Ernest et Celestine - Educational Workshop

LESSON PLAN

Ernest and Celestine

by Benjamin Renner, Vincent Patar & Stéphane Aubier.

Created by Azadée Tolooie Translated by Andrew A. Rosado

Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

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TABLE OF CONTENTS I UNDERSTANDING THE FILM Information about the film .............................................................................3 Director ........................................................................................................4 Filmmakers................................................................................................... 4 Adapting Gabrielle Vincent’s work ............................................................... 5 Origins of the project .................................................................................... 6 Summary ....................................................................................................... 7 II IN CLASS DISCUSSION: BEFORE THE FILM ...................................................8 Student worksheet 1: Analyzing the movie poster......................................... 9 Teacher worksheet 1: Analyzing the movie poster ....................................... 13 Student worksheet 2: Discovering the vocabulary........................................ 15 Teacher worksheet 2: Discovering the vocabulary… ...................................18 III IN CLASS DISCUSSION: AFTER THE FILM ....................................................19 Student worksheet 3: Reconstructing the film .............................................. 20 Teacher worksheet 3: Reconstructing the film ............................................. 21 Student worksheet 4: The characters........................................................... 22 Teacher worksheet 4: The characters ......................................................... 23 Student worksheet 5: Key places of the film .............................................. 24 Teacher worksheet 5: Key places of the film .............................................. 27 Student worksheet 6: Mini project .............................................................. 29 Teacher worksheet 6: Mini project ..............................................................30 Teacher worksheet 7: Playing with vocabulary .......................................... 31 Material worksheet 7: Playing with vocabulary ........................................... 33 Teacher worksheet 8: Debating and giving your opinion ............................ 35 SITEOGRAPHY....................................................................................................36

2 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

I UNDERSTANDING THE FILM INFORMATION ABOUT THE FILM Title: Ernest and Celestine Year:

2012

Country: France Duration:79 min Cinematic release: December 12, 2012 Movie by: Benjamin Renner, Vincent Patar et Stéphane Aubier Adaptations: des albums de Gabrielle Vincent publiés par les Éditions Casterman Production: Didier Brunner Script: Daniel Pennac Voice actors: Pauline Brunner et Lambert Wilson

.

3 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

DIRECTOR

LE RÉALISATEUR

After obtaining his Bachelor’s degree, Benjamin Renner followed a preparatory class in art school and then joined the School of Fine Arts of Angouleme, where he obtained the National Diploma of Plastic Arts in drawing.

He then got admitted to La Poudrière School of Animation, where he created The Crow Who Wanted to Imitate the Eagle, The Biggest President in the World (available through TV Canal J) and The Mouse’s Tail, which was his last film during his studies.

FILMMAKERS

Stéphane Aubier and Vincent Patar, better known today under the pseudonym “Pic Pic”, alumni of the Ecole Superieure of Visual Arts in Cambre, Brussels, are highly acclaimed animation filmmakers. Their trademark: inimitable Belgian accent and borderline absurd humor. Over the years, Aubier and Patar refined their universe using different animation techniques (papercutting animation 4 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE de Benjamin Renner, Vincent Patar et Stéphane Aubier

in The Baltus, 1998). In 2002, they released the DVD Pic Pic André and his friends, which is a compilation of the duo’s best short films. In 2009, they released A Town Called Panic, a feature film whose sense of derision, absurdity, and imagination is hailed by both the public and critics. The film was presented in Cannes in official selection. Finally, Pic pic co-directed Benjamin Renner’s first feature film, also presented at the Cannes Film Festival.

ADAPTING GABRIELLE VINCENT’S WORK

Gabrielle Vincent, whose birth name is Monique Martin, was born in Brussels on September 9, 1929.

She studied drawing and painting at the Academy of Fine Arts in Brussels, where she graduated from in 1951 and obtained the highest distinction. She then explored the richness of black and white drawings, and exhibited her works for the first time in 1960.

Soon after she moved to color: ink wash painting, pastel, and oil color. At each of her exhibitions, she was saluted for her strength, sobriety, and sensitivity of her art by critics.

