This is a printer friendly page
Free for educational use

Car Panel Artists and Self-Employment

Video clip synopsis – Two commercial artists work for themselves as car panel artists. They feel enormous pride and satisfaction being self- employed, even if it is not as lucrative as working for an employer.
Year of production - 1979
Duration - 1min 54sec
Tags - artists, creativity, diversity, see all tags


Car Panel Artists and Self-Employment

How to Download the Video Clip

To download a free copy of this Video Clip choose from the options below. These require the free Quicktime Player.

download clip icon Premium MP4 lovemoney_pr.mp4 (14.0MB).

ipod icon Broadband MP4 lovemoney_bb.mp4 (6.6MB), suitable for iPods and computer downloads.

Additional help.

buy iconYou can buy this clip on a compilation DVD.

About the Video Clip


Car Panel Artists and Self-Employment is an excerpt from the film For Love or Money (16 mins), an episode of the series Working (7 × 16 mins), produced in 1979.

For Love or Money: One of a series of films about attitudes to work. Deals with the satisfaction one feels when working for yourself, doing something you really enjoy, even if the money is not as much as working for an employer. A commercial artist, script writer and mechanic discuss their attitudes to work.

Working: The series is a window into the 70s and reflects different attitudes to work, including working for money, love or passion, and working for an employer or being self-employed.

Working was produced by Film Australia.

Curriculum Focus


Reading standard: Students read, view, analyse, critique, reflect on and discuss contemporary and classical imaginative texts that explore personal, social, cultural and political issues of significance in their own lives.

Writing standard: Students write sustained and cohesive narratives that experiment with different techniques and show attention to chronology, characterization, consistent point of view and development of resolution.

Speaking and listening: Students analyse critically the relationship between texts, contexts, speakers and listeners in a range of situations. When engaged in discussion, they compare ideas, build on others’ ideas, provide and justify other points of view, and reach conclusions that take into account of aspects of an issue.

The activities in this learning module are relevant to the Interdisciplinary Learning strand of Level 6 Communications (Listening, viewing and responding standard; Presenting standard) and Thinking Processes (Reasoning, processing and inquiry standard; Creativity standard).

The activities are also relevant to the Physical, Personal and Social Learning strand of Level 6 Interpersonal Development (Building social relationships standard; Working in teams standard) and Personal Learning (The individual learner standard; Managing personal learning standard).

This material is an extract. Teachers and Students should consult the Victoria Curriculum and Assessment Authority website for more information.

Background Information


The commercial artist works within the popular culture genre. He or she is skilful and creative and the work is appreciated and admired by clients. The images used are readily accessible and understood. They can be found in comics, video clips, film and animation, computer games, and advertising.

The panel van was first introduced to Australia by Holden in 1953. It was designed to create a secure lock-up for the tools and equipment of tradespeople. The security offered by the enclosed but spacious van area also provides privacy. Other groups, particularly young people, began using and valuing the vehicle, as a sort of proxy caravan which could easily be parked at various locations like surfing beaches for example. Young men began customising their vans.

The panel van has become associated with youth and sexual freedom: 'If this van’s a-rockin’, don’t come knockin’.

Classroom Activities

    1. Write a 100-word summary of the video clip. Include your opinion on the message, audience and purpose of the video clip.
    2. Suggest a new title for the video clip.
  1. Discuss and write answers for the following questions.
    1. What is the artist’s point of view about his occupation?
    2. How do his wife’s comments support this point of view?
    3. Describe your impressions of the driver.
      Why do you think the driver wants his car decorated in this way?
      What do you think of the driver? Is this based on evidence, or are you categorising the person because of his taste in car decoration? Give reasons.
  2. Create and present a two-page script using the following context.
    Imagine that you are with a friend in a car and you pull up at the lights next to the decorated car. Create a conversation in which one of you loves it, one of you hates it.