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Teaching Film - Theresa Aniello and Samantha Camilleri
Transcript of Teaching Film - Theresa Aniello and Samantha Camilleri
The student must be at the centre of the English curriculum, pertaining to the syllabus.
(Howie, 2008) Teaching Film Teaching Film Baz Luhrmann's - Romeo + Juliet Hayes (2007, 49) emphasises that a director’s style is reflected in his or her choice of conventions and use of cinematic techniques.
William Shakespeare’s play, Romeo and Juliet, is essentially the most famous love story, and is the epitome of the tragic romance genre. Romeo + Juliet, released in 1996, was a romantic-drama film adaptation of William Shakespeare’s Romeo and Juliet. The play is directed by Baz Luhrmann, and popularly stars Leonardo DiCaprio as Romeo and Clare Danes as Juliet. The play is set within modern-day “Verona Beach” where a “pair of star-crossed lovers take their life” due to a bitter rivalry between their families, the notorious Capulet and Montague. Activity: What do you know about Romeo and Juliet? A teacher must be able to facilitate a students learning, and accordingly it is significantly helpful to introduce the unit of film with a classroom discussion.
http://padlet.com/wall/83tx18vw9e New Outcomes Linked to Teaching Film Objective A: communicate through speaking, listening, reading, writing, viewing and representing
Stage Four: EN4-1A, EN4-2A
Stage Five: EN5-1A, EN5-2A
Objective B: use language to shape and make meaning according to purpose, audience and context
Stage Four: EN4-3B, EN4-4B
Stage Five: EN5-3B, EN5-4B
Objective C: think in ways that are imaginative, creative, interpretive and critical
Stage Four: EN4-5C
Stage Five: EN5-5C
Objective D: express themselves and their relationships with others and their world
Stage Four: EN4-7D
Stage Five: EN5-7D
Objective E: learn and reflect on their learning through their study of English
Stage Four: EN4-9E
Stage Five: EN5-9E Teaching Film in the Classroom
As members of this fine industry, we agree, film in the classroom is vital and just as important as important as a novel, poetry or visual study. As mentioned, incorporating the role of a cinematographer is beneficial as behind the camera is where the exciting world of film takes place.
A great resource for this technical, yet artistic visual of imagination is The Scarlet User (www.scarletuser.com/showthread.php?t=2222), which precisely breakdowns the cinematographer process.
Similarly, for student's to continue understanding film from behind the scenes, more theory is needed, but it doesn't have to be too boring. Welcome to the 2013
English Oscars I'm Ms Samantha 'Spielberg'
I'm Ms Theresa 'Tarantino' Yolngu Boy Three boys. Two laws. One country…
Caught in a collision between the brave new world of rap, football and street cred
and the oldest living culture on earth, Lorrpu, Botj and Milika are three Yolngu
teenagers who once shared a childhood dream of becoming great hunters together.
Things change and dreams become harder to attain.
Only Lorrpu seems to care about the dream anymore. When Botj goes too far and
finds himself on the wrong side of black and white law, Lorrpu must weigh
up his own future against saving the future of his friend.
He persuades the boys to trek to Darwin, 500 km's away from Arnhem Land to
argue Botj's case with Dawu, a tribal leader.
To survive, Lorrpu, Milika and Botj must draw on a combination of the ancient
bush knowledge they were taught as boys, Botj's unique street instinct,
and most importantly, on the bonds of their friendship. Today we are dedicating this prestigious event to film in the classroom, student's, the Australian Board of Studies, our audience and pausing to reflect on two textual guests of honor, Baz Luhrmann's 'Romeo + Juliet' and 'Yolngu Boy'.
Let's get straight into our first category of film documentary... Scott Hicks New BOS Category Film is a moving visual. Interaction and teamwork is a fabulous way to engage students, after all it is how film is created and produced. Gannon (2012, 179) outlines how the NSW Syllabus for the Australian curriculum focuses on opportunities for "responding" to filmic texts more so than "composing."
Furthermore, other states have given film a greater focus and introduced whole subjects which generate student's to explore greater thinking in reference to all areas of film. In Queensland in ‘Film, Television and New Media’ (2005), students learn through key concepts (technologies, representations, audiences, institutions and languages) to achieve the general objectives of design, production and critique of moving image products, including film (Gannon, 2012, 179).
St Paul's, the school I am currently observing at has actually incorporated film into their Year 10 'Issue Based Unit' with great student feedback.
Students collaborate together, which ultimately drives them to think about the film world in an industry perspective - they are creating something like we do professionally! What's better, student's can even create films for numerous student film festivals around the country and world. This is personally satisfying for student's, rewarding for teacher's too as all these elements of achievement are within the NSW Syllabus for the Australian curriculum. Four Frames of Work when Analysing Film Subjective Identity Friendship Power
Love The Land DREAMS Family Responsibilities Addiction Cultural Differences Rites
Passage What does the story Romeo and Juliet mean to us?
