\u00a9 2006 Frank Baker<\/em><\/p>\n Download this page <\/a>as an Adobe Acrobat (pdf) document<\/p>\n INTRODUCTION Screen Education:<\/strong> Why Study Film?<\/strong> The use and study of film has become more commonplace in American classrooms\u00a0and with the advent and ease of Video Cassette Recorders (VCR), and now Digital\u00a0Video Discs (DVD), teachers are comfortable using film as an instructional tool. Teachers\u00a0know well that students respond to film: their students are, for the most part, film goers,\u00a0and talk about the latest releases and what genres they like best (i.e. science fiction,\u00a0comedy, drama, etc.) Because many schools now include video production courses,\u00a0teachers and students are keenly aware of the many facets of producing a non-print text, including editing, lighting and post-production, just to name a few.<\/p>\n “Improving students’ film literacy raises their awareness of the power of the human mind\u00a0to interpret clues, and through this awareness students learn to think critically and analytically\u00a0as well as to engage in creative expression. Therefore, any student who actively tries to\u00a0understand a film is indeed involved in a process of criticism and creative expression, which\u00a0helps him or her to develop skills to effectively read both films and other media products.”1 The Novel\/Film Relationship<\/strong> 3<\/p>\n – films have been made from novels throughout the history of movies Students learn from film:<\/strong> 4 What Do Students Know About The Film? –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What year was To Kill A Mockingbird<\/em> made?<\/p>\n –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What was happening in US history at the time the film was made?<\/p>\n –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What was happening in US history during the time depicted in the film?<\/p>\n –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Who wrote the novel? What do you know about the novelist?<\/p>\n –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What does it mean when a novel wins the Pulitzer Prize for literature?<\/p>\n –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Who wrote the screenplay? What is the difference in the novel and the screenplay?<\/p>\n –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 How many Academy Awards did the film earn? For what did it win?<\/p>\n –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Who was the producer of the film? What does a producer do?<\/p>\n –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Who was the director of the film? What does a director do?<\/p>\n –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Who wrote the score or soundtrack? What is the role of the composer?<\/p>\n –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What role does music play in the film?<\/p>\n –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What is a cinematographer? Who was the cinematographer on TKAM?<\/p>\n –\u00a0\u00a0\u00a0 Who was the art director; what is his\/her role?<\/p>\n –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Is there a message, or more than one message, in this film? If so, what is it?<\/p>\n –\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Does the movie stand the \u201ctest of time?\u201d<\/p>\n Recommended Links<\/strong> Recommended Articles<\/strong><\/p>\n The World In A Fresh Light: To Kill A Mockingbird<\/a><\/em> (Film as Text) Critical Viewing Data Sheet
\nTo Kill A Mockingbird<\/em> is undoubtedly one of the most popular novels used in
\nAmerican literature classrooms. Teachers also use the Academy Award nominated\u00a01962 film in order to help students understand many of the themes of the novel.\u00a0The film was deemed “culturally significant” by the United States Library of Congress\u00a0and selected for preservation in the National Film Registry in 1995.
\nThis web site is designed to help teachers and students look at the film through a\u00a0different lens. Using media literacy<\/a><\/em> as the central core for examining the film, it is\u00a0hoped that teachers and students will re-examine the film, using the \u201clanguage of film\u201d\u00a0as well as the \u201ckey concepts of media literacy.\u201d<\/p>\n
\nThe study of film has been primarily relegated to colleges and universities that had film programs. But now, middle and high schools see the value of film study and analysis, primarily due to the recognition by the National Council of Teachers of English<\/a> (NCTE).<\/p>\n
\n“Visual language is too much with us to be ignored. Films are too powerfully popular with\u00a0young people to be shunted aside or squelched. Films are simply an overwhelming presence\u00a0that won’t disappear. The sincere teacher who wishes to help students to observe and\u00a0interpret their world cannot exclude electronic media–least of all its voice, the film.\u00a0Film study will absorb or overcome various obstacles and grow.”\u00a0 2<\/p>\n
\n– novels have consistently provided filmmakers with ready-made narratives that have often resulted in prestigious, popular motion pictures
\n– films have been made from both\u00a0 literary classics and contemporary novels since their beginnings, and still are today
\n– viewers bring many assumptions to novel-inspired films, particularly that the film should be a photo album of the book
\n– films based on novels ultimately transform a story based in a linguistic medium into a story told in a visual medium that his own distinctive characteristics
\n– explaining why the choices are made when transforming a literary work into a visual medium can help students understand the strengths and unique qualities of both.<\/p>\n
\n<\/strong>Films and video productions increase students\u2019 experiences, much as written texts do, and they offer similar opportunities for discussion. Films also provide rich opportunities to explore the similarities and differences between visual and written language. Students may examine the effects of visual language cues: composition, colour and light, shadow and contrast, camera angles and distance, pace and rhythm, and the association of images and sounds. They learn to identify point of view by following the eye of the camera.<\/p>\n
\nMore than likely, your students have read the novel, or are about to read it. You may be\u00a0considering using the film in your classroom. To begin with, you might explore with your\u00a0students what they already know, if anything, about the film. This guide is designed to\u00a0help your students explore the answers to these questions and more:<\/p>\n
\n<\/a>
\n<\/strong>How Filmmaking Develops Higher Order Thinking Skills
\nhttp:\/\/www.thedirectorintheclassroom.com\/pdf\/TDICChapter3.pdf<\/a><\/p>\n
\nAustralian Screen Education,\u00a0 Issue #35, Winter 2004
\n<\/strong>
\nFilm Literacy<\/em>, Clearing House, Sep\/Oct98, Vol. 72, Issue 1<\/p>\n
\nhttp:\/\/www.myschoolonline.com\/page\/0,1871,47839-108765-51-31075,00.html<\/a><\/p>\n