Tag Archives: Film

‘A Long Way Gone’ and ‘Freedom Writers’

16 Nov

For a while now I have been posting text pairings on my blog.  I tend to update it once I read or watch something new, hoping that one day I can draw from the list and teach something really exciting, engaging and thought-provoking.

I wanted to take some time out from adding to the list, instead explaining why I think particular texts would work well together.  Some of these options I have tried in my own classroom, others I aspire to teach one day but have not yet had to right class with which to test them.  I hope by explaining my thought process other teachers may have the right class with which to take the leap and might be inspired to try something new.

A Long Way Gone  is the autobiography of Ishmael Beah, a former child soldier from Sierra Leone.  This book explores mature content but in a reasonably accessible way, making it the perfect choice for a mainstream Year 10 class.

Freedom Writers is a film that explores the power of relationships both within and outside of gang culture.  It highlights the role of education and strong relations to change the trajectory of lives.  Again, the content is mature but the presentation is accessible, making it a good film to pair with A Long Way Gone.

You could engage with both the texts around the idea of relationships and the forces that inspire/compel loyalty.  It would interesting to make comparisons between the experiences of child soldiers and those of gang members.  This particular comparison also enables meaningful engagement with notions of innocence and responsibility as well as charting courses towards redemption in various forms.

Advertisements

‘Becoming Kirrali Lewis’

7 Aug

I have also recently read Becoming Kirrali Lewis.  I read this text, hoping to discover a great Australian text that I could use in Year 9 instead of Deadly, Unna? which is not universally adored by students.

The text explores the experiences of Kirrali Lewis, an Aboriginal girl adopted into a white family, and her experiences during her first year of law school in the city.  The raised a number of important issues about identity, conflict and relationships which I think would interest some students.  However, the scope of experiences and short length of the book meant that these issues were, at times, left unexplored or not fully developed.

While I’m not sure my current Year 9 class would love this book, it is nonetheless something I would be interested in teaching.  With this in mind, I think it would be well placed as part of a textual pairing, perhaps with Taika Waititi’s film Boy.  Both texts explore the complexities of family relationships and the impact absent and found parents have on identity.

Representations of Youth

31 Jul

I am always interested in new ways of engaging my students in Shakespearean texts.  I am also always interested in new ways of teaching these texts.

This year, extending an idea raised by a colleague, my students studied Romeo & Juliet through the lens of representations of youth.  We engaged with key scenes, sought to identify how youth were portrayed and to understand how these representations were constructed.

I began the unit by showing students a number of trailers for Romeo & Juliet appropriations.  For each trailer, students had to identify and account for the characteristics of youth, explain which representations had continued resonance, and explain why particular representations frustrated/angered them.  They also had to identify and explain continuity and change in terms of representation across the trailers.

I found this to be an interesting way of understanding the depth and detail of students’ thought processes.  Some students, for example, saw only the demonstration of romantic passion and suggested it was not an accurate representation of youth today as young people do not fall in love so quickly today.  Others however, looked at romantic passion and saw, instead, young people’s abilities to throw themselves into projects with enthusiasm and commitment, often in service of causes they believe in.  For these students, the representation of passion was then both accurate and as relevant in Romeo and Juliet as in contemporary society.

‘Viceroy’s House’

11 Jun

I recently watched Viceroy’s House, a film about the transition of British India to independence.  The film was beautifully made, utilising the difficulties of a love between a Hindu (Jeet Kumar) and Muslim (Aalia Noor) to represent the divisions in a nation that will need to be partitioned in order to realise dreams of independence.

I think the film could be an interesting partner for a study of Shakespeare’s Romeo & Juliet.  This pairing would be a particularly useful way of exploring how the relationship between protagonists illuminates broader social tensions.

It would also be a good related text for Year 11 AOS Journeys or Change.  In both instances, students would be able to analyse the experiences of characters and then connect this to journeys or change on a national scale.

‘The African Doctor’

25 Mar

I recently watched The African Doctor.  This film explores the experiences of a recently arrived family of Congolese descent as they seek to find their place in a rural village in France.

