This project will encourage students to analyze film techniques as they've changed over the years. Students will compare two versions of the same movie, looking specifically at how certain characteristics impact the narrative, relationships, characters, audience reaction, etc. This project could go as in depth as the teacher would like or also be simplistic. It could be designed as a large unit of film analysis, each week looking at a different aspect of film (editing, critical analysis, etc). The possibilities are endless. Another question that could be the focal point of the activity is: Do older, original versions of films still have merit?

Some examples of good films to use for this activity:

Franco Zeffirelli's Romeo and Juliet (1968)

Baz Luhrmann's Romeo and Juliet (1996)

Terry Gilliam's Fear and Loathing in Las Vegas (1998)

Art Linson's Where the Buffalo Roam (1980)

Franco Zeffirelli's Taming of the Shrew (1967)

Gil Junger's 10 Things I Hate About You (1999)

Peter Brook's Lord of the Flies (1963)

Harry Hook's Lord of the Flies (1990)

Alfred Hitchcock's Psycho (1950)

Gus Van Sant's Psycho (1998)

__Suzanne DeFoe-"Pick your favorite first, Everybody starts somewhere"__

Find the first movie of a favorite movie actor, writer, or director - compare it with a highly rewarded project.

Scorsese's first feature as a director, "What's a Nice Girl Like You Doing in a Place Like This?" with his best-picture Oscar winning "The Departed"

What would you say about this person's evolution as a person, artist, and filmmaker? Supply some photos from each project you choose to compare as well as photos of your subject.

Chris Baker

Nathan Meyers

The Simpson’s Movie as a critique on current environmental policy. We could have students research the difference between environmental policy in the U.S. and environmental policy abroad, especially the nations unified by the Kyoto Treaty.

Students can draw comparisons between characters and scenarios in the movie and real-life situations.

Sadly, Homer is representative of the “everyday Joe”, and his actions in the movie unfortunately represent U.S. environmental policy. He throws the silo of pig manure into the lake despite community ordinances against it. Much like our current administration “flings poo” all over the Kyoto Treaty.

During and after the movie, class discussions will focus on some of the overarching themes and symbolism.

Potential discussion questions could include:

What does the silo full of pig manure represent?

What does the bubble over Springfield represent?

What is the significance of Lisa’s love interest?

What does the barricade around the lake represent?

Students will brainstorm alternative and realistic solutions to solving Springfield’s problems. Students will write a formal proposal to Springfield illustrating a more acceptable means to protect the lake.

The connection between Mrs. Dalloway and The Hours

Jessie Hausman and Lisa McWilliams

We are going to use the film The Hours and the novel Mrs. Dalloway by Virginia Woolf, possibly leading to an exploration of the Woolf as an author and person. Mrs. Dalloway is referenced numerous times in The Hours; the characters and storyline of the movie is very intertwined with the book itself.

We will first watch the film in its entirety; students will write down anything they can infer about Virginia Woolf as well as create character sketches of those in the film. Then students will read Mrs. Dalloway. As they read, students will look for support of their original inferences as well as new hints at the personality of the author. They will also track how the characters in the movie are drawn from the novel. As a class, we will discuss possible connections between the film and the novel. Some possibilities are:

The film is based on the novel
The novel informs the film but only vaguely
The characters in the film are based on characters in the novel
The film shows the power that a novel can have on individuals
The film shows the timelessness of the tale

As we work through this issue, we may watch specific scenes from the film to help us figure out the connection.

We will use the K-W-L-R lesson format. Students will write what they Know about the author based on the film. While some of their notes will likely be concrete and possibly conclusive, there will also be observations that are vague and fuzzy. This will be what the Want to know. As we read Mrs. Dalloway and take a closer look at Woolf, students will keep track of what they Learn and how accurate their hypotheses were. Students will then choose one thing about the author that they would still like to know and turn that into a final Research project.

Romeo & Juliet

Elizabeth Flaschberger and Steve Markey

--an activity for a comparison between the play and the Baz Luhrman (1996) adaptation.