5 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

While creating Ernest and Celestine in the 1980s, Gabrielle Vincent offered children her talents as artist and storyteller for kids. It is in the everyday that the human truth, tenderness, the happiness of making others happy, living simply and truthfully, one’s heart, and the gentle conventions are expressed. Her books were published throughout the world. The strength, sobriety, and sensitivity of her books earned her an international reputation and numerous awards. Gabrielle Vincent passed away on September 24, 2000.

ORIGINS OF THE PROJECT Interview with Didier Brunner, Producer: “Originally, there were twenty beautiful little books illustrated by Gabrielle Vincent. These simple stories enchanted my daughter, Pauline, when I read them to her during bedtime.

The stories’ protagonists were a bear and a mouse united by an improbable complicity.

How did these two very different beings that came from two different worlds that didn’t know about the other, the big bear and the cute little mouse, meet? Why were they simply bound together?

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Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

Every night when leaving this tender and modest universe, these questions intrigued us…

It is by trying to answer them that the project to adapt Gabrielle Vincent’s work took place.

The author, I must say, was fiercely opposed to the transposition of her work on television and by extension to film.

That was in 1998. She passed away in 2000. In 2008 I learned that Casterman, the editor, proposed the adaptation rights for a series. I contacted him immediately and suggested a cinematic adaptation, because only the artistic care given to the realization of an animated feature can truly pay tribute to the quality of Gabrielle Vincent’s work.”

SUMMARY In the conventional world of bears, it is frowned upon to be friends with a mouse. And yet, Ernest, a large, marginalized bear, a clown, and a musician, welcomes into his home little Celestine, an orphan who fled the underworld of mice. These two solitaires will support each other, comfort themselves, and thus upset the established order.

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Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

II UNDERSTANDIN THE FILM: BEFORE THE FILM

These educational activities were made for kids between the ages of 7 to 12 years to prepare them for the presentation of the film in its entirety. This lesson plan can be taught in English, or in French, per the student’s linguistic profiles and the objectives of the foreign language teacher.

In this lesson plan, the linguistic competences are abbreviated as followed: o WC: Written comprehension o OC: Oral comprehension o OP: Oral production o WP: Written production o OI: Oral interaction

8 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

STUDENT WORKSHEET 1: ANALYSING THE MOVIE POSTER Level A1

9 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

THE MOVIE POSTER

Have you seen a movie with animals as the main characters?

Observe the poster carefully and fill the spaces below

The mouse Their face: Their clothes: Their behavior:

A mouse: An animal that is

,

,

.

The bear Their face: Their clothes: Their behavior: A bear: An animal that is

,

,

.

Their relationship They seem to    

Care for each other?

Hate each other?

Be arguing?

To get along?

The title Who Ernest? Who is Celestine?

10 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

A BEAR AND A MOUSE

Why is the friendship between a mouse and a bear surprising?

Ernest and Celestine met by chance.

Imagine and draw how they met!

11 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

A BIT OF CALLIGRAPHY Writing in cursive with ink gives the title a very elegant effect!

Do you want to try?

My name: 12 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

TEACHER WORKSHEET 1: ANALYSING THE MOVIE POSTER Level A1

THE MOVIE POSTER (OI / WP) In this activity, students will discover the main characters for the first time: Ernest and Celestine. They will do so through the description of the movie poster.

It is recommended to recall key vocabulary (A1 level) for physical description (face, body, clothes, etc.) by brainstorming or sensitization activities for the targeted lexicon.

The activity can be done in groups for lower levels. It will be a question of completing the poster's analytic sheet together, in order to reveal the main characteristics of the protagonists of the film and to make hypotheses. Highlighting the physical contrast of the two characters will allow students to become aware of the humorous aspect of the film based on difference and opposites.

Children should be asked if they have seen movies with talking animals to encourage them to comment on their appreciation for this kind of animated film.

Answers: The mouse: She is small, has big ears and big eyes, and she is smiling. She is wearing a red hood, a small white robe, and white socks. She seems funny, dynamic, passionate, mischievous etc...

Mice are animals that are: small, rodents, fast, malicious, love cheese, have big ears, silent, discrete, etc…

The bear: is big, bulky, and is smiling. He has a large snout, small eyes and small ears.