Intensity and passion (young love which doesn’t last).
Cultural relevance (we all know young people from different ethnic groups whose parents want to either arrange a marriage, or prevent a relationship.
The division and opposition of generations (the conflict between parents and children).
Girls finding their independence and standing up for themselves.
Young people having to carry the burden of household quarrels.
Universal theme of love and passion. Subjective Frame:
The subjective frame encourages the student to produce an original response to the film. Accordingly, this allows the students to communicate their emotional response to the film, and to utilize prior knowledge relevant to the film.
This will enable the teacher to recognize and understand how student’s answers are formed individually by experience, history and categories of identity such as gender. Romeo + Juliet Trailer Cinematography
The English Syllabus in Australia has knowingly used film as a mandated text, because film is a significant contemporary faction in Australian culture. (Charged with meaning, (2012, 179). Therefore, Gannon emphasises that viewing is now a key mode of language, along with reading, writing, speaking and listening, for study in English classrooms (2012, 179). Teaching Film Structural Structural Frame:
The structural frame focuses on the film as text, particularly concentrating on the technical and symbolic codes of filmic language as realised in the film. Cultural Cultural Frame:
• The cultural frame explores aspects of audience and reception of the text in vast detail, including generic codes and conventions and institutional contexts for the film. Critical Critical Frame
The critical phase is where students will unpack, discern and critique the values, reading positions and pleasures presented by the text. Film Techniques
In the classroom, teachers are able to facilitate student's learning by incorporating activities that generate interest, while also adhering to the learning process.
Activity - Minute to Win It What does the story Romeo + Juliet mean to us? Filmic Language The film Romeo + Juliet is set within modern day “Verona Beach,” and Baz Luhrmann has used traditional Shakespearean language within his film to deliver the story effectively to the audience. This language includes:
• mise en scene
• sets, costume and makeup
• music and sound
Classroom Activity: Explore these various aspects of film language and see how they are used in Romeo + Juliet. Example - Cinematography Activity The way moving images are photographed is crucial in a film and the position of the camera is important in illustrating the story to the audience. To enhance filmic knowledge within the classroom, students will need to watch a particular film or film extract to observe each character in context. Equally, repetitive close viewing of key scenes will assist students in understanding the complexities of filmic language.
Technical codes – those that are to do with film craft and construction:
Shot distance and camera angle
Camera movement and editing
Activity: Look closely where Romeo and Juliet meet at the masked ball. Why are all the shots in close-up? Why has the director chosen an aquarium for their eyes to meet across? What is the effect of the water and the fish floating past? How does this sequence contrast with what is going on around them? Selecting a Film • Genre studies – for example, crime fiction, drama, fantasy, horror, romance etc.
• Choose films with strong themes and issues that are relevant to other selected texts.
• Select a film that is accessible, i.e., students can obtain it easily for repetitive viewing.
• Have resources readily available – for example, the Internet, student film guides, articles.
• Consider the length of film viewing time required – for example, short films TV films and episodes. Works Cited List Board of Studies NSW. (2012). English K-10 Syllabus. Sydney: Board of Studies NSW http://syllabus.bos.nsw.edu.au/english/english-k10/content-and-outcomes/
DiCaprio, L., Danes, C., Dennehy, B., Leguizamo, J., Postlethwaite, P., Sorvino, P., Venora, D., Twentieth Century Fox Home Entertainment, Inc. (2003). Romeo + Juliet. Beverly Hills, California: 20th Century Fox Home Entertainment.
Gannon, S., Howie, M., & Sawyer, W. (2012). Charged with meaning: Re-viewing English. Putney, N.S.W: Phoenix Education.
Gannon, S. (2012). Teching Film. S. Gannon, M. Howie and W. Sawyer (Eds), Charged with Meaning: Re-viewing English: Third Edition (179-184). Putney: N.S.W: Phoenix Education.
Haywes, A. (2007). Film craft and analysis: Cut to the chase: A guide to teaching film as text. Screen Education, (45), 46-53. Retrieved from search.proquest.com/docview/2381563?accountid=8194
I'm So Cool- Weather Report [Video file]. (2012). Retrieved from
Interactive Timeline on ASO - Australia's audio and visual heritage online. (2013). Retrieved from http://aso.gov.au/timeline/
Shakespeare, W., & Durband, A. (1985). Romeo and Juliet. Woodbury, N.Y: Barron's.
Yolngu Boy - Movie Trailer [Video file]. (2013). Genre: tragic romance Film: Character Cues
Symbolic codes – those that are to do with strong connotative meaning:
Actor’s body language and appearance
Symbolism Symbolism: this picture is symbolic of a chaste love doomed to tragedy (juxtaposition of love and war). Romeo [taking Juliet's hand]
If I profane with my unworthiest hand
This holy shrine, the gentler sin is this:
My lips, two blushing pilgrims, ready stand
To smooth that rough touch with a tender kiss.” (Act I, Scene V, Line 90-93) Video