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Using Movies for Literacy

Using Movies for Literacy. Agenda : Presenters Introduction: Joshua Stager Section 1: Lewis Michelson Section 2: Jenny Keller Section 3: Harold Watson Closing: Josh Stager. Using Movies for Literacy. Agenda : Presenters Introduction: Joshua Stager.

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Using Movies for Literacy

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  1. Using Movies for Literacy Agenda : Presenters Introduction: Joshua Stager Section 1: Lewis Michelson Section 2: Jenny Keller Section 3: Harold Watson Closing: Josh Stager

  2. Using Movies for Literacy Agenda : Presenters Introduction: Joshua Stager

  3. Introduction to using Movies in the Balanced Literacy English Classroom • “We’re not in Kansas anymore, Toto.” • “Life is like a box of chocolates…” • “I’ll be back.” • “Frankly, my dear, I don’t give a damn.” • “Here’s Johnny!” • “Never underestimate the power of the dark side.”

  4. ScaryStatistics! OH SO SCARY! • According to www.hollywood.com, Scary Movie 3 grossed $49,704,624 this weekend. • Texas Chainsaw Massacre earned $14,725,000. • Scary Movie is rated PG-13. • Texas Chainsaw Massacre is rated R. • Guess who’s watching what…

  5. Positive Negative How to Merge Film with Text • Engages students • Breaks up monotony • Can be used to teach key literary terms/devices, such as plot, theme, characters, motif, etc. • Acts as visual-candy for students • Stimulates class discussion • Can be used as an out-line for in-class text assignments • … • The world is still text-based • Doesn’t teach grammar • Threat of over-stimulation • Does not teach students good writing techniques and, therefore, is not an adequate mirror • …

  6. Using Movies for Literacy Agenda : Presenters Introduction: Joshua Stager Section 1: Lewis Michelson

  7. A Pairing of Text and Film • Oedipus Tyrannus and The Matrix • Destiny versus self-determination • In both stories we wonder if the main character is in control of his destiny. • Both main characters set off on their journeys due to external influences.

  8. Oedipus might never have wound up killing his father and marrying his mother if the oracle had answered his question in a forthright manner. Instead, the oracle told him he would kill his father and marry his mother. Consequently, Oedipus fled from his adoptive parents and returned to his biological parents, unintentionally fulfilling the prophecy. Objective: Students will understand the term parallelism.

  9. Students will understand the term, “parallelism”. Part 2 • Neo might never have broken the vase if the Oracle had not told him not to worry about it. • The oracle then tells Neo that he is not “The One”, and that he will have to sacrifice his life to save Morpheus. Without assuming this was true, Neo would never have gone back to save Morpheus, which in turn is how he discovers his true powers and saves everyone. • This suggests that the oracle lied to him. She told him what he needed to hear. Ergo, we may be fooling ourselves when we think we are acting independently, in control of our own destinies.

  10. Why Use Film in the Classroom? • Film can be and should be a way to draw out the philosophical sides of our students, by making the “deep thoughts” in our texts more accessible. • When teachers use film for this purpose, students who were bored with the primary text beforehand may not be, not that they see it’s relevance and why it is called a classic.

  11. Using Movies for Literacy Agenda : Presenters Introduction: Joshua Stager Section 1: Lewis Michelson Section 2: Jenny Keller

  12. Gun Control: A Multigenre Study

  13. Bowling For ColumbineA Film by • How does the media influence our opinions about violence? • Do you think that teens today are more violent or less violent as a result of movies, cartoons, and news?

  14. 7 Myths About Gun ControlAn Article by Jack Perrine (9/20/00)http://www.sas-aim.org/education/ninemyths.htm • Myth #1 Guns are only used for killing    • Myth #2 Guns are dangerous when used for protection • Myth #3 There is an epidemic of gun violence

  15. Myth #4 Guns cause violence • Myth #5 The “Friends and Family” fallacy • Myth #6 A homeowner is 43 times as likely to be killed or kill a family member as an intruder   • Myth #7 The costs of gun violence are high

  16. Tova C.Blending InSilkscreen and pastel on paper, 24 x 36

  17. The Alternative ProgramViolence in the MediaCollage and Paint on Paper, 24 x 42 THE ALTERNATIVE PROGRAMVIOLENCE IN THE MEDIA Story Behind the Mural In January and February of 2000, several schools participated in an anti-violence education program at Harvard University Art Museums. The project, titled, “Violence: Pain, Healing, and Understanding,” was formed in conjunction with the Ben Shahn exhibition, The Photography of Modern Times.During the educational program, a group of tenth through twelfth graders from an alternative program at a Massachusetts high school created the collage mural, Violence in the Media. It impacts the viewer not only with its busy layout and contrasting colors, but too with its intense subject matter. The mural confronts the depictions of violence in the different forms of media we consume each day.

  18. PICTURE TOMMYTommy Dolby 9/2/70 – 2/19/90by TAMMY L. TOBAC An LA Raiders cap, turned backwards Long brown hair, styled to perfection. Stunningly long eyelashes... the envy of all the girls. I.O.U. sweatshirts and black T-shirts of heavy metal bands. Tight blue jeans, ripped up knees, only the best tennis shoes. A big brown cassette case with all of the tapes Placed Meticulously in alphabetical order. Earings and chains and bracelets of silver Embellished with knives and guns and crosses. The smell of Drakkar when he entered the room. Tough and cool on the outside. Sensitive and fragile on the inside… Picture Tommy.

  19. Using Movies for Literacy Agenda : Presenters Introduction: Joshua Stager Section 1: Lewis Michelson Section 2: Jenny Keller Section 3: Harold Watson

  20. Teaching Romeo & Juliet with Movies "Two households, both alike in dignity, In fair Verona (where we lay our scene) From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean From forth the fatal loins of these two foes A pair of star-crossed lovers take their lives"

  21. The Mise-en-scene of Shakespeare • Romeo and Juliet was a radical departure for the playwright. • Successful staging of the play has relied on contemporary interpretations • He was commenting on his contemporary world as much as the historical world of Verona. Romeo and Juliet

  22. CLASSICRomeo & Juliet of 1968 • Director Franco Zeffirelli • Influenced by 60’s Idealism of Youth Movement • Innocent sexuality

  23. MODERNRomeo & Juliet of 1996 • Director Baz Luhrman • Crafts a modern day life on the beach of a multi-cultural “West Coast” • Relies heavily on Hollywood iconography- including swimming pool love scene.

  24. Character Study- Juliet’s Nurse 1996 Nurse A loose but-wise woman 1968 Nurse A cloistered giddy nun

  25. The world of Verona, Italy The world of Verona Beach, California Compare and Contrast

  26. …as Romeo and Juliet. - the end Connect with Themes Relevant to Adolescents Such as the Effects of Impulsive Decisions All Images : http://www.romeoandjuliet.com/players And /http://www.laguna.k12.nm.us/r&j/

  27. Using Movies for Literacy Agenda : Presenters Introduction: Josh Stager Section 1: Lewis Michelson Section 2: Jenny Keller Section 3: Harold Watson Closing: Joshua Stager

  28. Finis • Classical Themes • Violence in Media • Understanding the Mise-en-Scene • Final Thoughts

  29. Using Movies for Literacy Group Presenters: Joshua Stager, Lewis Michelson, Jenny Keller, & Harold Watson October 28, 2003 Teaching English with Technology EDUC 1303N, Fall03 Doris Grasserbauer, City College of New York

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