2 4 WHAT IS A MOVIE?

Transcription

1 WHAT IS A MOVI E?

2 C H A P T E R O N E Scope & Sequence The lessons in chapter 1 build upon students familiarity with moving images to guide them to higher levels of critical-viewing and critical-thinking experiences. In lesson 1, students identify and analyze traditional narrative elements, including characters, setting, conflict, plot development, and theme. The focus is on the story s content, or what happened to whom and why. In lesson 2, students focus on the film s narrative structure, or how the story unfolds on the screen. The stories filmmakers tell are both interpretations and reflections of the culture in which they are created. In that sense, movies are a part of our artistic heritage. Lesson 3, therefore, introduces students to the concepts of film restoration and film preservation Contents Lesson 1 Activity A Activity B Activity C Technology and Story How Is a Movie Different from a Short Story? Watching v. Seeing Theme Democracy in Action Lesson 2 Activity A Activity B Activity C Activity D Lesson 3 Activity A Activity B Activity C A Film s Narrative Structure Act 1 The Setup Creative Writing Mr. Smith s Hat Acts 2 and 3 Rising and Falling Action Reflective Writing A Movie that Matters to Me Our Film Heritage Exploring the Film Archives in the Library of Congress The American Newsreel An Introduction to Film Preservation Why Film Deteriorates Film Study Standards 1.0 Film Language. Students learn to read and interpret visual text by developing a film vocabulary, identifying editing techniques, and analyzing film elements within selected scenes. 2.0 Historical and Cultural Contexts. Students understand that a film is both a historical/social document and a cultural artifact. Students analyze social issues presented in a film and form conclusions about the ways in which a film influences and is influenced by the society in which it is created. 4.0 Viewers Response and Aesthetic Valuing. Students understand that a film can be a work of art. Students describe, interpret, and analyze a film s visual design. They respond to and make informed judgments about a film, deriving personal meaning from the work. They express their viewpoints through oral and/or written presentations. 5.0 Cross-Curricular Connections. Students first tap their knowledge of other disciplines to study a film. They then apply what they have learned about film to other disciplines, making connections between film and literature/language arts, film and history/social studies, film and other arts, and film and sciences. 1

3 Lesson 1 Technology and Story Teacher Overview Film is a unique storytelling format because it is visual. Multiple things happen simultaneously on the screen, as layers of images and sounds work together to create meaning. The first time we view a sequence of moving images, we pay attention to what happens. We naturally begin to piece together the narrative, using inference and other critical-thinking skills. That first viewing is what this lesson calls watching. To analyze film as visual text, however to focus on the story s narrative structure requires a second, closer viewing, or what this lesson calls seeing. In activity A, students explore what distinguishes film from the short story format. In activity B, students analyze the opening sequence in Mr. Smith Goes to Washington, identifying basic narrative elements, including character, setting, and conflict, through images and sounds. Activity C s focus on theme concludes the lesson. Students read a passage adapted from Frank Capra s autobiography, in which the director expresses his doubts about making a film that satirizes corrupt politicians in the United States Congress in 1938, on the eve of World War II. Learning Outcomes Students will understand that movies are stories told visually; identify ways in which a movie differs from a short story; explain the purpose of film credits and the opening sequence; describe how music used in a film enhances the meaning of the visual images. Key Terms (Note: Most terms are defined within the activity text that follows. You may also refer to the glossary.) storyboard (enrichment), film credits, disclaimer, wipe, theme Lesson Materials Activity Print DVD Activity A How Is a Movie Different from a Short Story? Activity B Watching v. Seeing Reading Activity 1-1: Appointment in Samarra Visual-Thinking Activity 1-2, Enrichment: Return to Samarra Screening Sheet 1-1: The Opening Sequence, Part 1 Watching Reading Activity 1-3: Yankee Doodle Ridicule Screening Sheet 1-2: The Opening Sequence, Part 2 Seeing None Film Clip 1-1: The Opening Sequence Activity C Theme Democracy in Action Reading Activity 1-4: The Panic None 2