Although overly simplistic at times, the text engages with ideas of tolerance, acceptance, identity and communal action.  For these reasons, I think the text has the potential to engage students.

That said, I think I would be reluctant to study this text in isolation.  I think it would work best either as part of a comparative unit, or as a related text for AOS Journey or Discovery.

Pairs of text everywhere!

5 Mar

Recent updates mean that my list of paired texts now has over 100 options!

New additions include:

  • After the Storm (film)
  • A Monster Calls (novel)
  • A United Kingdom (film)
  • Boy (film)
  • Face (novel)
  • Lion (film)
  • Queen of Katwe (film)
  • Tanna (film)
  • The Boy Who Harnessed the Wind (film)
  • The Intouchables (film).

Distinctively Visual Related Texts

24 Jan

Below is a list of possible related material for the Standard English Module A elective ‘Distinctively Visual’.

  1. A Monster Calls by Patrick Ness (novel)
  2. And of Clay We Are Created‘ by Isabel Allende (short story)
  3. Approved For Adoption directed by Laurent Boileau & Jung Henin (film)
  4. A Streetcar Named Desire by Tennessee Williams (play)
  5. Because who is perfect?‘ (advertisement)
  6. Ernest and Celestine directed by Benjamin Renner (film)
  7. Grave of the Fireflies (film)
  8. ‘Home’ by Warsan Shire (poem)
  9. Lion directed by Garth Davis (film)
  10. Martin’s Big Words by Doreen Rappaport (picture book)
  11. Of Mice and Men by John Steinbeck (novel)
  12. Persepolis by Marjane Satrapi (film or graphic novel)
  13. Scattered Lives by Sally McKenzie (play)
  14. Terrible Things by Eve Bunting (picture book)
  15. The Arrival by Shaun Tan (picture book)
  16. The Boat by Nam Le (adapted as an SBS interactive) (interactive graphic novel)
  17. The Heart and the Bottle by Oliver Jeffers (picture book)
  18. The Pearl by John Steinbeck (novel)
  19. The Rabbits by Shaun Tan (picture book)
  20. The Secret Life of Walter Mitty directed by Ben Stiller (film)
  21. To This Day by Shane Koyczan (graphic novel or spoken word poem).

‘Hotel Rwanda’

17 Dec

Hotel Rwanda would make an interesting choice of related text for Year 12 students.

The film explores the Rwandan genocide and offers an interesting juxtaposition of the horrors committed by some and the humanity exhibited by others.  In doing so, in facilitates discoveries about people, places, society and the world more generally.

It could be a particularly interesting text alongside Guevara’s The Motorcycle Diaries as both are inherently political in nature.  In might also shine alongside some of Frost’s poetry which prompts reflection on, and discoveries about, people and their relationships with the world.

‘Invictus’

12 Dec

Invictus, a film about Nelson Mandela and the South African rugby team, has potential as AOS Discovery related material.

The film is set after apartheid when the ANC is in power.  It is a time of division and a time of uncertainty.  Mandela, the new President, needs to unite the nation.  He seizes upon the Springboks (the South African rugby team) and the upcoming world cup as a means for all South Africans, regardless of race, to come together for a common goal.

In this film, characters discover the limitations and dangers of prejudice.  They also learn about the freedom, support and confidence that comes from having barriers and misunderstanding removed.  Additionally, South Africans begin to discover a new way of living.

It would be an interesting text to pair with Shakespeare’s The Tempest, Guevara’s The Motorcycle Diaries and even, potentially, some of Frost or Gray’s poems.

Picturing comparisons

7 Dec

Students often find it difficult to make meaningful connections between texts.  Indeed, this is the case for my senior classes.  To assist them I want to print a series of stills from the film they have been studying.  Then, I want students to trawl through their notes and find quotes from their novel which could provide interesting points of comparison.  Students can link through shared ideas, catalysts, consequences, similarities in terms of characters and the like.