Related Texts - Films
If you choose a film, make sure you can summarise the plot in one sentence. If you can’t do this, pick a shorter text (eg one episode of a TV programme), otherwise you’ll end up telling the story instead of analysing the language features – that doesn’t get you many marks!
On TV NOW!
MEET THE AMISH [SBS 1 Sat 3:40am - look at their online site instead] The Amish are a group of Christians who live (mostly) in NE America and have a lifestyle that has hardly changed in 400 years. This documentary tracks the lives of a group of Amish teens as they travel the outdie work (C21st England) to stay with four different families. It is reality TV so look closely at what's been included. There are lots of quotes from the Amish and the host families as they both encounter new worlds and ideas.
SEEKING REFUGE: DRAWING FOR MEMORYTuesday 11:20 ABC3 These compelling and moving series of short animated documentaries portray the real-life stories of young people who have sought asylum. Each of the films convey different experiences of young refugees and asylum seekers, each communicating the collective struggles and hopes of young people fleeing from their country of origin, and adjusting to life elsewhere.
Documentaries
Devil's Playground (2004). This powerful documentary follows 6 Amish teens as they transition into mainstream American culture. An Amish "insider'; critiques of some of the ideas in this film can be found at Amish religious freedom [http://amishreligiousfreedom.org/q_and_a_no2.htm]. This site could be used as a resource on it's own as it contrasts the two worlds, the way "insiders" transition between them and the way outsiders are positioned to view them.
PBS has a list of their "top ten" religious documentaries [http://www.pbs.org/independentlens/blog/top-ten-religious-documentaries]. All of these film discuss some type of transition through a radical or fundamentalist religious experience. If you are interested in one of these documentaries, let Ms Carmyn know and she will try to find it for you.
The films with annotations are in the school library. Additional films are listed below.
· Alvidsen, John G. The Power of One. A powerful portrayal of racism in apartheid South Africa, this film depicts a young boy’s attempt to transform the world. Pay close attention to the way you are constructed to view the Africaans and Zulu groups, including the use of camera angles, symbolism and A useful review can be found at http://www.cinema.com/articles/799/power-of-one-the-movie-review.phtml and there is a study guide in the belonging folder.
· Barmak, Siddikq. Osama. Under the Taliban a young girl disguises herself as a boy to support her family and is drafted into the army where her life depends on her ability to transition to a man’s world. Focus on the use of colour and setting to symbolise the harsh reality of life in pre-invasion Afghanistan, where women were alienated to the point of death. Useful reviews can be found at http://www.offoffoff.com/film/2004/osama.php or http://qafilm.qataracademy.wikispaces.net/message/view/home/7184581 .
· Bernstein, Leonard and Sondheim, Steven. West Side Story This musical is an American version of Romeo and Juliet. If you are using this film make sure you include the song “Somewhere” in your analysis (see below in Songs). This film won awards for choreography - if you’re into dance, you could also analyse the way the choreography portrays different types of transition.
· Branagh, Kenneth. Much Ado About Nothing. While Hero and Claudio are courting, they tell prickly personalities Benedick and Beatrice into believing they are in love with each other – with hilarious results. This adaptation of Shakespeare’s comedy uses slow long pans of the outdoor settings to create a joyful, liberated atmosphere, plus close-ups and quick editing to focus our attention on Beatrice and Benedick’s witty repartee. An excellent review which discusses the way the stage version has influenced the film version can be found at http://www.suite101.com/content/branaghs-1992-film-adaptation-of-much-ado-about-nothinga-review-a282607 .
· Bridges, Jeff. Stick It. Once an Olympic gymnast, Haley is taken to court for delinquent behaviour and forced by a judge to return to elite gymnastics training. After refusing to join the squad she realises she has alot of real-world experience to offer. Focus on her changing attitude to the other team members and the way this is demonstrated through the camera angles, soundtrack and highly choreographed gymnastic performances.
· Caro, Niki. Whale Rider. A young Maori girl invokes the spirit of her ancestors, despite the sexism of her community. Think about how she uses her cultural traditions to challenge her community and compare the ways different techniques like the soundtrack, the voice-over wide panoramic shots of the seascape and intimate point of view shots position the hero in her community. Listen to the extras to find out more about what the director intended. The review at http://filmforthesoul.blogspot.com/2009/06/year-2002-whale-rider-niki-caro.html is quite negative but shows you how to discuss techniques.