4 Activity A How Is A Movie Different From a Short Story? Concept Like all narratives, movies have basic story elements, including character, setting, conflict, and plot. However, filmmakers tell their stories in a unique way through images and sounds in addition to words. Engage Draw on the chalkboard or an overhead projector a two-column chart similar to the one below. Ask students to suggest details to complete the chart. Encourage responses by asking them to think of stories they have read and movies they have seen recently Comparison How is a movie similar to a short story? Contrast How is a movie different from a short story? Explain & Explore Distribute Reading Activity 1-1: Appointment in Samarra. Review the Word Builder terms. Read the story aloud, then ask students to answer the questions on the activity sheet. Recommended answers follow. Answer Key for Reading Activity 1-1: Appointment in Samarra 1. Where does the story take place? In a marketplace in Baghdad in the afternoon. No specific year is given. 2. Who are the three characters in the story? The servant, Death, and the master. 3. Which character experiences a conflict, and what is that conflict? Answers will vary but should include the main idea that the servant fears dying. The servant must decide whether to stay in Baghdad or flee Death by riding to Samarra. 4. What is one cause-and-effect action that occurs in this story? Accept all reasonable answers, which may be any of the following: Because a woman jostles the servant in the marketplace, the servant turns to look and recognizes her as Death. Because the servant sees Death, he pleas with his master for a horse so he can escape. Because the master lends the servant a horse, the servant rides to Samarra. 5. What prediction can you make about what will happen to the servant? The servant will encounter Death in Samarra. Note that this story ending is considered open-ended because the reader does not actually read what happens to the servant. It is suggested. Students must use their inference skills to tie up the loose ends of the story. In fact, Mr. Smith Goes to Washington is also open-ended. The film ends with the suggestion that Smith will be vindicated and even marry Clarissa Saunders, but that is never shown. 3

5 Explain that questions like those on the activity sheet which focus on character, setting, conflict, and plot reveal the content of a story. Content is what the story is all about. Ask students if they think this particular short-short story might make an interesting movie. Then explain that there is a second set of questions a person might ask to explore how the story unfolds. To adapt this short story into a movie, which is a visual medium, a person must consider that second set of questions. Discuss the following questions regarding Appointment in Samarra. Answers will vary. Accept all reasonable responses. Guided Discussion 1. How would you show the setting of this story? Students may suggest the setting by showing specific architecture, signage, clothing, or even through words and music or light and dark. Accept other reasonable suggestions. 2. What objects or people would you include in the market scene, and how would these objects help to establish the setting and the characters? Students may suggest pottery, food, and bolts of fabric, but also people exchanging money, vendors showing their wares, etc. Accept other reasonable suggestions. 3. How would you suggest that the servant is frightened by the encounter with Death? Through the use of facial expressions, body language, dialogue, or even possibly background music. The servant might, for example, cry out or shrink away or knock over food items in his attempt to hurry away. Accept other reasonable suggestions. 4. How would you suggest that Death is surprised by the encounter with the servant? Again, by means of facial expressions, body language, dialogue, or background music. Accept other reasonable suggestions. 5. How might you create a mood of suspense? One possibility would be to use a contrast of light and shadow, such as showing the marketplace activity in bright colors and then, when Death appears, shadows falling upon the servant. Another possibility would be to use mysterious music to create suspense. Accept other reasonable suggestions. 6. What images would you choose to show that the servant is running away? Some students may suggest showing the horse galloping off. Others might suggest showing the servant entering the city of Samarra, seemingly relieved. Accept other reasonable suggestions. In discussing the second set of questions, in the guided discussion above, emphasize the need to show rather than tell an audience what is happening. Understanding this emphasis on showing is the first step in learning how to think visually. Showing is also one characteristic that distinguishes film from many other storytelling formats. Enrichment Challenge students to think visually by asking them to create a storyboard outline for Appointment in Samarra. Define storyboard. Storyboards are drawings of the numerous shots that make up a scene in a film. Storyboard frames include information that helps the director and other filmmakers understand how to photograph a shot. The sketches may include the characters that will appear in the shot as well as some objects or details to identify the set or location of the shot. Storyboards also sometimes indicate movement. Distribute Visual-Thinking Activity 1-2, Enrichment: Return to Samarra. Review the Word Builder terms, as well as the directions and steps. Encourage students to work with a partner. Display students completed storyboards in the classroom. Close Conclude the activity by returning to the chart used in the Engage section. What elements might the students add to the chart after having completed the activity? Suggested answers follow. 4