He is wearing a white t-shirt, a gray jacket, and a red scarf. He seems kind and amused by the mouse, affectionate, etc.

Bears are animals that are: big, bulky, hairy, impressing, loud, gourmand, sleepers, clumsy, that love honey, that have big paws and sharp claws, etc.

13 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

Their relationship: They seem to get along, to care for each other since they are smiling, they have an air of complicity, and seem to be friends.

The title: Ernest is the bear and Celestine is the mouse (it is possible to explain that the names ending in “ine” in the French language are often feminine like “Martine, Christine, Delphine, etc”.)

A BEAR AND A MOUSE (IO) The teacher can invite students to reflect on the unusual friendship between a bear and a mouse.

This can allow students to address the upstream marginalization of an uncommon couple of bear and mouse, a central topic discussed in the film.

Example of oral production: A bear can eat a mouse, they are too different, mice hide and live in small holes in house while bears live in forests. Bears hibernate while mice are very active throughout the year and sometimes at night, etc…

Students can then give free rein to their imagination by drawing the moment when the two characters met. They can compare hypotheses that can later be reinvestigated after viewing the film.

A BIT OF CALLIGRAPHY (WP) Students can discover or practice the art of calligraphy while appreciating the beautiful cursive script of the title. At the discretion of the teacher, students can use a pencil, or ink if possible, to practice with the writing activities provided.

Note that in France, cursive is favored and taught in school. This cultural aspect can also be discussed in class while doing the written activities.

14 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

STUDENT WORKSHEET 2: DISCOVERING THE VOCABULARY Level A1

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16 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

Humor

Fear

Celestine

Bear

Meet up

Tea

baby teeth

Bonbons

Musician

Judge

River

Xérès

Fire

Drawing

Smile

Unite

Vagabond

Snow

Kepi

Zizanie

Ernest

Friendship

Wagon

Greed

Eyes

Liberty

17 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

TEACHER WORKSHEET 2: DISCOVERING THE VOCABULARY Level A1

THE ALPHABET ( WC) Students will discover keywords of the themes presented in the movie with an entertaining activity by cutting and associating words and images. The activity can be done in pairs or small groups. Students may not know all the words, but will be able to use the first letter of each item to place them in alphabetical order. This small vocabulary activity can be reinvestigated throughout the educational exploitation of the film.

Answers:

18 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

III UNDERSTANDING THE FILM: AFTER THE FILMS

These educational activities were made for kids between the ages of 7 to 12 years to prepare them for a discussion after the presentation of the film in its entirety. This lesson plan can be taught in the English, or in French, per the student’s linguistic profiles and the objectives of the foreign language teacher.

In this lesson plan, the linguistic competences are abbreviated as followed: o WC: Written comprehension o OC: Oral comprehension o OP: Oral production o WP: Written production o OI: Oral interaction

19 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE de Benjamin Renner, Vincent Patar et Stéphane Aubier

STUDENT WORKSHEET 3: RECONSTRUCTING THE FILM Level A1

FIND THE CORRECT ORDER

Label 1 through 8 the images in order of appearance in the movie.

20 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier r

TEACHER WORKSHEET 3: RECONSTRUCTING THE FILM Level A1

FIND THE CORRECT ORDER (WC) In small groups or in pairs, have the students reconstruct the story of the film in order from 1 to 8.

Answer:

21 Dossier pédagogique réalisé par Azadée Tolooie.

ERNEST AND CELESTINE de Benjamin Renner, Vincent Patar et Stéphane Aubier

STUDENT WORKSHET 4: TRAVAILLER SUR LES PERSONNAGES Level A1

WHO SAYS WHAT?

Connect each character with their words.

I do not want to be a dentist, I want to be an artist.

I’m hungry!

The big mean bear will eat you!

We must give kids sugar so we can exploit their teeth and make money!

You need to bring me 50 teeth!

22 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE de Benjamin Renner, Vincent Patar et Stéphane Aubier

TEACHER WORKSHEET 4: THE CHARACTERS Level A1

WHO SAYS WHAT? (WC) In pairs or in small groups, associate the text bubbles with the characters. Students can use the words in bold to guide themselves. The teacher can help guide the students get onto the right track and answer their questions. Depending upon the group’s level, the teacher can also ask the students to write down other lines from the characters.