· Chadha, Gurinder. Bride and Prejudice. This Bollywood-style adaptation of Austen’s Pride and Prejudice uses lavish cinematography and to address the issues of interracial (Indian and Anglo) marriages. If you write about this film, you’ll need to discuss it’s transformation of the novel (see http://www.filmintuition.com/Pride_Prejudice.html and http://frame.the-frame.com/2007/08/17/from-austen-to-bollywood-adapting-tradition-in-gurinder-chadas-bride-and-prejudice/ ) as well as the actual film techniques (esp the Bollywood musical elements).
· Chadha, Gurinder. Bend It Like Beckham. [Ms Carmyn has a copy]. Jess belongs to an Indian family and Anglo soccer team. Belonging to both creates as many problems for her as her romance with her coach (Joe), her friendship with Jules and her gay friend Tony. Everything about this film relates to her transition into a footballer, the costumes, settings, cinematography, dialogue and sound track. See Ms Carmyn for a study guide if you didn’t study it in class.
· Clavell, James. To Sir with Love. This 1960s classic tell the story of Mark Thackeray who trained as an engineer but his race means the only job he can find is an inner city high school where he transforms a disengaged class. Camera angles and music are important in establishing his authority and their mutual respect. Don’t forget to find some good quotes about racism in both the teacher’s and the students’ lives. An analysis from the point of view of real-life teaching can be found at http://www.123helpme.com/view.asp?id=94218.
· Coppola, Sophia. Marie Antoinette. An interpretation of the frequently vilified historical figure of Marie Antoinette, focusing on her transformation from a family-oriented Austrian princess into a materialistic Queen setting trends in for the French court. Pay particular attention to the way the soundtrack, costumes and setting are used to reflect Marie’s transition from a homesick child to trend-setting adult and final alienation from her populace. You may also like to consider why the film ends before the historical moment for which she is so famous. Use the commentaries to find out the composers’ intentions, but make sure you relate them to belonging. An excellent review can be found at http://www.dvdinmypants.com/reviews/H-N/marie_antoinette.php
· Di Leo, Mario. Babylon 5. Episode 37 “And Now For a Word”. This sci-fi series approaches belonging in many different ways a various speicies of aliens try to live together on a space station. You could use almost any episode, especially those examining the relationship between Narn and Centuri cultures. Episode 37 “And Now For a Word” examines the political role of the media in creating realtionships for the main characters. Look particularly at the cinematography and the way the scenes are cut together, as well as the patterns of dialogue that reveal different relationships between the human and alien populations.
· Fletcher, Anne. Step Up. Hip Hop and Ballet don’t belong together till Tyer is punished for vandalism by working as a cleaner at a ballet school. Here he meets and transforms into the partner of a star dancer and you can guess the rest. The cliché is saved by the hip soundtrack and some fabulous choreography which brings opposing dance forms together, but don’t ignore the difference in register and vocabulary between the characters or forget to find some good quotes to back up your discussion of the challenges Tyler faces (including losing his mates) as he transitions into a dance student. The library also has Step Up 2* which portrays similar themes but with the entire focus on Hip Hop.
· Herman, Mark. The Boy in the Striped Pyjamas. A chilling portrayal of the power of society to define an individual, this film depicts the holocaust from the point of view of a young German boy who develops a friendship with a Jewish boy the other side of a barbed wire fence (Auschwitz) and his transition into an understanding on what is actually happening there. Discuss the way the soundtrack (detailed analysis available at http://www.filmtracks.com/titles/boy_striped.html), lighting and camera angles frame the innocence of the protagonists. http://www.comingsoon.net/news/movienews.php?id=50113 has an interview with the director and http://www.scribd.com/doc/17366679/Boy-in-Striped-Pyjamas-film-viewing-worksheets has a viewing guide.
· Hogan, P.J. Muriel’s Wedding. This Australian film is a (sometimes quite black) comedy about Muriel’s attempt to live her dream of the perfect wedding. Along the way she confronts with cancer, suicide and other triggers for emotional transitions. Focus on the ways lighting, music and costumes both reflect her dream world and anchor her in reality. An unusual interpretation can be found at http://www.bfi.org.uk/sightandsound/feature/13 .
