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Identifying the aspects of film analysis

Task 1 Analysing and Appreciating a Short Film

II. Identifying the aspects of film analysis

1. Ask students to work in pairs to identify the aspect(s) of film analysis each question touches upon and fill in the blanks. Go through the answers and recap the three aspects of film analysis to consolidate their understanding.

Part B: Preparing viewing notes (LT 2.1.2)

1. Play the short film My Shoes (2012) directed by Nima Raoofi in class.

Alternatively, provide the URL or QR code for students to watch the short film on their mobile devices or tablets. Ask students to look at the set of questions first before viewing. Allow students who need more support to work in groups and / or focus on fewer questions.

2. To encourage critical and analytical viewing, remind students to view the short film two times. Students may focus on understanding the ideas / content of the film

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second viewing.

3. Remind students to jot viewing notes in the viewing process. Do NOT provide answers at this stage as students will be given opportunities for in-depth analysis later.

Part C: Analysing the fictional elements – identifying themes (LT 2.1.3)

1. Explain to students “theme” means the central idea of the film and it is often expressed in the form of an abstract noun. Introduce more themes in addition to the listed ones to more able students (e.g. justice, integrity, forgiveness, benevolence, generosity, identity, faith, death, determination).

2. Guide students to practise using the following structures to talk about the key messages and themes of films. Draw their attention to the difference in the parts of speech:

Key Message Theme

A Christmas Carol tells us to be kind and generous to other people.

A Christmas Carol centres on the themes of kindness and generosity.

3. For Q1, encourage students to come up with more than one theme for each story summary and use words not provided to express the themes. They can use a thesaurus to find synonyms (e.g. determination, resolution, perseverance, will power, persistence) to expand their vocabulary bank.

4. Ask students to work in pairs for Q2. Before they start:

explain the significance of a film title and how it often presents the theme and central message of the film,

explain what a symbol is (i.e. an object, person or event which has a deeper meaning in context and can give insight to the reader / audience), and

introduce idiomatic expressions such as “put yourself in somebody’s shoes”

or “walk in somebody’s shoes” and ask students to consider the meaning of such expressions in connection to the short film.

5. To deepen their understanding of symbolism, ask students to come up with some symbolic objects commonly found in films / stories / advertisements and identify

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Object / Image Suggested / Implied Meaning

a clicking clock passage of time

a red heart / rose passionate love / romance

a lion bravery / courage

pigeons / people holding hands peace

6. Ask students to think of an object with a symbolic meaning to present the message

“Count your blessings” / “Never judge a book by its cover” in a subtle way in their film. For example, a box of assorted chocolates may represent different blessings in life; a distorting mirror may suggest that appearance is deceptive.

Part D: Analysing the fictional elements – describing and creating a setting (LT 2.1.4)

1. Explain to students that “setting” means the place and time a story takes place. It provides a background and creates a mood for the development of the theme(s), plot and character(s).

2. For Q1, ask students to imagine they were the characters in My Shoes and describe what they could see, hear, smell, taste and feel / touch. Provide language support to help them turn their description into adjectives (e.g. a lot of grass  “grassy”, many trees  “tree-lined”) and express how they feel in that environment or setting (e.g. relaxed, peaceful).

3. For Q2(a), ask students to colour-code words / phrases in the descriptions that appeal to different senses with highlighters of different colours and complete the table. Explain to students that a setting (whether presented in words or images) should appeal to readers’ / viewers’ senses.

4. For Q2(b), allow students to work in pairs / small groups and discuss which place they would choose as a setting for a story about honesty. Encourage them to come up with a brief storyline related to the setting. Emphasise to students that all settings work equally well provided that the people and things found in the place are effectively used to develop the plot.

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1. For Q1, ask students to arrange the jumbled sentences into a logical plot sequence of the film My Shoes.

2. Explain to students that for a story / film to be engaging, the plot should consist of the following parts:

Exposition is the opening that provides background information such as the setting and main characters.

Rising action, also known as complication, refers to the stage where conflicts and problems are building up.

Climax is the most exciting part of the story, which often involves the confrontation of conflicting forces or a sudden change.

Falling action paves way for the ending (but can be absent in the stories).

Resolution means the ending, which may sometimes involve a realisation of the truth or a solution to the problem.

3. For Q2, ask students to fit the relevant parts of the film (sentences in Q1) into the plot diagram.

4. Draw students’ attention to the twist (a surprise and an unexpected ending) in My Shoes. Discuss the effects created by an unpredictable ending (e.g. thought-provoking and memorable to the audience).

Part F: Analysing the dramatic elements – establishing characters through costumes and acting (LT 2.1.6)

1. Explain to students that in a film, characters are presented through:

Appearance (e.g. make-up, hairdo)

Costumes (e.g. clothes, shoes, accessories)

Acting (e.g. facial expressions, body movements, speeches and dialogues) The above can tell us about characters’ personalities and cultural and socio-economic background.

2. For Q1, ask students to describe the appearance, costumes and facial expressions of the two characters in My Shoes. Provide students with language support if they have difficulty describing the characters’ appearance (e.g. messy fluffy hair, worn-out clothes and shoes), facial expressions (e.g. frowning, grinning), feelings (e.g.

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3. For Q2, students are free to express their views regarding whether acting (body movements and facial expressions) tells more than speeches and dialogues in My Shoes. Draw students’ attention to reliance on acting for the role of the rich boy, as he does not speak at all in the film. Remind students that films with little dialogues and speeches can also be very effective in presenting deep feelings and appeal to the audience’s emotions.

Part G: Analysing the cinematic elements – describing music and sounds in films (LT 2.1.7)

1. Explain to students the functions of music in films. Music can:

arouse the audience’s emotions (e.g. fear, excitement, sadness)

build up the mood and atmosphere of the film (e.g. tension, suspense, mystery)

enrich the images (e.g. lyrics in theme songs addressing what happens in the scene)

facilitate plot development (e.g. suggesting a change or turning point)

2. Go through the list of adjectives for describing the following aspects of film music with students. Invite students to brainstorm additional words.

musical style

instrument used

melody

beat and pace

feeling, mood and psychological effect

3. Reduce or increase the number of vocabulary items to be introduced depending on students’ readiness. Focus on the mood and melody of the music for less advanced students. For more advanced students, ask them to expand the list of adjectives by exploring the following website: www.words-to-use.com/words/music/

4. For Q1, play a few sound tracks and ask students to describe each with three adjectives. The tracks can be from famous movies, musical performance or popular songs. If the sound track is taken from a film, ask students to predict the film genre (e.g. sci-fi, thriller, romance) as well. If there is difficulty sourcing suitable soundtracks, select some of the items from “The Best Movie Soundtracks”

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www.youtube.com/watch?v=dv4LeWBLAyU&list=PL8A7860B0F9BD22A6 5. Invite different students to share their answers and encourage exchange of views

in class, as feelings and judgment on music may vary from person to person.

6. For Q2, play My Shoes again with the screen off to ensure that students focus entirely on the music. Ask students to recall the events in the film as they listen to the sound track. Signal to students when the music changes to check if they can remember what happens at that point, so that they understand how the change in music corresponds to the development of the plot.

7. Guide students to use the appropriate sentence structures to express their ideas (e.g.

using sentences like “The music creates a sense of feeling nouns (e.g. sadness, excitement, tension)” to discuss the effects of the music).

Part H: Analysing the cinematic elements – identifying camera shots and angles (LT 2.1.8)

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