Jim Sheridan Linda Rubens (Thanks to Chris Wells)
learning outcomesBy the time you have completed this unit, you shouldbe able to: analyse film image and sequences in detail; understand the way film language creates setting, theme and character, and manipulates our responses; describe how verbal and visual features are combined for different purposes; respond to and interpret meaning, ideas and effects; write about aspects of the text.
Thinking Gathering Relating to others plot Using language, text and symbols Managing self Participating and contributingPlot summaryIn pairs:1. Use the info in the above link to create a timeline of at least 10 events from the film.2. Research the following terms and record their definitions:a. IRAb. Model citizenc. Guildford Fourd. Provable alibise. Justice
Thinking Relating to others Using language, text and setting symbols Managing self Participating and contributing1. Before class: Read the following article:2. http://rogerebert.suntimes.com/apps/pbcs.dll/article?AID=/1 9940114/REVIEWS/401140301/10233. In class:a. Describe the location and time period that the film is set in.b. Brainstorm 5 adjectives to describe the atmosphere/mood of the setting.c. Locate still shots to match the adjectives.d. Choose 2 adjectives and write a paragraph for each to describe and explain which film techniques were used to help create the atmosphere/mood. Gatheringe. Share your ideas with your neighbour. Processing
Processing Applying setting & effect1. Explain the effect that the setting has on the life of Gerry Conlon .2. Explain what you think the author wants us to learn about Conlon by placing him in this setting.3. Imagine how the setting would affect you. Write a blog to describe how you would react to the setting. Include specific examples from the film. Thinking Using language, text and symbols Managing self Participating and contributing
Gathering characters Thinking Relating to others Processing Using language, text and symbols Managing self Participating and contributingBefore class: Read the cast listIn class: Work in pairs to -1. List the 4 main characters.2. Identify the protagonist in this film. And who is the antagonist? Explain why you believe this.3. List the main obstacles and/or problems faced by the protagonist and the antagonist in the story. How do they overcome them?4. For each of the main characters, create a timeline of their journey.
change in a character Thinking Using language, text and symbols Managing self 1. Explain theChoose a 1. Identify and outcome of thischaracter and… describe the change. What1. Describe the event or person did the character at the that influenced character learn beginning of the a change in the from this? film. character. 2. What does the2. Include 2. Explain how the director want us visual/verbal character as viewers to features to changed. learn from this support your 3. Include change? description. visual/verbal 3. Include features. visual/verbal features. Gathering Processing
relationship Thinking Using language, text and symbols development Managing self 1. Describe the 1. Identify and relationship at the1. Identify an important describe the end of the film. relationship in the changes in this Are the film. relationship. Does characters2. Describe this the balance of friends? Why/why relationship – are power change? not? they friends, related, Is there a 2. Explain what the enemies? conflict? Does director want us3. Identify any one person help as viewers to learn visual/verbal features the other in some from this that support your way? relationship. description. 2. What is the 3. Can this be linked outcome? to human nature 3. Include or the world in visual/verbal general? Gathering features. Processing 4. Include Applying visual/verbal techniques.
Processing Applying essay“Forget the big players in the world; it is the people inthe margins of our society whose stories are mostcompelling.”To what extent do you agree with this statement?Respond to this statement with close reference to thetext you have studied. Thinking Using language, text and symbols Managing self
Gathering Thinking Processing Relating to others Using language, text and Applying symbols themes Managing self Participating and contributingBefore class: think about the themes of injustice andprejudiceIn class: work in pairs to – 1. Identify and describe 3 examples of each theme being shown in the film. Which characters are linked to this theme? 2. Explain each theme’s relevance to today’s world. Record examples of which are seen in real life. 3. Describe the director’s intention in relation to this message. What did Sheridan want the viewer to learn or think about? 4. Identify and describe the social issues that are represented in the film. 5. Explain what you learnt from these themes. 6. Explain what lessons we can learn about human behaviour.
Processing Applying essay“A successful visual or oral text is one in which adirector seeks to create new realities and/or freshperspectives for old ideas.”To what extent do you agree with this statement?Respond to this statement with close reference to oneor more texts you have studied. Thinking Using language, text and symbols Managing self
Thinking Relating to others costume Using language, text and symbols Gathering Managing self Processing Participating and contributingIn class: Work in pairs to -1. Choose 2characters and locate an example of each of their costumes.(Google)2. For each character, explain what the costume reveals about their character.3. For each character, discuss what the costume represents.4. Explain the overall effect the director wanted to create with these costumes.5. Present your ideas to the class.
Thinking sound Relating to others Gathering Using language, text Processing and symbols Managing self Applying Participating and contributingIn groups, answer the questions about sound in a sequence of your choice. We will watch the scenes first as a class.Include:1. A description of what is happening,2. Is the sound diegetic or non-diegetic?3. Does the sound represent a certain character, theme or setting? In what way?4. What does the sound tell us about the character, setting or theme?5. Create a playlist of 5-10 songs that you believe would represent the setting, characters and themes in the film.
essay Processing Applying“In order to motivate or persuade an audience totake action, a text must appeal to the ears as muchas to the eyes.”To what extent do you agree with this statement?Respond to this statement with close reference to oneor more texts you have studied. Thinking Using language, text and symbols Managing self
References1. NZQA draft resource2. IMDb3. Wikipedia