6 Comparison How is a movie similar to a short story? Both have characters, settings, and conflicts. Both have plots or cause-and-effect actions that drive the story forward. Contrast How is a movie different from a short story? Printed or spoken stories describe settings; films must show settings; printed or spoken stories can explain characters motivations or emotions through the use of words; a film must somehow suggest those feelings through visual images and sounds, including facial expressions, gestures, dialogue, and music Concept Close analysis of how a filmmaker tells a story often requires first and second viewings of the moving images, and paying close attention to the sounds. Engage Write the term film credits on the chalkboard or an overhead projector. Ask students to explain what film credits are. Most are likely to know that credits refer to the film s title and the names of the actors in the film. However, an opening sequence that includes film credits serves two purposes to inform the audience about who the filmmakers are and to set the tone or mood of the film. In this activity, students will learn more about the purpose of an opening sequence and the use of specific visuals and music in presenting the film credits and opening shots to the audience. Explain & Explore Distribute Screening Sheet 1-1: The Opening Sequence, Part 1 Watching. Assign or allow students to work in pairs. Explain that they are going to watch the film credits and opening shots from Mr. Smith Goes to Washington. At the end of the segment, they will have 5 to 10 minutes to complete the chart on the Screening Sheet. View Film Clip 1-1: The Opening Sequence. Discuss with students their responses on the Screening Sheet. Answers will vary. Recommended answers are below. Answer Key for Screening Sheet 1-1: The Opening Sequence, Part 1 Watching Images A figure holding a torch; titles and names written on the screen against backdrops of plaques; shadows of leaves; a disclaimer; telephones; people speaking on the phones; a hospital office with nurses walking in the background; a bedroom with the governor and his wife apparently awakened during the night by the phone call; another background with four men sitting at a table playing cards in a living room. Sounds Music during the credits, and dialogue during the opening shots are the primary sounds. Some students might describe the kind of music, and still others might identify a song heard during the credits as Yankee Doodle. Some students may recount some of the dialogue, which states that Senator Sam Foley has died and that the governor has to appoint a new senator, for example. A telephone being hung up can also be heard. 5

7 Answer Key for Screening Sheet 1-1: The Opening Sequence, Part 1 Watching (cont.) Think More About It 1. What important piece of information do you learn in this opening sequence? A senator has died and someone must be named to fill his seat. 2. What characters are introduced in this sequence? The first caller is a reporter, though some students may not make that deduction from the information provided; the second caller is Senator Paine; the third caller is the governor, who in turn speaks with Jim Taylor. The governor s wife is also shown. 3. Which main character is missing from this sequence? Jefferson Smith 4. These opening shots hint at a conflict. What specific words suggest this, and who speaks these words? Senator Paine says, It couldn t have happened at a worse time. The governor tells his wife, Of all times, of all times... Foley had to go and die on us. Both lines suggest these people are upset about something more than the senator s death. 5. The opening shots also establish three different settings. What are they? The reporter states that he is in St. Vincent s Hospital. Students must infer that both the reporter and Senator Paine are calling from Washington, D.C. The governor is in his home state, and again students will have to infer that this is many miles away. Jim Taylor, likewise, is not in Washington but in a house somewhere else. Explain that filmmakers tell stories by using moving pictures and sounds. These images and sounds are layered. The first time you view a film segment, you most likely focus on what is happening. To peel away the layers of images and sounds, however, requires second, even third viewings. Tell students that they will have the opportunity to view the segment a second time. First, however, you will share with them some information that will enhance their understanding of the images and the sounds used in the segment. Distribute Reading Activity 1-3: Yankee Doodle Ridicule. Emphasize that strains from Yankee Doodle are played during the film credits of the movie. Why did the filmmakers choose that song? Understanding the history of the song itself can provide insight. Review the Word Builder terms, then read and discuss the questions below. Recommended answers are included. Guided Discussion 1. What does the story of Thomas Ditson tell you about the meaning of the song Yankee Doodle? Ditson was a country fellow who went to town (Boston) but was arrested and humiliated by the British. The story shows how the song was meant originally to ridicule the colonists. The British thought themselves superior to the less-polished, less-civilized American colonists. 2. What is a doodle? A country bumpkin, a fool, someone from the country who is naïve. 3. Knowing what you do now about the patriotic song Yankee Doodle, why do you think the director might have chosen this particular song to play during the film credits? What meaning might the song suggest about the film s main character, Mr. Smith? Answers will vary but should focus on the main idea that Jefferson Smith, like Ditson, is a country fellow who goes to town (Washington, D.C.) where he is humiliated in public for alleged wrongdoing. Both are triumphant in the end. Distribute Screening Sheet 1-1: The Opening Sequence, Part 2 Seeing. Review the Word Builder term with students. Emphasize that in order to complete column 2 of this Screening Sheet, students must pay attention not only to sounds and images but also to camera techniques. In particular, they should watch for how the camera indicates when one telephone call ends and another begins. View Film Clip 1-1: The Opening Sequence a second time. Have students work with a partner, and allow time for them to complete the charts on the Screening Sheet. Then discuss their responses. Recommended answers follow. 6

