Stories around the World in Film

Classroom Activities

Lesson 1: Exploring a Film's Soundtrack

Objective: To show students how sound is an important element in film. The lesson will demonstrate how a soundtrack can 1) create a particular emotional response and 2) complement the dramatic narrative as it unfolds. Students will be able to use their imagination and writing skills to generate a well-developed response.

Procedure: Prior to viewing Water, we will discuss non-diegetic sound and the purposes mentioned above. Students will be asked to brainstorm a list of memorable soundtracks and discuss them in terms of purpose. Sound clips from Spielberg's Jaws and Hitchcock's Psycho will be used as familiar examples of how sound works to enhance the drama and create emotional resonance with an audience.

Mainstream films have traditionally been scored using classical music from the West. With Water, traditional Indian instruments (the sitar, flute, and santoor) are used along with violins and percussion, creating a unique and moving soundtrack. Using three tracks ("House of Widows," "Chiyua Explores," and "Walk into River") students will freewrite on each for 10 minutes. Students will be instructed to consider 1) how they feel; 2) what might be happening in the narrative; and 3) what might be suggested about a character. As always with freewriting, students will be told to write quickly, not letting their pens leave the paper, and not stopping to judge their responses. They will also be instructed to focus more on generating ideas and less on spelling, grammar, or occasionally diverging from the topic.

Evaluation: There are no right or wrong answers with this lesson. Grades will be based on completion of the activity, and students will be asked to share their findings with the larger class.

Lesson 2: Examining Culture through Film

Objective: To provide a basic understanding of cultural anthropology and how it can be applied to film.

Procedure: Prior to viewing Finzan, provide students with a character list, plot synopsis, and background on the Bambara culture of Mali. Review a map of Africa, and test them on their prior knowledge of the region. Provide notes defining and exploring the following terms: culture, social order/organization, kinship, tradition, custom/ritual, and ethnocentrism. Next divide class into three groups, assigning each group a different focus: 1) setting; 2) values; and 3) conflicts. Give each group a set of questions to consider while viewing the film and encourage notetaking when we pause to add to our Compare/Contrast Chart. After viewing the film, have groups discuss questions and report findings to whole class for discussion.

Setting

1. What do you notice about the way people live within their space? How do you think the setting influences cultural practices?
2. What different settings are represented? Describe how people live, work, and play within various settings.
3. How does film help capture the setting?

1. What do the Bambara people value and why? Consider personal qualities of individuals, as well as the values of the larger society. Who benefits from the current value system? Who suffers?
2. What traditions, customs, or rituals are practiced? What values do they reflect? How do these practices help the society? How do they hurt the society?
3. Discuss a tradition, custom, or ritual currently practiced in the United States. What values are reflected? How do these practices help the society? How do they hurt the society?

1. Discuss the various conflicts in the film?
2. What do the conflicts threaten?
3. How are these conflicts resolved?

Evaluation: Written work will be turned in. Students will receive a completion grade if they remain on task. They will be required to demonstrate an understanding of culture on the final exam.

Lesson 3: Graphic Analysis of Film

Objective: To demonstrate how film narratives are structured and to identify the choices made by a filmmaker.

Procedure: Draw a circle on the board or a large piece of construction paper. Write character names (as they appear in the film) around the perimeter of the circle, moving clockwise. Draw arrows to indicate movement in time. Questions will be asked of students to uncover the structure and tensions within the film. The top of the circle will read Solmaz Gholami followed by the three women (Moedah, Arezou, and Nargess), Pari, Monir, Ehlam, Nayerah, and Mojgan. I underline the four primary characters in terms of point of view. I also indicate tensions within the circle between prison/marriage; innocent/experience, smoking forbidden/permitted; abortion/abandonment, more/less resistance, and more/less camera motion. Tensions are indicated with arrows between characters/ideas/techniques. While this is only one way to critically examine the film's structure, guiding students through this exercise will help them appreciate the analytical process in itself.

Evaluation: Concepts related to the analysis of film are to be applied on the final unit exam and final essay assignment.