· Hughs, John. The Breakfast Club. Five students, the princess, the jock, the nerd, the rebel and the dag, are trapped together on a Saturday detention. Analyse the way the students turn on each other then eventually develop a sense of belonging through their shared experiences. Camera angles (esp. point of view shots) and the sound track are as important as the dialogue in establishing the changing relationships. The script can be found as http://www.dailyscript.com/scripts/breakfast_club.html
· Kleiser, Randal. Grease. The original makeover flick. When naive Australian Sandy discovers her “summer love” is at her new US school, she sets out to renew their relationship. This involves hanging with the cool crowd and developing a whole new attitude. Choose 2-3 key scenes and analyse the song lyrics as well as the film techniques (esp. costume) used to create caricatures of male and female behaviour. A study guide focusing on the historical context is in the belonging folder.
· Little Mosque on the Prairie (see Ms Carmyn for a copy). View (or order from) website here: http://www.cbc.ca/littlemosque/cast.php . This is a sitcom about Christians and Muslims living together in a Canadian country town and the transition of a new imam to the tiny (and mostly white Canadian) Muslim community. Check out the character and storylines on the website or check an interview with the writer (which could also be a related text) here: http://www.altmuslim.com/a/a/a/comedy_has_to_come_from_a_good_place/ .
· Moore, Nick. Wild Child. When her father sends wild American teenager, Poppy, to a strict English boarding school, she enlists the help of the students in hope of being expelled. Along the way she discovers some true friends who trigger many pyschological transitions. Pay particular attention to the use of setting/lighting/colour, costume and soundtrack and make sure you write down the excellent "before" and "after" quotes about her changing attitudes.
· Nair, Mira. Vanity Fair. In this elegant satire of C19th society, Becky Sharp claws her way up the social ladder among lavish sets and costumes, but don’t let this distract you from some very important comments about the nature of female society and the way that despite social transitions, nothing really changes for women. The extras will give you a good understanding of the historical context and the director’s intentions. Focus on the way the camera and dialogue compel you to empathise with Becky even when she’s being less than endearing. A good review can be found at http://www.aboutfilm.com/movies/v/vanityfair.htm.
· Polanski, Roman. Oliver Twist. Orphaned early in life, Oliver Twist transtitions from an apprentice in Fagin’s band of pickpockets to his final destiny. This film adaptation uses harsh angles and monotonous textures in the setting and low-key lighting to convey the dark themes of Charles Dickens’ famous novel. Pay attention to Fagin’s need to belong as well as the boys.
· Rietman, Jason. Juno. When she discovers she is pregnant, Juno has to deal with issues “way beyond my maturity level” – including her changing physical shape, the attitudes of her peers and what it means to “flirt with” the concept of adulthood. Listen to the commentaries to find out how the composers intended you to respond to camera angles, soundtrack, settings/costumes and particular moments in the dialogue. A viewing guide can be found at http://alinihatekenblog.wordpress.com/2009/12/14/study-questions-for-juno-jason-reitman-2007/.
· Shyamalan, M. Knight. The Village. (see Ms Carmyn for a copy.) A suspenseful film (think about the soundtrack here!) about social control set in a village cut off from the world by a forest full of monsters (but not a horror film). Focus and the way the camera makes the setting claustrophobic and the symbolism of the colour red as well as specific relationships between the characters. It has a great commentary which deconstructs the film techniques. An excellent analysis of the themes can be found at http://vhcook.com/film/filmthevill.htm. This review also responses to some of the criticisms about the film’s plot-twist.
· Spielberg, Steven. ET*. The ultimate story of alien-ation! Watch as the stranded alien develops and tentative friendship with the shy young boy, Elliot. Pay attention to alienating gestures, emotive camera angles and symbolism and discuss the Eliott and ET's transitions toward friendship.
· Sondheim, Steven. Into the Woods. [Ms Carmyn has a copy]. A musical version of the ultimate postmodern fairytale: Cinderella, Red riding hood, Rapunzel, and Jack of Beanstalk fame journey into the woods to achieve their ‘wishes.’ The woods are dark and dangerous, but they do create a setting for the transition of each characters. Analyse the stage set and soundtrack as well as lyrics such as “Into the woods we have to grope because that's the way we learn to cope”. Recommended for advanced viewers.
· Sondheim, Steven. The Barber of Fleet Street. [Ms Carmyn has a copy]. A musical about a sinister collaboration between a barber and a pie maker. The transition from lover to murder is revealed in the barber’s motivation (his connection to others was destroyed by the judge) for his crimes. Analyse the stage set and musical features of the songs as well as the dialogue and lyrics. Don’t forget to discuss the irony of “Not while I’m around.”
