Film Noir Teacher Resources

Find Film Noir educational ideas and activities

Showing 1 - 16 of 16 resources
Learners study what influenced and inspired Billy Wilder while determining the plot, characters, and historical context of the film Double Indemnity. They investigate the stereotypes of Film Noir and how it shows the media messages of the post World War II era.
Students compare and contrast the narrative form of film with the artistic style. They also compare the screwball comedy genres with the film noir genre. They examine the historical roots of film.
Students begin the instructional activity by reading a book on film study. After watching the movie "Citizen Kane", they work together to identify the issues concerning the United States before World War II. As a class, they discuss how the ideas and views of the directors make their way into a film.
Students engage in a instructional activity that is concerned with the genre of Film Noir. They conduct research looking for the visual style, setting, morality, outlook, and character elements. They find the answer to the events that led to the emergence of the genre.
Learn about film and TV ratings systems in Canada (includes a comparison to the MPAA system) and how they influence appropriate viewing for youths. A detailed commentary about the film Seven pointed at revealing flaws in ratings systems and an article making a cause-and-effect connection between violence warnings and teen viewing both reflect the resource publication date. Easy to update with more current texts; the objectives are still relevant.
A study of how public perception is both reflected and influenced by film and television, this activity helps students develop an awareness of audience as well as a critical view of media. Depictions of police in television and film over the past 80 years is the subject of this activity. Your class begins by completing a Cinema Cop Profile based on images of police they have seen independently. Then, after a class discussion, groups research and complete a Cinema Cop Scavenger Hunt.
Learners define many terms related to film and genres. They examine examples of screwball comedy and apply the vocabulary terms to that genre. They discover how to "read" or analyze films they watch.
Students write New York Times Movie Guide Reviews using descriptive and persuasive language.
Students role play an interview. After researching Audrey Tautou and the movie Amelie, pairs of students take turns interviewing each other. One plays the role of a journalist and the other plays the role of an actress. During the simulation, students speak in French. The teacher observes their proper use of questions and adjective placement.
Proficient English language learners or native English speakers develop vocabulary with this five-page packet. The first page contains six fill-in-the-blank questions, and learners must decide which word or words best completes the sentence provided. Example words include voracious, charlatans, disinterred, etc. 
Modern art is great to experience because it brings contemporary issues into everyday conversation. Upper graders consider the work of Mickalene Thomas, an artist that uses photo collage techniques to capture the beauty of African American women in today's society. They can engage in any of the three suggested activities as a way to build a better understanding and deeper analysis of this modern art. Images, discussion questions, weblinks, ELA, social studies, and art activities are included.
Students examine the recent partial face transplant in Ameiens, France and the ensuing public debate on extreme plastic surgery. They participate in a fishbowl discussion on the ethics and implications of future face transplants.
Students discover the basic nutritional information for different foods.  In this nutrition lesson students classify items, identify what a balanced diet is and determine what recipes are healthy. 
In a detailed, creative writing task, potential poets analyze how race, identity, and society categorize and (mis)represent us. The learning begins with an imaginative anticipatory set where students describe unique situations that their skin has experienced (its earliest memory, what would your skin touch). It transitions with two class discussions about how their skin identifies who they are, and the title of Elis’ book Skin, Inc., and selected poems. It concludes with a two-part writing activity that “brands” the writer—allowing them to break free and repair their damaged identity. Included is an optional/extension activity for more mature and respectful learners where they “brand” each other's identities.   
Students study paintings, sculptures and of objects d'art as documents to study the 19th century Industrial Revolution. In this art history lesson, students study a chronological timeline of art during the Industrial Revolution. Students read about the art and artists of this method and time.
Students examine the process for the creation of a home page and the use of HTML or Hypertext Markup Language. the instructional activity was originally written for librarians with little or no net experiences.

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