Focus: Director Study Duration: 5 weeks Stage 5
“In telling the story of my father’s life, it’s impossible to separate fact from the fiction, the man from the myth. The best I can do it, is to tell it the way he told me.” – William Bloom
Concept
Director Study“It’s a Take!”
/
Cross Curricular
LiteracyICT
Diversity and Difference
Language modes
Reading/writing/speaking/listening/viewing & representing
Texts
Extracts and close study of Burton’s films:Edward Scissorhands
Big Fish
Batman
Nightmare Before Christmas /
Outcomes
A student:6. Experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts.
8. Investigates the relationship between and among texts.
9. Demonstrates understanding of the ways texts reflect personal and public worlds.
Rationale
“A lot of things you see as a child remain with you…you spend a lot of your life trying to recapture the experience.” Tim Burton
This stage 5 unit for a year 10 class uses the lens of Diversity and Difference to closely analyse the style of Tim Burton’s films. The study begins with an experience of several of his earlier films through short extracts that focus on the characters who are outsiders because of their differences. The films Edward Scissorhands and Big Fish will be used for close study of Burton’s characters and his unique style as a director.
The aim of this unit is to extend the students’ prior knowledge of filmic techniques, introduce the concepts of genre, context and auteur, and involve students in an in-depth discussion of the issues raised by Burton’s films such as: diversity and difference, conformity, hypocrisy, prejudice and cruelty.
Syllabus content / Learning content and activities / Quality teaching
Students learn to:
6.1 / · Explore real and imagined worlds through wide and close engagement with increasingly demanding texts / Higher-order thinking
6.6 / · Compose imaginative texts based on a proposition, premise or stimulus / High expectations: risk taking rewarded Deep understanding
8.1 / · Identify and describe the similarities and differences between and among more demanding texts
8.2 / · Track and explain the patterns of theme and technique in the works of composers / Deep knowledge: few concepts
8.3 / · Identify and describe the recurring features of particular genres, focusing on their story lines, iconography, value systems and techniques / High expectations
9.2 / · Relate the world and the ideas in texts to the world beyond texts / Connectedness
9.3 / · Describe ways in which their own responses to texts are personal and reflect their own context / Connectedness
9.5 / · Draw conclusions about their own values in relation to the values expressed and reflected by texts, and their responses to them / Higher order thinking: synthesising information
Students learn about:
6.8 / · Ways in which film-makers transform concepts into film, including consideration of script, story lines, sustained perspective, and visual and aural components of film-making and their interaction / Deep knowledge
6.9 / · The ways in which imaginative texts can explore universal themes and social reality
8.7 / · The ways content, form and ideas of texts can be related
8.8 / · The metalanguage for identifying, describing and explaining relationships between and among texts / Metalanguage: filmic terms
8.10 / · Similarities, differences and developments in the texts of a particular composer / Higher order thinking: synthesising information
8.12 / · Intertextuality and how it can be used to shape meaning in texts / Deep knowledge
9.7 / · The ways personal perspective is shaped by social, cultural and historical influences
9.8 / · The ways personal perspective shapes meaning
9.9 / · Aspects of their own context that influence their responses and compositions / Higher order thinking: synthesising information
Karen Yager Richmond River High School
Focus: Director Study Duration: 5 weeks Stage 5
Week 1: “A lot of things you see as a child remain with you…”
Content: / Learning and teaching activities / Quality teaching8.8 / Spelling – look, cover and write. Find 15-20 filmic terms & find the meaning of 5 words / Metalanguage
9.7
9.8
9.9 / Introduction to the unit:
- View the short extracts from a variety of Burton’s earlier films such as Batman and Nightmare Before Christmas and respond to the following questions:
1. What is your first impression of these extracts, and what do they suggest about the composer?
2. Describe the mise-en-scene: colours, lighting, and composition, choice of actors or characters and framing. What does this tell you about the film?
3. What is your impression of the character/s and how they have been represented?
- Read the biographical information about Tim Burton and respond to the following questions:
4. Can see a connection between Burton’s personal context and the film extracts? Describe the connection.
5. Many of Burton’s characters are outsiders because of their differences. Does his personal context account for this focus on Difference in his films?