The study of this film would come after the reading of the Shakespeare play.

Before showing the film, students would brainstorm some aspects of the film that they either suspect or, because the movie is 11 years old, know that are different between the play and the film. This discussion would include symbolism, language, costumes, etc.

The teacher will devise a list of three or four scenes and assign certain groups to pay close attention to their selected scene. They will analyze every aspect in that scene. Instructions include asking themselves why the director chose to do this or what made that scene particularly dynamic.

After viewing the film, hold a class discussion about the similarities and differences between the film and the play. If Shakespeare were alive today, would he have approved of this adaptation?

Homework: One page detailed analysis of his/her assigned scene, considering stage lighting, costumes, casting, all artistic choices, etc. What did the director's choices add or take away from that scene? Did it enhance your enjoyment of the story? Why/Why not?

another page

Alternate Endings

Annie and EveThis is an activity that could be fun at many grade levels. To finish up a unit on film studies, have students create an alternate ending to their favorite movie or TV show. During the unit, the teacher would introduce basic film and editing techniques, and the students would have a chance during class to view clips and analyze what kind of effect those techniques have on the end result. Then, the students could team up or partner up and select their favorite film or TV show that they could re-write an ending for. Keeping in mind the techniques and effects discussed in class, students would work together to decide what the alternate ending should be and how it would be best portrayed in film. Because their film will be based off an already-familiar plot, they will be able to concentrate on the importance of technique, but allowing them to create a different ending will ideally encourage creativity and originality.

A Night at the Moulin Rouge

Meaghan and Maggie

This is an activity that goes with the film, Moulin Rouge.

Before the film, write the following on the board:

"Truth, beauty, freedom and above all things love"

Tell the class to keep these words in mind as you watch the movie. Be sure to take notes when something pertaining to these words occurs in the film. Remember to think about plot points, direction, musical cues and selection, color, etc. (Make sure the quotation is easy to refer to during film viewing.)

After viewing the movie, have the students get into small groups to share and discuss the notes they took on the movie as well as their thoughts on the movie. Come back for a large group discussion to go over small group discussions.

As homework: Write a two page essay on how you think the phrase, "truth, beauty, freedom and above all things love," is represented in the film. Be sure to support your argument with specifics from the movie and your notes.

Provide a rubric for the essay.

by Karen Keller and Abbey Weis

This is an activity that uses Bowling for Columbine as a comparison piece to Swift's Gulliver's Travels. In addition, there is a Socractic Seminar discussion guide to accompany the film/novel analysis. Any satiric novel could replace Gulliver's Travels....

Ligia Hernandez and Andi Larson thought of two activies and could not decide on which one so here are the two:

1) Comparison of Remake movies:

Discuss the different techniques that movie directors use to create suspense and to create dramatic effects in their movies by the use of sound, light, and angles of shooting.

Have your students watch Poseidon Adventure (1972) and the remake Poseidon(2006)

Have them compare the scene where the passengers have to swim underwater to get to the tip of the capsized ship.

• Ask them to identify the different techniques used in both movies.

• Ask them which techniques worked best to create the tension mood in the scene.

• Ask them what impact does the advances in technology-reflected in the Special Effects-have on the delivery of the scene’s tone(mood).

Have them reflect on which of the two movie versions presents the situation in a more realistic way.

Ask them which version they liked best and answer why, with evidence to support their answer.

2) Movie Analysis

I am Sam- movie (2001)

Directed by Jessie Nelson

After discussing movie techniques such as the use of light, scene shooting, angle shots, and sound., have your students watch I AM SAM

After watching the movie I AM SAM Have your students:

Identify the songs used throughout the movie.

• Why do you think these songs were chosen?

• Do the lyrics go with the themes in the scenes? How?

• Why would the director choose the scene where Sam and his friends cross the street in a straight line with balloons in their hands? What song is playing at the moment? Find out why?

• What other relationship between any of the songs and the movie?

Describe the shooting and light techniques used in the street crossing scene.