8 Answer Key for Screening Sheet 1-1: The Opening Sequence, Part 2 Seeing/A Film Credits 1. What information is presented? What movie studio made this film? Columbia Pictures How is the information presented? Identify or describe the images and sounds. The symbol of Columbia Pictures is a statue representing liberty, sometimes called Columbia. The word Columbia also appears large. Share with students this information: A few opening strains of the patriotic song Columbia, Gem of the Ocean is played during these opening credits What information about those who worked on the film is provided? A list of the actors as well as the director, screenwriter, and crew is provided. What is the disclaimer that appears? It informs viewers that the names, characters, and incidents in the film are fictitious, and any similarity is unintentional. There are no images other than names printed on plaques. However, the song Yankee Doodle is played while the names of those who worked on the film are presented. Some students may notice that strains of My Country, Tis of Thee are woven into the melody as well. There are no sounds or music while the disclaimer is shown. The lack of music suggests that this is a serious message rather than a part of the fictional story. Think More About It How do film credits today differ from the film credits for Mr. Smith Goes to Washington, and why are they different? Answers will vary but should focus on the main idea that credits today are frequently designed into the opening shots of the film itself rather than simply listed on the screen as in Mr. Smith Goes to Washington. One reason they are different today is because of advances in technology. Answer Key for Screening Sheet 1-1: The Opening Sequence, Part 2 Seeing/B Telephone Call 1 What information is presented? How is the information presented? Identify or describe the images and sounds In what type of building and in what city is this first telephone call made? In a hospital in Washington, D.C. What do you learn from this first telephone message? Senator Samuel Foley has died. At the dying senator s bedside was Senator Joseph Paine. Who is the person in the frame, and to whom might he be speaking? Students can infer that he is not a relative because of the tone of his voice and the language he uses. He is relaying information that seems to be worth knowing, so he seems to be a news reporter. The reporter names the hospital directly. However, students must infer from the context and the subsequent calls that the hospital is in Washington, D.C. The camera shows a man speaking into a telephone, and a stretcher with a body on it is wheeled by in the background. His voice is quick and sharp. He is not upset. Students may also infer that he is giving this information to his editor or publisher. 7