6. If you were a director what type of films would you make and why? Describe briefly your personal, cultural, social and historical context, and comment on its influence on your choice of films and their focus.
- Notes on context / Deep knowledge: focus on the key concept of context and how it can shape perspective and meaning
8.8 / Revisit the metalanguage:
- Revisit filmic terms and glue the sheet provided in your book. Revise the terms that you have forgotten.
- Guided viewing of the film extracts discussing the filmic techniques and the meaning they convey to the viewer / Metalanguage
Background knowledge
Homework:
Visit the web site: Articles on Burton and Films
The Tim Burton Collection. http://www.timburtoncollective.com/articles/edward_articles.html for further information on Tim Burton and his films
Week 1: Spelling – Filmic terms
Select 15 or 20 filmic terms. Write them in the first column and then do a ‘Look, Cover, Write” in the remaining columns. Find the meaning of 5 words.
Word / Look / Cover / WriteTotal Correct:
Week 2: “And once there was even a man who had scissors for hands.”
Content: / Learning and teaching activities / Quality teachingSpelling: look, cover & write. Select 15 – 20 synonyms for difference and diversity. / Background knowledge: synonyms
6.6 / Narrative:
Use the quote from Big Fish to inspire you to compose your own text: “In telling the story of my father’s life, it’s impossible to separate fact from the fiction, the man from the myth. The best I can do it, is to tell it the way he told me” (William Bloom). The quote must appear somewhere in the text. You could take a real experience from your life and transform it. Put it in your journal. Remember this is an imaginative writing task, so don’t forget to:
- Use descriptive words and poetic devices
- Vary sentence and paragraph structure
- Carefully edit your spelling and punctuation / Background knowledge: revision of imaginative writing skills
8.3
8.12 / Genre:
- Notes on genre: values, iconography, intertextuality & conventions
- After viewing the film extracts predict their genre or combination of genres / Deep knowledge: focus on genre
6.8
6.9
8.7
9.2 / Viewing Edward Scissorhands:
Assessment Task 1
- Select one of the following aspects to investigate and make notes as you view the film:
a. The main character:
- The costume, appearance, behaviour, actions and attitudes to life and others
- His differences and people’s reactions to these differences
- The filmic techniques used to represent him
b. Difference and Diversity:
- How this issue is conveyed in the film through character and their attitudes and actions
- How it is represented through filmic techniques
c. Intergenericity:
- Identify the genres that are evident
- Describe the conventions of the genres
- Explain hwy these genres were used
d. Negotiate your own interrogation of the text / Deep understanding
High expectations: the task is challenging
Student direction: some choice given as to what aspect of the text is explored
Week 2: Spelling – Synonyms
Select 15 or 20 synonyms for difference and diversity. Write them in the first column and then do a ‘Look, Cover, Write” in the remaining columns.
Word / Look / Cover / WriteTotal Correct:
Week 3: "A big fish in a small pond…"
Content: / Learning and teaching activities / Quality teachingSpelling – look, cover and write. Select 15-20 adjectives to describe the film. / Background knowledge: adjectives
6.8
6.9
8.7
9.2 / Viewing of film CTD:
Assessment task 1: Reading & Writing
At the completion of the viewing of the film, synthesise your notes on the aspect you were investigating into a 500 word report that can be shared with the class. This report must be placed in your journal along with a 150 word (approx.) reflection on what you learned about the way that society responds to those who are different. / Higher-order thinking
6.8 / Assessment task 2: Listening task
Listen to the discussion on the DVD by Burton about Big Fish and complete a series of questions in one period. The extract will be played three times during the period. (See sheet on doing a LT) / Deep understanding
6.1
6.8
8.1
8.2
8.10 / View Big Fish: Comparative text study
The class will be divided in half: one half to make notes on the similarities and the other half the differences between the two films:
1. The similarities: suggestions-
- Common themes and ideas such as: Treatment of people who are different/ Hypocrisy
- The hero/anti-hero
- The heroine
- Mystic realism: fantasy elements
- Mega-genres
- Any other common features
2. The differences: suggestions –
- The hero/anti-hero
- Mise-en-scene
- Filmic techniques such as colour
- Any other different features
3. Synthesis response: Work as a two groups to synthesise the responses into a comprehensive list of the similarities and differences that can be shared with the whole class. / Higher-order thinking: synthesising the main ideas
Week 3: Spelling – Adjectives
Select 15 or 20 words adjectives to describe the film. Write them in the first column and then do a ‘Look, Cover, Write” in the remaining columns.