· Piznarski, Mark. (2004). Veronica Mars 1.02 “Credit Where Credit's Due". [Ms Carmyn has a copy]. Virtually any episode of this teen detective series deals with transitions. This episode deals with racial stereotyping and class distinctions, as well as the beginning of the bond between Veronica and the school ‘bad boy’. Focus on the way mise en scene is used to differentiate the “haves” from the “have nots” and the witty dialogue that links Veronica with the heroes of the episode. For the purposes of HSC English, ignore the season arc about Veronica’s dead best friend.
· Wier, Peter. Babe*. While his siblings are sold to an abattoir, Babe trains as a sheep-pig. Clever animatronics and point of view shots compliment some excellent quotes about his transition from meat-pig to sheep-pig . Focus on the pig’s alienation from his pig family and the pressure to conform to stereotypes of "pigness". Make sure you discuss the way the use of caricature and the way the farmyard functions as a metaphor for society in general.
· Wheedon, Joss. Buffy the Vampire Slayer: “Once more with feeling”. [Ms Carmyn has a copy]. Almost any episode could be used to discuss transitions. In this episode Buffy is back from the dead. Heaven was so good she is now completely alienated from her former job and friends, but they don't know. While fulfilling all the requirements of a 1950’s musical this postmodern episode satirises itself and its genre – what other musical has a song that points out how stupid it is to be singing your feelings instead of talking about them? Begin with Buffy’s “enstrangement” in the opening song and discuss her climactic revelation that life is no more than a set of clichés and the irony that a vampire tells her the meaning of life and helps her belong. Listen to the excellent director’s commentary for techniques to discuss in your essay. Interesting essays from a film studies perspective can be found at http://slayageonline.com/essays/slayage17/Albright.htm and http://web.ics.purdue.edu/~felluga/sf/sampleAPaperMrO3d.html.
· Wier, Peter. Picnic at Hanging Rock. This Australian classic is a mystery film raising questions about the disappearance of a group of Edwardian school girls on an excursion at Hanging Rock. Focus on the conflict between the prim and proper European school life (esp costumes, props and interior settings) and the haunting, mysterious quality of the Australian landscape (esp. in cinematography and soundtrack).
On TV NOW!
MEET THE AMISH [SBS 1 Sat 3:40am - look at their online site instead] The Amish are a group of Christians who live (mostly) in NE America and have a lifestyle that has hardly changed in 400 years. This documentary tracks the lives of a group of Amish teens as they travel the outdie work (C21st England) to stay with four different families. It is reality TV so look closely at what's been included. There are lots of quotes from the Amish and the host families as they both encounter new worlds and ideas.
SEEKING REFUGE: DRAWING FOR MEMORYTuesday 11:20 ABC3 These compelling and moving series of short animated documentaries portray the real-life stories of young people who have sought asylum. Each of the films convey different experiences of young refugees and asylum seekers, each communicating the collective struggles and hopes of young people fleeing from their country of origin, and adjusting to life elsewhere.
Documentaries
Devil's Playground (2004). This powerful documentary follows 6 Amish teens as they transition into mainstream American culture. An Amish "insider'; critiques of some of the ideas in this film can be found at Amish religious freedom [http://amishreligiousfreedom.org/q_and_a_no2.htm]. This site could be used as a resource on it's own as it contrasts the two worlds, the way "insiders" transition between them and the way outsiders are positioned to view them.
PBS has a list of their "top ten" religious documentaries [http://www.pbs.org/independentlens/blog/top-ten-religious-documentaries]. All of these film discuss some type of transition through a radical or fundamentalist religious experience. If you are interested in one of these documentaries, let Ms Carmyn know and she will try to find it for you.
The films with annotations are in the school library. Additional films are listed below.
· Alvidsen, John G. The Power of One. A powerful portrayal of racism in apartheid South Africa, this film depicts a young boy’s attempt to transform the world. Pay close attention to the way you are constructed to view the Africaans and Zulu groups, including the use of camera angles, symbolism and A useful review can be found at http://www.cinema.com/articles/799/power-of-one-the-movie-review.phtml and there is a study guide in the belonging folder.
