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Why just show your class a movie when you could teach them how to critique film the same way they do literature? While this lesson uses Battlestar Galactica as its visual text of choice, this plan could be used with any film selection. It would be perfect to use with the film adaptation of any literary work. Teens learn what it means to critique as well as how to identify literary and technical aspects of film as they watch various films.
Students examine the impact the Atlantic Slave Trade had on Africa and the African people, through the analysis of literature and film. They identify the geographic regions of Africa and locate selected African countries, countries that are used as later case studies in the examination the legacy of slavery and colonialism
Young scholars discuss the difference between independent films and and films produced by a major studio. They select an independent filmmaker to research and begin their research from a list of given Web sites. When research is complete, they create a visual display such as a poster, scrapbook, or slide show presentation highlighting the career of the filmmaker.
Film analysis takes critical thinking, connections, and context. Upper graders look at the film installation, Crystal Palace in terms of the film makers choices, presentation, and perspective of truth. After an analytical discussion of the film, kids take images of their urban landscape, then crop and alter them to create abstractions of their personal realities.
There is a wonderful magic that happens when artists collaborate. Kids examine storytelling through collaborative art. Inspired by Rodin's sculpture Minotaur, Daria Martin and Anna Halprin create a filmed dance sequence. Kids analyze the film and then work together to create a dance sequence that tells a story.
Young scholars explore American history through films about baseball. For this film study lesson, students watch video clips from "The Babe," "A League of Their Own," "Eight Men Out," "The Jackie Robinson Story," and "Field of Dreams." Young scholars then use the provided film analysis sheet to log their impressions of the films and discuss American history topics.
Young scholars discuss the purpose of city symphonies that were used in the past. In groups, they compare and contrast the social systems of a school and city to create their own city symphony video together. They also write what is known as a treatment in the present tense to introduce the characters and setting. They record their video and present it to the class.
Pupils discover the origins and different uses of watermelons. Using the internet, they find photographs of the fruit and reading about them in primary source documents. As a class, they plan a community activity in which they use a local watermelon vendor to present their presentation.
Students research evidence of different kinds of influence in Muslim societies and analyze their impact. They evaluate commonality and diversity amongst Muslim men and women throughout the world. Students compare student impressions of Muslim men and women before and after viewing the film. Finally, students evaluate how the role of Muslim Americans is perceived by Muslim and non-Muslims in the United States.
Students create learning log journals and creative projects about helping others. In this circle justice lesson, students read Touching Spirit Bear and watch Pay it Forward. Students discuss the themes of both works and analyze the actions of the characters as they consider how they can contribute to making the world a better place.