Answers:

23 Created by par Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE de Benjamin Renner, Vincent Patar et Stéphane Aubier

STUDENT WORKSHEET 5: KEY PLACES OF THE FILM Level A1

ERNEST’S HOUSE Ernest’s house is a refuge for the two friends, it changes with the seasons.

Describe each image with help of the words on the right.

It is winter.

It is spring.

It is nice out.

1

It is cold.

It is sunny.

There is snow out.

There are many flowers.

2

The sky is gray.

The sky is blue.

The trees are white.

The trees are green.

24 Created by par Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

ERNEST’S ROOM Ernest is a music virtuoso, he knows how to play many instruments!

Piano Violin Trumpet Find all the instruments on the picture!

Bass

25 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE de Benjamin Renner, Vincent Patar et Stéphane Aubier

HIDE AND SEEK Two instruments are hiding in all the dishes.

Can you find them?

Circle the instruments hiding in the dishes!

26 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE de Benjamin Renner, Vincent Patar et Stéphane Aubier

TEACHER WORKSHEET 5: KEY PLACES OF THE FILM Level A1

ERNEST’S HOUSE ( OP/WC) This activity allows students to practice weather and color vocabulary at an A1 level.

Students will be able to practice pronunciation with these sentences, and describe each image with the proposed phrases. The teacher can finish the activity with a small dictation of the proposed sentences.

Answer: Image 1: It is winter, it is cold, and there is snow. The trees are white, and the sky is gray.

Image 2: It is spring, it is nice out, it is sunny, there are many flowers, and the trees are green.

ERNEST’S ROOM (WC/WP) This activity allows the students to discuss the music of the film. Music plays in important role in Ernest’s life, his house is even filled with music instruments!

Practice tracks to discuss music: -

Listen and discover the different instrument groups / work on music vocabulary (http://www.instrumentsdumonde.fr)

-

Interactive lottery game for instruments

(https://www.youtube.com/watch?v=OcuOQHBxY9E) -

Talk about the importance about music in people’s lives, their day to day, and music in the streets of France.

27 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

Answers:

HIDE AND SEEK Answers:

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STUDENT WORKSHEET 6 MINI PROJECT Level A1

MAKE YOUR OWN SLEEVEFACE! Celestine and Ernest enjoy putting portraits on their face to make them talk. This is called making a “sleeve face”

On a sheet of blank paper, draw your favorite character’s head and then put it in front of your face.

Ask a friend of your teacher to take a photo!

29 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

TEACHER WORKSHEET 6: MINI PROJECT Level A1

MAKE YOUR OWN SLEEVEFACE! Sleeve face: From crude disguises to homemade costumes, this phenomenon is all the rage and inescapable. We see them on covers of magazines and in advertisements, they consist of a taking a simple photo with the front cover of an LP with just a face.

The reuse of this practice in the photo above resides in the infantile and comical game that will make you look twice.

When Ernest discovers Celestine’s talent for “sleeve face”, it became a fun game for them to play together. “Sleeve face” is also a way for Ernest to console Celestine and make her smile when she is saddened that she did not fit in with the other mice (the mouse association), where art has no place.

Activity suggestions: The teacher can hand out blank pieces of paper as well as any material to paint and draw in order to create their “sleeve faces” of their favorite movie characters. They can use the images from the previous activities for inspiration. The teacher can then ask the students to take photos of themselves with a camera or a smartphone.

Once they are done taking photos, the teacher can print the photos so the students can glue them on a sheet of paper and take them home, or present them in the classroom.

Students can create dialogues and write them on the sheets of paper and create a small comic strip. This task can be made either on a computer or directly on the printed sheets.

30 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

Teacher WORKSHEET 7: VOCABULARY GAME

GAME OF MICE AND BEARS

(WC/WP)

The students will have fun while recollecting key moments of the film.

Goals: The bears must collect the most marshmallows possible, and the mice must collect the most teeth possible. (See: Material Sheet 7). Each group must answer eight questions about the film.

Execution: Separate the class into two groups: Group Mouse and Group Bear. In a sack, there are 32 cards (16 marshmallows and 16 teeth). With each correct question, the group gains a Tooth Card (Group Mouse) or a Marshmallow Card (Group Bear).