Word / Look / Cover / WriteTotal Correct:
Week 4-5: “Tim at a very young age was sort of obsessed with horror movies, monster movies and found -- as I had -- great sanctuary in those dark places.” - Johnny Depp
Content: / Learning and teaching activities / Quality teachingSpelling – look, cover and write. Select your own words.
6.1
6.8
8.1
8.2
8.10 / View Big Fish: Comparative text study CTD
Continue doing the set activity
6.9
8.1
8.2
8.10
9.8 / Synthesis Essay: Assessment task 3:
“Tim Burton, who has experienced what it means to be an outsider, has used his films to feature characters that are different, and to comment on society’s flaws such as: conformity, intolerance, prejudice and hypocrisy.”
In your response, refer to the films Edward Scissorhands and Big Fish.
You will be assessed on how well you:
- Refer to Burton’s personal context
- Discuss the characters and how they are different
- Discuss at least two of society’s flaws
- Describe how filmic techniques were used to represent the characters and society’s flaws
- Integrate your discussion of both films, discussing the similarities and differences
- Refer to scenes from the films to support discussion of the characters and society’s flaws
Length: approximately 750 words
(A scaffold has been provided if you would like to use it.)
Outcomes: 6, 8 & 9 / High-expectations: challenging task
Higher-order thinking: synthesis of main ideas and information
9.3
9.5 / Reflection: Place in journals
In approximately 250 words reflect on how you responded to Burton’s main characters and society’s response to those who are different. In your response try to answer the following questions:
- Would you have responded in a similar way?
- Do you find people who are different confronting? Why or why not?
- Compare Burton and your values / Deep understanding: reflection on the key issue of difference and diversity
Connectedness
Extension: Visit the suggested web sites
Week 4: Spelling
Select 15 or 20 words you find challenging. Write them in the first column and then do a ‘Look, Cover, Write” in the remaining columns.
Word / Look / Cover / WriteTotal Correct:
Tim Burton
“Burton has repeatedly twisted studio resources to his own dank and gibbering expressionistic purposes.” J. Hoberman
“Burton has proved himself a maverick visionary bent on pushing the boundaries of weirdness, whose appeal has stemmed from his keen ability to make the cheap and cheesy appealing. Now that his patented strangeness has received that all-important 'commercial' imprimatur, it will be interesting to see what path he follows.”
Taylor L. White
Tim Burton was raised in Burbank, California. He spent most of his childhood as a recluse, drawing cartoons and watching old movies (he was especially fond of films with 'Vincent Price'). Burton is, quite literally, a child of Hollywood—albeit a child who was considered by those around him, and by himself, a misfit who spent his days feeding on a steady diet of horror and science fiction:
“I grew up watching things like The Brain that Wouldn't Die on Saturday afternoon television. There's a guy with his arm ripped off and blood smeared all over the wall…I never saw it as negative. I find that stuff, when it's not rooted in reality, to be cathartic.”
When he was in ninth grade, his artistic talent was recognized by a local garbage company when he won a prize for an anti-litter poster he designed. The company placed this poster on all of their garbage trucks for a year.
After graduation from high school, he attended California Institute of the Arts. Like so many others who graduate from that school, Burton's first job was as an animator for Disney. He worked on such films as Fox and the Hound, The (1981) and Black Cauldron, The (1985), but had some creative differences from that of his colleagues. Nevertheless, Disney recognized his talent, and gave him the greenlight to make Vincent (1982), an animated short about a boy who wanted to be just like Vincent Price. Narrated by Price himself, the short was a critical success and won several awards.