Teaching film in Stage 4 & 5 English

1. Teaching film in Stage 4 & 5 English

3. How are we positioned as viewers by these promotional posters for Whale Rider? Which was pitched at NZ, UK & USA markets?

4. Narrative In film, stories are told through images arranged in a sequence to create an impression of cause and effect. • story/ storyline, plot usually developed through • cause→effect relations between events usually driven by • character – one character (protagonist) has a particular goal (motivation) & has to act in order to achieve that goal which then impacts on other characters (and creates conflict, change & finally resolution), and by • historical forces, political situations, economics, nature or supernatural occurrences. shaped by • character point of view, which can be: – objective – audience sees only external actions & behaviour - perceptually subjective – see & hear from sensory pov of character - mentally subjective – when & what character sees & hears & also how the character experiences the world • narrator - who may also be the protagonist

5. TECHNICAL CODES codes of the ‘craft’, techniques of construction Include: Framing Composition Shot type Camera angle Lighting Special effects Editing Camera movement Sound volume Sound fades & cuts Sound layering Written (words on screen eg ‘later’) SYMBOLIC CODES systems of signs embedded within the text itself, with strong associative/ connotative meanings Include: Symbolic objects Recurring motifs Set design Actors’ body language Actors’ appearance Lighting Dialogue Sound effects Music Choice of language, dialogue etc Codes & conventions of film: Draw students’ attention to these elements of filmic language in context …learn through applying to a particular film.

6. Mise-en-scène – all the visual elements within the frame that support the telling of the story - works subtly on viewers’ emotional & intellectual response by positioning viewers, or cuing them in to read the multiple layers of meaning encoded in the scene - can be used to create symbolism for character traits, themes and social values

7. Pre-viewing activities: • Separate sound & visuals to engage students actively in making meaning • Show trailer without sound and ask students to generate audio/ voiceover/ dialogue • Give students opening of script and have them generate visuals (eg sketch a storyboard) • In the old days, the land felt a great emptiness. • It was waiting... • waiting to be filled up... • waiting for someone to love it... • waiting for a leader. • And he came on the backof a whale... • a man to lead a new people. • Our ancestor, Paikea. • But now we were waiting for the firstborn of the new generation... • for the descendant of the whale rider... • For the boy who would be chief. • Paikea. • Paikea. • There was no gladness when i was born. • My twin brother died and took our mother with him. • Rawiri. • Everyone was waiting for the firstborn boy to lead us... • but he died... • and i didn't. • Where is the boy? • Son.

8. During viewing activities: After initial full viewing, have students focus on particular elements of filmic language & particular scenes from the film Parallel with their viewing of the film, students might research aspects of Maori culture (eg the marai, creation & migration stories) or the behaviour of whales) After viewing activities: Students can produce written or oral analysis of: Particular characters Particular scenes The effectiveness of the film overall (film reviews for particular contexts & audiences) Students can critique particular discourses within the film (eg gender, ethnicity)