Choose another scene and describe the techniques used and why?

In class, they can present the scene and perhaps, a copy of the lyrics of the specific song and analyze it with the class.

Ligia Hernandez and Andrea Lars

To help illustrate film techniques in both a contemporary and classic setting, we thought of using older films to first illustrate a technique, then providing a newer (and hopefully more complex) example. By using both of eras of film, we can help to inspire an asthetic appreciation for 'classic' film and keep the idea contemporary. As part of a larger English curriculum, this technique could be used with Shakespeare adaptations or novel adaptations. We also considered having students pick a technique, find two examples of their own (classic and contemporary) and then create a scene themselves illustrating that technique.

--Rebekah Ignatowicz and Justin Crum

Have students view a scene from a popular movie (i.e. Titanic). Guide students in a critical analysis of film techniques used and the effect they have on the overall scene. Then, show a comical parody of the same scene (i.e. Team America) and compare the use of film techniques in the two scenes. How do they differ? How does this contribute to the meaning of "parody?"

-Emily Peckskamp and Sarah Thomes

Sarah Staples

Katie Houlihan

Film Activities

Beach

Our idea for a film activity would be to have the students' watch Harry Potter: Chamber of Secrets. We would start the class by introducing the students to journal writing and character development. The students would be exposed to creative writing and exploring points of view. Each student would choose a character and "play the part" by logging journal entries into a notebook or blog. That way students would have the opportunity to explore various points of view, while enhancing writing abilities.

Additionally, students could create poetry by incorporating the Harry Potter Lexicon(magical Potter terminology).

FilmActivities

Kerry Newstrom & Sara Speicher's idea:

Teaching Film idea for Media

Our idea is to take a scene from School of Rock and break film down into story board form. Students can use special software that helps them include all the details they might otherwise leave out if they were using pen and paper. By taking a finished scene and breaking it down students will understand the many details necessary for video production. A great storyboard software is Atomic Learning’s FREE Video Storyboard Pro. After students dissect the scene with Storyboard Pro, they can manipulate frames to create their own story.

When teaching U.S. History I've often had trouble helping my students develop empathy for the people they are studying. I began showing film clips to my students, not necessarily of films that relate to the content at hand, but rather that are from the time period we are currently studying. I got this idea from a National Council for the Social Studies magazine, but it works. This gives them a sense of the era in a way they best understand. Unfortunately, it really only works for the 20th century...

Typically, when I do this it's a part of a KWL and I use it to assess how much they know about an era and what vocabulary in the text they may have problems with (we use a text book with loads of social history, so it helps to know if they're familiar with flappers, okies, hippies, etc.) It's a fun way to look at technology, fashion, language, culture, and the changing economy. You could ask students to get in groups and look at these things specifically and jigsaw. Here's a list of some Hollywood films from Social Education, May/June 2005:

1910-1919, Caught in a Cabaret; 1919-1929, It (Clara Bow); 1930-1939, Mr. Smith Goes to ''Washington; 40's, Meet John Doe, 50's, Rebel Without a Cause; 60's, A Patch of Blue; 70's, Saturday Night Fever; 80's Say Anything''. But you could probably do anything, that's the beauty part.

Mary Voigt, Patricia Mc Gurk, Alma Mendez

Internet Movie Database: extensive data on individual films; use also to find themes/topics: go to Power Search and then "keywords"

Rottentomatoes: Reviews of current films; provides the percentage of positive to negative reviews.

From Current TV

Viewer-create content

Good intro to film techniques

Filmmaking techniques

My Pop Studio:

Teen TV Producer (edit a TV show)

I taught a film unit called "Film Buffs" and it was designed to help the students see the decisions and choices that were available to the various actors, directors and producers involved in order to get their message across. We watched "The Waterfront" together, stopping it at important scenes and discussing the different types of shots that were used, the dramatic choices made by the actors and directors and how it impacted the story and the audiences understanding and perception of the character and the events depicted. After watching and analyzing the movie together, the class was split up into groups. Each group chose a director and a movie that epitomized that director's work. They watched the movie together outside of class, chose a series of three camera shots and analyzed it and filled out a worksheet. We had about four days set aside where the students then showed their chosen scenes to the class and analyzed it in front of the class, explaining the significance, the effect the angles, music, colors, costumes, etc had on the viewers and why it was important to know. It was a great way to end the year (we did it for the last few weeks) and the kids really took away an understanding of how to analyze film instead of simply receiving the messages.

