Day 2: Expansion of Film Analysis Techniques
Big Ideas/Long Term Goals: Students
will be able to successfully identify different elements of film (including
imagery, impression of characters, use of audio (other than music, etc.) and
work together in pairs to develop a cohesive presentation of their observations
to impart their knowledge of their assigned element to the rest of the class.
Objective:
· Students will be able to identify their assigned element in the film clip from Capote
· Students will be able to take notes that effectively capture their observations from the film.
Materials:
· Capote
· TV
· VCR/DVD
Motivation:
As class begins, collect the homework first and discuss for about five minutes any ideas students chose to write about (make mental note of who chose what, so I can group accordingly for today’s work).
Procedure:
Pair up students
for a total of ten groups and go around to each pair to explain their task.
Pair 1 will focus on the imagery in the film (including any symbolism or
anything striking about a particular scene). Pair 2 will focus on impression of
characters (acting choices, predictions, etc.). Pair 3 will focus on use of
audio (other than music) that sets the mood. Pair 4 will focus exclusively on
the music to set the mood. Pair 5 will focus on the dialogue (jot down quotes
and focus on language of the film). Pair 6 will focus on the set (scenery,
landscape, etc.). Pair 7 will look at color choices (open-ended, could be
costume, contrasts between rooms, places, etc.). Pair 8 will look at camera
angle/shots (already some practice from yesterday, refer to IFC Film Glossary
for help with identifying terms). Pair 9 will look at directorial choices
(actor placement, lighting, editing, etc.). Pair 10 will look at the symbolism
(in dialogue, lighting, etc.) Explanation of task to each group: Timing: 10
minutes. The rest of the class period will be spent watching Capote,
starting from the scene where Truman and Harper Lee get on the train to
Closure:
I will collect each student’s notes to review and make sure each partner has something to contribute to their group work for tomorrow. Give homework assignment asking students to choose one character (Truman, Harper Lee, or Alvin Dewey) and write three short diary entries from the perspective of that character. Entries may deal with background of the character not shown in the film (yet), experiences that we saw so far in the film, or predictions of what’s to come.
Assessment:
Informal evaluation of student notes to assess individual participation for the day (safeguard against one partner doing all the work).
NCTE/NYS Standards:
NCTE Standard 1: Students read a
wide range of print and non-print texts to build an understanding of texts, of
themselves, and of the cultures of the
NCTE Standard 2: Students read a
wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic)
of human experience.
NCTE Standard 3: Students apply a
wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other
readers and writers, their knowledge of word meaning and of other texts, their
word identification strategies, and their understanding of textual features
(e.g., sound-letter correspondence, sentence structure, context, graphics).
NCTE Standard 4: Students adjust
their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
NCTE Standard 5: Students employ a
wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of
purposes.
NCTE Standard 6: Students apply
knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create,
critique, and discuss print and non-print texts.
NCTE Standard 7: Students conduct
research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of
sources (e.g., print and non-print texts, artifacts, people) to communicate
their discoveries in ways that suit their purpose and audience.
NCTE Standard 8: Students use a
variety of technological and information resources (e.g., libraries, databases,
computer networks, video) to gather and synthesize information and to create
and communicate knowledge.
NCTE Standard 11: Students
participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities.
NCTE Standard 12: Students use
spoken, written, and visual language to accomplish their own purposes (e.g.,
for learning, enjoyment, persuasion, and the exchange of information).
NYS Standard 1: Students will read, write, listen, and speak for
information and understanding.
NYS Standard 2: Students will read, write, listen, and speak for literary response and expression.
NYS Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
NYS Standard 4: Students will read, write, listen, and speak for social interaction.
Acknowledgment of Sources: adaptation of IFC Film School Unit 2: Lesson 1: Literary Technique in Film and inspired by class activity on expert groups in Macbeth screen adaptations