point of view of either the boy or the girl, write a short descriptive passage of how they would talk about the car park. For example, perhaps the girl sees it as a refuge or a place to smoke, whereas the boy sees it as a skate park, a place to practise his skating skills.

DRAMA

• Role-play or write two parallel dramatic monologues: one from the skater boy’s point of view, and the other from the girl’s point of view.
• Hot-seat the boy and girl. One asks questions, and the other must answer (in character).

MUSIC

• Compose a song or tune that captures the theme of ‘adolescent love’.
• Compile a playlist of songs to accompany a skateboarding session.

PE/HEALTH AND WELLBEING

• Skateboarding has finally been recognised as a sport, even featuring in the Olympics. Write a rule book and/or guide to key moves for the sport.