Jennifer Sellers and Theresa Haider

Introducing Film Terms and Camera Shots with Documentary and PowerPoint:

In my film study class, I begin the term by showing students Koyaanisqatsi ("life out of balance") (directed by Godfrey Reggio), a poetic documentary that delivers an important message about how we are affecting our environment and one another through images and music by Philip Glass. I use the film as a means to teach about camera movement, angles, types of shots, music's effect in film, and juxtapositioning. Then we return to the class to go over some of the terms and techniques I pointed out while viewing Koyaanisqatsi. The still images in the PowerPoint help to reinforce terms and the images that fit with them.

I have put additional study guides that I use in my film study class (11th and 12th grades) here for you to use in your own classrooms. I find that Bowling for Columbine (dir. Michael Moore) and Goodfellas (dir. Martin Scorcese) (while a bit severe for young audiences) are powerful films to teach about directing, editing, film techniques, music soundtrack, etc. Both are stunnning pieces of art and allow for deep analysis and critical discussion upon post viewing.

Karen Keller and Abbey Weiss

Bowling for Columbine Study Guide

Goodfellas Study Guide:

Manic Montage

Submitted by Nate Buck and Jarrett Lundquist

The students will view a couple of montage sequences (see any 80s movie) and think about what creates a sequence of events. In groups, the students can then use magazines, newspapers, drawings, etc. to create their own montage sequence to tell a brief story. (This can also work as an introduction to storyboarding.) Finally, their final montage sequence will be traded with another group who use those "scenes" to create an entirely different story--allowing 1 or 2 insertions or deletions of scenes may be necessary. This will allow the teacher to discuss editing, juxtaposition, and storyboards within the same lesson.

How does Style shape content?

Submitted by Nathan Schultz and Dan Richardson

Take all of the different film versions of the “To be, or not to be” soliloquy from “Hamlet,” and show them in class. Students can then compare them. The goal of this activity is to highlight how the meaning of a given set of words can be altered through changes in setting, lighting, sound, actor, director, and cinematography. The reason for choosing “Hamlet” is the rarity of the same script being used for multiple films—Shakespeare being the major exception. Maybe the most effective way to present this in class would be to show each clip without the sound—so that students don’t know that the same words are being spoken—and have a discussion about the techniques used by each director and the feelings that they elicit. Then, the clips can be shown again with the sound, revealing that they are all different representations of the same scene. The final activity could just be the discussion or could lead to a written comparison of the clips. Another idea would be to have students take a scene from a contemporary source and redo it in a way that alters the meaning from the way it was first performed.

The core idea of this activity is from Jim Burke’s excellent resource, The English Teacher’s Companion, 2003 (page 325).

Teaching Film Lesson Plan

Lisa Seppelt & Adam Iverson

Goal—Students will learn that different camera shots alter the mood, outcome, and message of a scene.

Activity—To start, students will view a specific scene from a movie. This could be a movie that follows a recently read novel, something to do with a Social Studies lesson, or just a random scene from a movie. Teachers should try to choose a scene that contains a moderate amount of different camera shots and portrays various emotions. Through discussion, students will determine the mood and message of the scene. Next, students will partner up and create a storyboard that alters the mood (but not the dialogue) of the scene, thus changing how the scene is viewed. For instance a particular scene may use close-up shots of two people arguing, which brings the audience in the midst of the battle. A storyboard might change the camera to do longer shots; thus removing the audience from the middle of the fight. Afterwards, students would reshoot the scene with themselves as the actors/actresses. Once all the students have finished, they would present their recreation of the scene and then discuss how the mood and message has been altered.

from Steve Paul, Greg Gustafson, and Rob Bennett

Teaching film exercise.