· Barmak, Siddikq. Osama. Under the Taliban a young girl disguises herself as a boy to support her family and is drafted into the army where her life depends on her ability to transition to a man’s world. Focus on the use of colour and setting to symbolise the harsh reality of life in pre-invasion Afghanistan, where women were alienated to the point of death. Useful reviews can be found at http://www.offoffoff.com/film/2004/osama.php or http://qafilm.qataracademy.wikispaces.net/message/view/home/7184581 .
· Bernstein, Leonard and Sondheim, Steven. West Side Story This musical is an American version of Romeo and Juliet. If you are using this film make sure you include the song “Somewhere” in your analysis (see below in Songs). This film won awards for choreography - if you’re into dance, you could also analyse the way the choreography portrays different types of transition.
· Branagh, Kenneth. Much Ado About Nothing. While Hero and Claudio are courting, they tell prickly personalities Benedick and Beatrice into believing they are in love with each other – with hilarious results. This adaptation of Shakespeare’s comedy uses slow long pans of the outdoor settings to create a joyful, liberated atmosphere, plus close-ups and quick editing to focus our attention on Beatrice and Benedick’s witty repartee. An excellent review which discusses the way the stage version has influenced the film version can be found at http://www.suite101.com/content/branaghs-1992-film-adaptation-of-much-ado-about-nothinga-review-a282607 .
· Bridges, Jeff. Stick It. Once an Olympic gymnast, Haley is taken to court for delinquent behaviour and forced by a judge to return to elite gymnastics training. After refusing to join the squad she realises she has alot of real-world experience to offer. Focus on her changing attitude to the other team members and the way this is demonstrated through the camera angles, soundtrack and highly choreographed gymnastic performances.
· Caro, Niki. Whale Rider. A young Maori girl invokes the spirit of her ancestors, despite the sexism of her community. Think about how she uses her cultural traditions to challenge her community and compare the ways different techniques like the soundtrack, the voice-over wide panoramic shots of the seascape and intimate point of view shots position the hero in her community. Listen to the extras to find out more about what the director intended. The review at http://filmforthesoul.blogspot.com/2009/06/year-2002-whale-rider-niki-caro.html is quite negative but shows you how to discuss techniques.
· Chadha, Gurinder. Bride and Prejudice. This Bollywood-style adaptation of Austen’s Pride and Prejudice uses lavish cinematography and to address the issues of interracial (Indian and Anglo) marriages. If you write about this film, you’ll need to discuss it’s transformation of the novel (see http://www.filmintuition.com/Pride_Prejudice.html and http://frame.the-frame.com/2007/08/17/from-austen-to-bollywood-adapting-tradition-in-gurinder-chadas-bride-and-prejudice/ ) as well as the actual film techniques (esp the Bollywood musical elements).
· Chadha, Gurinder. Bend It Like Beckham. [Ms Carmyn has a copy]. Jess belongs to an Indian family and Anglo soccer team. Belonging to both creates as many problems for her as her romance with her coach (Joe), her friendship with Jules and her gay friend Tony. Everything about this film relates to her transition into a footballer, the costumes, settings, cinematography, dialogue and sound track. See Ms Carmyn for a study guide if you didn’t study it in class.
· Clavell, James. To Sir with Love. This 1960s classic tell the story of Mark Thackeray who trained as an engineer but his race means the only job he can find is an inner city high school where he transforms a disengaged class. Camera angles and music are important in establishing his authority and their mutual respect. Don’t forget to find some good quotes about racism in both the teacher’s and the students’ lives. An analysis from the point of view of real-life teaching can be found at http://www.123helpme.com/view.asp?id=94218.
· Coppola, Sophia. Marie Antoinette. An interpretation of the frequently vilified historical figure of Marie Antoinette, focusing on her transformation from a family-oriented Austrian princess into a materialistic Queen setting trends in for the French court. Pay particular attention to the way the soundtrack, costumes and setting are used to reflect Marie’s transition from a homesick child to trend-setting adult and final alienation from her populace. You may also like to consider why the film ends before the historical moment for which she is so famous. Use the commentaries to find out the composers’ intentions, but make sure you relate them to belonging. An excellent review can be found at http://www.dvdinmypants.com/reviews/H-N/marie_antoinette.php
· Di Leo, Mario. Babylon 5. Episode 37 “And Now For a Word”. This sci-fi series approaches belonging in many different ways a various speicies of aliens try to live together on a space station. You could use almost any episode, especially those examining the relationship between Narn and Centuri cultures. Episode 37 “And Now For a Word” examines the political role of the media in creating realtionships for the main characters. Look particularly at the cinematography and the way the scenes are cut together, as well as the patterns of dialogue that reveal different relationships between the human and alien populations.