The teacher can adapt and modify questions accordingly.

Suggested questions: _ What is Lucienne’s (Leon’s mom) job?

Answer: She is a tooth seller. _ Why are the mice afraid of the bears?

Answer: Because they think bears eat mice. _ Why does Ernest rummage through trash?

Answer: Because he is hungry. _ What is Ernest’s job?

Answer: He is a musician. _ Why is Celestine different from the other mice?

31 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

Answer: Celestine is orphan and an artist. She does not want to be a dentist like other mice, she wants to be an artist. _ What job are mice known for?

Answer: Dentists. _ What was Ernest’s grandfather’s job?

Answer: Judge. _ What instrument(s) does Ernest play?

Possible answers: guitar, violin, piano, bass, trumpet, drums, accordion. _ What job do white bears perform?

Answer: Policemen. _ What color is Celestine’s cape?

Answer: Red. _ How do Ernest and Celestine hide in the stolen truck?

Answer: They paint themselves so they can camouflage. _ How many teeth must Celestine bring to the dentist?

Answer: 50 teeth.

32 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

MATERIAL SHEET 7: VOCABULARY GAME TOOTH CARDS

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MARSHMALLOW CARDS

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TEACHER WORKSHEET 8: DEBATING AND GIVING YOUR OPINION

STEREOTYPES AND PREJUDICES

(OI)

The film offers many thought-provoking considerations that students can discuss. The issue of difference, and people’s relationships with others that are represented by the separations between the bears and mice. The connection with our societies, and our own distrust of our neighbors are among the topics discussed in the film. The mice and the bears live in parallel worlds that never meet because they fear each other.

The teacher can ask the students to explain why bears are afraid of mice and why mice are afraid of bears.

It is possible to explain in simple terms what prejudices are present in the scenes of the movie when a mouse in the orphanage tells Celestine that “her drawing is wrong because mice and bears can never be friends”

Suggested questions: -

Are the mice’s fears justifiable?

Do all bears eat mice? Do they eat mice often?

Are people sometimes just fearful? Do people let stereotypes and prejudices get in their way of communicating with others?

GIVING YOUR OPINION (OP) Students can give their opinions on the film as well as critique it. Did they like the film?

What characters seemed interesting to them? What did they not like? What is their favorite moment of the film?

The teacher can also incite them to explain their reasons as to why they liked or disliked the film. An interesting exercise can be to confront the images of the film with those of Gabrielle Vincent’s in order to see which of the versions the students prefer. (http://www.casterman.com/Jeunesse/Collections-series/ernest-et-celestine/les-albumsd-ernest-et-celestine) 35 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier

SITEOGRAPHY 

Presentation lesson plans

http://www.ac- versailles.fr/public/upload/docs/application/pdf/201503/ernest_et_celestine_dossier_pedagogique.pdf http://www.lefresnoy.net/sites/prod/files/2014/downloads/basicpage/presentation/Livret_Pedagogique_Ernest_et_Celestine.pdf



Links about the film / general information / reviews / video excerpts

http://ernestetcelestine‐lefilm.com/ http://www.lesarmateurs‐lesite.fr/fiches/9‐ernest‐et‐celestine.html http://www.cinerex‐blagnac.fr/wp‐content/uploads/2013/05/ERNEST‐CELESTINE.pdf 

Trailer and more excerpts:

http://cinema‐levagabond.jimdo.com/scolaire/ecole‐et‐cinema/ernest‐et‐celestine/ http://cartable93.blogspot.fr/p/ernest‐et‐celestine.html 

Exercises and analysis.

http://www.ac‐versailles.fr/public/upload/docs/application/pdf/2015‐ 03/ernest_et_celestine_dossier_pedagogique.pdf http://www.grignoux.be/dossiers/337 https://www.acmontpellier.fr/apps/dsden30/ia30/dossiers/arts/ecolecine/ressources/f maurin_278.pdf http://www.lestetesaclap.fr/wp‐content/uploads/2014/02/f_peda‐ernestcelestine.pdf

36 Created by Azadée Tolooie. Translated by Andrew A. Rosado ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier