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Film Studies
FILM STUDIES
In this course, students will view films as texts for cinematic, dramatic, and literary elements. Contemporary and classic domestic films will be studied along with independent and international films. Some films may be viewed in their entirety while others will be viewed in a survey of film clips. Some directors, such as Hitchcock and Scorcese, will be studied in depth. Students in this course will be expected to participate in class discussions about film and submit written assignments regularly.
Objectives:
Students view, comprehend and respond in individual, literal, critical and evaluative ways to films. Students use appropriate strategies before, during and after viewing in order to construct meaning. Students interpret, analyze and evaluate films in order to extend understanding and appreciation. Students select and apply strategies to facilitate recognition of cinematic elements and develop vocabulary in order to comprehend film. Students communicate with others to create interpretations of film. Students recognize and appreciate that contemporary and classic film has shaped human thought. Students recognize that viewers and film makers are influenced by individual, social, cultural and historical contexts.
Essential Questions:
How does a film differ from a book, and how is it similar? Where would you put the camera and why? How does a film manipulate its viewers? How would you describe and evaluate a director’s style?
Grade Level Expectations
(These are based upon the Connecticut Standards for Language Arts 9-12. Bold items represent the power standards that will be emphasized in this grade level.)
Forming a General Understanding
With limited guidance activate prior knowledge, establish purposes for viewing and adjust the purposes while viewing.
With limited guidance, determine and apply the most effective means of monitoring comprehension and apply the appropriate strategies with a focus on:
clarifying confusion in film and text identifying and describing the mood, tone and character traits
With limited guidance draw conclusions and use evidence to substantiate them by using viewed texts. Make and justify inferences from explicit and or implicit information. Develop vocabulary through listening, speaking, viewing and writing.
Choose a variety of genres to view for personal enjoyment.
Instructional Strategies Evidence of Learning
Differentiated instruction Mini- lessons Teacher modeling Teacher “Think
Aloud” Teacher/student conferences Guided viewing Small group discussions Independent viewing Quizzes Group discussions Multimedia presentations Comprehensive exams Focused notes Guided viewing responses Debate Creative
Compositions
Grade Level Expectations
(These are based upon the Connecticut Standards for Language Arts 9-12. Bold items represent the power standards that will be emphasized in this grade level.) Developing Interpretation Generate and respond to questions about the film. Interpret information that is implied in a film.
Distinguish between fact and opinion.
Make, support, and defend judgments about films.
Discuss and respond to films by making film-to-self, film-to-film and film-to world connections.
Choose a variety of genres to view for personal enjoyment. Persuade listeners about judgments and opinions of viewed works. Discuss, analyze and evaluate how characters deal with the diversity of
human experience and conflict. Compare/contrast and evaluate ideas, themes and/or issues across classic and contemporary films.
Create responses to films and examine each work’s contributions to an understanding of human experience.
Analyze and evaluate the basic beliefs, perspectives, biases, and assumptions underlying an film maker’s work. Evaluate the effectiveness of the choices that directors, cinematographers, editors and actors make to express political and social issues. Examining Content and Structure Identify the various conventions within a film genre and apply this understanding to the evaluation of the film with a focus on: a. generic conventions. b. audience to studio connection
Identify cinematic techniques a film maker uses that contribute to the
meaning and appeal of film. Discuss how the experiences and culture of a film maker influences the film. Develop and defend multiple responses to film using individual connections and relevant references. Develop a critical stance and cite cinematic evidence to support the stance. Instructional Strategies Evidence of Learning
Shared viewing Note taking Written reflections Book talks Storyboarding Collaborative group activities Classroom debates Multimedia presentation Graphic organizers Literature Socratic seminars Focused lectures Field trips Paraphrase Guided Viewing
Questions Guest speakers
Grade Level Expectations
(These are based upon the Connecticut Standards for Language Arts 9-12. Bold items represent the power standards that will be emphasized in this grade level.)
Interpret, analyze and evaluate the influence of culture, history and ethnicity on themes and issues in cinema. Explain and explore their own and others’ aesthetic reactions to films Instructional Strategies Evidence of Learning
LANGUAGE ARTS CURRICULUM Film Studies: Resources
Anthologies:
Lumet, Sidney. Making Movies. New York: Vintage Books, 1996. Print.
Films:
The Movies Begin: A Treasury of Early Cinema 1894-1913 The Passion of Joan of Arc (1928) It Happened One Night (1934)Citizen Kane (1941) The Maltese Falcon (1941) Casablanca (1942) The Treasure of Sierra Madre (1948) Singin’ in the Rain (1952) Shane (1953) The Graduate (1967) Strangers on a Train (1951) North by Northwest (1959) Psycho (1960) The Hustler (1961) The Godfather (1972) That's Entertainment! – 1974 Taxi Driver (1976) Do the Right Thing (1989) Visions of Light (1993) Lost in Translation (2003)
The following matrix is a breakdown of the scope and amount of typical writing and literary experiences as well as the shared benchmarks that all teachers of similar classes will implement.
Major Topics, Themes, and Genres Major Assessments
Literature
The Cinema of Attractions – Pre-narrative cinema (1894-1915) Auteur Study: The Director as Author The Studio System Genre Study: Formula and Audience Expectations Actor Study: Humphrey Bogart Citizen Kane Director Study: Hitchcock as Manipulator The Godfather: Saving Hollywood Modern Classics Socratic Discussion after every film Tests Film Viewing Notes for every film (including those viewed outside of class)
Homework Expectations
Film Viewing Notes – Due after every film Independent Viewing – Two films per month chosen within guidelines Selected Readings