· Fletcher, Anne. Step Up. Hip Hop and Ballet don’t belong together till Tyer is punished for vandalism by working as a cleaner at a ballet school. Here he meets and transforms into the partner of a star dancer and you can guess the rest. The cliché is saved by the hip soundtrack and some fabulous choreography which brings opposing dance forms together, but don’t ignore the difference in register and vocabulary between the characters or forget to find some good quotes to back up your discussion of the challenges Tyler faces (including losing his mates) as he transitions into a dance student. The library also has Step Up 2* which portrays similar themes but with the entire focus on Hip Hop.
· Herman, Mark. The Boy in the Striped Pyjamas. A chilling portrayal of the power of society to define an individual, this film depicts the holocaust from the point of view of a young German boy who develops a friendship with a Jewish boy the other side of a barbed wire fence (Auschwitz) and his transition into an understanding on what is actually happening there. Discuss the way the soundtrack (detailed analysis available at http://www.filmtracks.com/titles/boy_striped.html), lighting and camera angles frame the innocence of the protagonists. http://www.comingsoon.net/news/movienews.php?id=50113 has an interview with the director and http://www.scribd.com/doc/17366679/Boy-in-Striped-Pyjamas-film-viewing-worksheets has a viewing guide.
· Hogan, P.J. Muriel’s Wedding. This Australian film is a (sometimes quite black) comedy about Muriel’s attempt to live her dream of the perfect wedding. Along the way she confronts with cancer, suicide and other triggers for emotional transitions. Focus on the ways lighting, music and costumes both reflect her dream world and anchor her in reality. An unusual interpretation can be found at http://www.bfi.org.uk/sightandsound/feature/13 .
· Hughs, John. The Breakfast Club. Five students, the princess, the jock, the nerd, the rebel and the dag, are trapped together on a Saturday detention. Analyse the way the students turn on each other then eventually develop a sense of belonging through their shared experiences. Camera angles (esp. point of view shots) and the sound track are as important as the dialogue in establishing the changing relationships. The script can be found as http://www.dailyscript.com/scripts/breakfast_club.html
· Kleiser, Randal. Grease. The original makeover flick. When naive Australian Sandy discovers her “summer love” is at her new US school, she sets out to renew their relationship. This involves hanging with the cool crowd and developing a whole new attitude. Choose 2-3 key scenes and analyse the song lyrics as well as the film techniques (esp. costume) used to create caricatures of male and female behaviour. A study guide focusing on the historical context is in the belonging folder.
· Little Mosque on the Prairie (see Ms Carmyn for a copy). View (or order from) website here: http://www.cbc.ca/littlemosque/cast.php . This is a sitcom about Christians and Muslims living together in a Canadian country town and the transition of a new imam to the tiny (and mostly white Canadian) Muslim community. Check out the character and storylines on the website or check an interview with the writer (which could also be a related text) here: http://www.altmuslim.com/a/a/a/comedy_has_to_come_from_a_good_place/ .
· Moore, Nick. Wild Child. When her father sends wild American teenager, Poppy, to a strict English boarding school, she enlists the help of the students in hope of being expelled. Along the way she discovers some true friends who trigger many pyschological transitions. Pay particular attention to the use of setting/lighting/colour, costume and soundtrack and make sure you write down the excellent "before" and "after" quotes about her changing attitudes.
· Nair, Mira. Vanity Fair. In this elegant satire of C19th society, Becky Sharp claws her way up the social ladder among lavish sets and costumes, but don’t let this distract you from some very important comments about the nature of female society and the way that despite social transitions, nothing really changes for women. The extras will give you a good understanding of the historical context and the director’s intentions. Focus on the way the camera and dialogue compel you to empathise with Becky even when she’s being less than endearing. A good review can be found at http://www.aboutfilm.com/movies/v/vanityfair.htm.
· Polanski, Roman. Oliver Twist. Orphaned early in life, Oliver Twist transtitions from an apprentice in Fagin’s band of pickpockets to his final destiny. This film adaptation uses harsh angles and monotonous textures in the setting and low-key lighting to convey the dark themes of Charles Dickens’ famous novel. Pay attention to Fagin’s need to belong as well as the boys.