Specifically, teaching editing and the power of juxtaposition.

Student teams are given a “neutral” script and instructed to shoot the scene with as much variety as they can think of. Change up the characters, the intention, the intensity of the performances. Shoot each delivery of each line at least four times, from four different angles or framings. The students then digitize all of the footage into the editing system and cut the scenes together. Each individual student edits to a different end, given to them after shooting – a different feeling for the scene, a different genre of movie, a different function for the narrative. Finished scenes are then judged on their effectiveness at communicating the intention.

Alternatively:

Students take an existing movie and edit a trailer that changes the apparent genre of the film. For instance, The Remains of the Day as an action thriller.

From the Paper to Celluloid: Working with Adaptations

-Katie Borcherding

Objectives:

To analyze the differences and similarities between original pieces of literature and their film adaptations using the basic elements of fiction.
To write a comparison/contrast essay
To analyze fiction using the basic elements of fiction such as plot, point of view, characters, conflict, theme, tone, mood, symbolism, foreshadowing, and flashback

Students are given a choice of novels and plays to read which all have film adaptations. The literature is to be read first, then the film is to be viewed. Students will look at the basic elements of fiction for both the literature and film: Point of View, Plot, Characters, Conflict, Symbolism, Foreshadowing, etc. This will be done using a basic "Story Synopsis Form." The students will then compare these elements and examine both the differences and similarities. They will then suggest the purpose of these changes: why a director eliminated characters, cut scenes, changed settings, and made other adjustments. This will be done in a comparison/contrast essay which also discusses the effects of these changes on the overall story. The essay will require citations from both the literature and film and a works cited page.

Questions the students can answer in their essays:

What characters are eliminated or added to the film. What is the purpose of the new characters? Were the eliminated characters expendable?
Compare the plots of the literature and film. Do they follow the same sequence of events, especially the complicating incident, rising action, and climax?
What is the point of the view of the literature? What is the point of view of the film? Is the narrator the same? Does the different perspective change the story?
Compare the conflicts. Does the conflict change from external to internal or vice versa? Are the same characters involved in the conlflict?
What do you see as the underlying themes? Does the different medium have a great affect on the theme? Is the director purposely sending a different message than the author? Why?
Compare the tone and mood of the two pieces. How do they differ and what tools are used to set the tone and mood in each one? Why the differences?
Look at the different uses of symbolism, flashback, foreshadowing. Why the differences; why the similarities?

Possible pieces of literature:

Romeo and Juliet
Julius Caesar
To Kill a Mockingbird
A Time to Kill
1984
A Clockwork Orange
Catch-22
Stardust
The Diary of Anne Frank

Students may write their essays in either the point-by-point format or block format using MLA citation and a works cited page.

Film Activities by Crystal Bieter

One of the novels that my students are expected to read in the eighth grade is The Giver by Lois Lowry. In The Giver, they live in a controlled environment where everything is planned and decided for the people under the guise of protecting the public. Jonas, the main character, is then chosen by the Commitee of Elders to become the Giver and must hold all the memories both present and past that the people have been sheltered from and becomes overwhelmed by both the images and feelings of things like of war, color, hunger, pain, and joy. The catch is that he cannot share his work with anyone and becomes completely upset that the community cannot feel or make decisions for themselves. This book is a good close study of what a utopian society may look like. After students have read the novel and created their own utopian communities, I would have them watch The Truman Show looking for similarities and differences as seen in the novel The Giver. Some things that I would like for them to make sure to note are how Jonas and Truman co-exist in this type of environment. What are there strengths and weaknesses? I would also expect them to look at this idea of a utopian community in both worlds. What pros and cons do they see in living a life this way? Here is a short clip from the Truman Show that looks at what it would be like to live in a society where you are constantly watched and monitored for the greater good of the community.