· Rietman, Jason. Juno. When she discovers she is pregnant, Juno has to deal with issues “way beyond my maturity level” – including her changing physical shape, the attitudes of her peers and what it means to “flirt with” the concept of adulthood. Listen to the commentaries to find out how the composers intended you to respond to camera angles, soundtrack, settings/costumes and particular moments in the dialogue. A viewing guide can be found at http://alinihatekenblog.wordpress.com/2009/12/14/study-questions-for-juno-jason-reitman-2007/.
· Shyamalan, M. Knight. The Village. (see Ms Carmyn for a copy.) A suspenseful film (think about the soundtrack here!) about social control set in a village cut off from the world by a forest full of monsters (but not a horror film). Focus and the way the camera makes the setting claustrophobic and the symbolism of the colour red as well as specific relationships between the characters. It has a great commentary which deconstructs the film techniques. An excellent analysis of the themes can be found at http://vhcook.com/film/filmthevill.htm. This review also responses to some of the criticisms about the film’s plot-twist.
· Spielberg, Steven. ET*. The ultimate story of alien-ation! Watch as the stranded alien develops and tentative friendship with the shy young boy, Elliot. Pay attention to alienating gestures, emotive camera angles and symbolism and discuss the Eliott and ET's transitions toward friendship.
· Sondheim, Steven. Into the Woods. [Ms Carmyn has a copy]. A musical version of the ultimate postmodern fairytale: Cinderella, Red riding hood, Rapunzel, and Jack of Beanstalk fame journey into the woods to achieve their ‘wishes.’ The woods are dark and dangerous, but they do create a setting for the transition of each characters. Analyse the stage set and soundtrack as well as lyrics such as “Into the woods we have to grope because that's the way we learn to cope”. Recommended for advanced viewers.
· Sondheim, Steven. The Barber of Fleet Street. [Ms Carmyn has a copy]. A musical about a sinister collaboration between a barber and a pie maker. The transition from lover to murder is revealed in the barber’s motivation (his connection to others was destroyed by the judge) for his crimes. Analyse the stage set and musical features of the songs as well as the dialogue and lyrics. Don’t forget to discuss the irony of “Not while I’m around.”
· Piznarski, Mark. (2004). Veronica Mars 1.02 “Credit Where Credit's Due". [Ms Carmyn has a copy]. Virtually any episode of this teen detective series deals with transitions. This episode deals with racial stereotyping and class distinctions, as well as the beginning of the bond between Veronica and the school ‘bad boy’. Focus on the way mise en scene is used to differentiate the “haves” from the “have nots” and the witty dialogue that links Veronica with the heroes of the episode. For the purposes of HSC English, ignore the season arc about Veronica’s dead best friend.
· Wier, Peter. Babe*. While his siblings are sold to an abattoir, Babe trains as a sheep-pig. Clever animatronics and point of view shots compliment some excellent quotes about his transition from meat-pig to sheep-pig . Focus on the pig’s alienation from his pig family and the pressure to conform to stereotypes of "pigness". Make sure you discuss the way the use of caricature and the way the farmyard functions as a metaphor for society in general.
· Wheedon, Joss. Buffy the Vampire Slayer: “Once more with feeling”. [Ms Carmyn has a copy]. Almost any episode could be used to discuss transitions. In this episode Buffy is back from the dead. Heaven was so good she is now completely alienated from her former job and friends, but they don't know. While fulfilling all the requirements of a 1950’s musical this postmodern episode satirises itself and its genre – what other musical has a song that points out how stupid it is to be singing your feelings instead of talking about them? Begin with Buffy’s “enstrangement” in the opening song and discuss her climactic revelation that life is no more than a set of clichés and the irony that a vampire tells her the meaning of life and helps her belong. Listen to the excellent director’s commentary for techniques to discuss in your essay. Interesting essays from a film studies perspective can be found at http://slayageonline.com/essays/slayage17/Albright.htm and http://web.ics.purdue.edu/~felluga/sf/sampleAPaperMrO3d.html.
· Wier, Peter. Picnic at Hanging Rock. This Australian classic is a mystery film raising questions about the disappearance of a group of Edwardian school girls on an excursion at Hanging Rock. Focus on the conflict between the prim and proper European school life (esp costumes, props and interior settings) and the haunting, mysterious quality of the Australian landscape (esp. in cinematography and soundtrack).