9 Answer Key for Screening Sheet 1-1: The Opening Sequence, Part 2 Seeing/C Telephone Call 2 What information is presented? How is the information presented? Identify or describe the images and sounds Who is the person speaking in this shot? Senator Joseph Paine To whom is this person speaking? To the governor of his state, in Jackson City What do you learn from this telephone conversation? Senator Paine is getting on a plane to return home that night, and he wants the governor to call Jim Taylor. He states directly who he is and to whom he wishes to speak. Some very observant students will also note that the camera moves from the first telephone caller, who mentions Paine s name, to the right to reveal Paine, also on a telephone. A door with OFFICE written on it is also shown, as are nurses walking in the background. The camera shows Paine making the call, then shows the governor in his nightclothes, answering the telephone. In addition, the filmmakers use a transitional technique called a wipe to suggest the link between Paine and the governor. Students need not know the meaning of wipe in order to understand that a shadow moves from right to left across the screen and that one image the governor s bedroom slowly appears in place of the hospital from where Paine is making his call. The scene cuts from the governor to Paine as each man delivers his lines. Answer Key for Screening Sheet 1-1: The Opening Sequence, Part 2 Seeing/D Telephone Call 3 What information is presented? How is the information presented? Identify or describe the images and sounds What do you learn from this telephone conversation? The governor has to appoint a new senator. What do the wife s comments tell you about the governor? She says she supposes the governor would drop dead if he ever told Taylor no. She implies that the governor is the kind of man who does whatever Taylor tells him to. Again, the filmmakers use a wipe, this time from left to right, to dissolve the image of the governor s bedroom to the home of Jim Taylor. Also again the camera cuts between both scenes as each man delivers his lines. The camera shows her smirking or some students may say sneering each time her husband says Yes, Jim. 8

10 Close Write these words on the chalkboard or overhead projector: corruption, graft, political machine. Ask students if they have ever heard these words before and what they might mean. It is very likely most students will have some understanding that corruption is a dishonest or illegal act. The other two words may be more unfamiliar. Explain that graft is getting money through some illegal means. The three principal characters shown in this opening sequence Senator Paine, the governor, and Jim Taylor seem linked together and may be involved in graft. A political machine is an organization that has a boss who controls the behavior of others for his or her personal gain. The opening sequence also introduces the audience to the political machine and suggests that Jim Taylor is the boss of that political machine. The governor repeating Yes, Jim suggests that Jim, not the governor, makes the decisions Activity C Theme Democracy in Action Concept Theme is a literary element in most movies. Rather than the lesson learned, however, theme is the main idea or message that the director hopes to communicate to an audience. Engage Ask students to state in a single sentence the theme of Mr. Smith Goes to Washington. Write some of their suggestions on the chalkboard or overhead projector. Encourage them to move beyond equating theme with the lesson to be learned (Never give up or Try, try again and you shall succeed), as this interpretation is oversimplified. Instead, encourage them to explore the ideas the film presents. Is the film about corruption? Is the film about freedom or democracy? The power of the press or the power of the people? In short, the theme is what the director hopes the audience will think about after the film ends. Explain & Explore Share this information with students: Identifying characters and settings, even plot events, is often easier than identifying the theme of a story. One way to begin investigating a movie s theme is by talking about the movie. Specifically, what did the movie make you think about? What characters or events surprised you? Which characters did you like or dislike, and why? Define theme. Theme is the central concern of a film s story. Rather than the lesson learned, the theme is the main idea or message that the director hopes to communicate to an audience. Distribute Reading Activity 1-4: The Panic. This reading is based on information Frank Capra shared in his autobiography The Name Above the Title. It provides insight into what the director believes his film s theme is. The passage also reveals that even a director must think about and discover a film s theme before he or she can begin filming. Review the Word Builder terms. Then, after reading the passage, discuss the questions. Answers will vary. Recommended answers are below. Answer Key for Reading Activity 1-4: The Panic Recalling Details 1. Why did Frank Capra go to Washington, D.C., in the autumn of 1938? To scout locations for his film. 2. Why did he agree to go to the press conference? He thought it would be good research for background information for his film, because news reporters play an important part in the story. 9

11 Answer Key for Reading Activity 1-4: The Panic (cont.) What questions did the reporters ask the president? The questions focused on war and the dictators of Germany and Japan. Why did Frank Capra leave the press conference, and where did he go? He panicked. He believed his film would be all wrong for such serious times and circumstances. He took a taxi to the Lincoln Memorial. He said it would be the place where his fictional character Jefferson Smith would go for inspiration when he was down. Capra also needed inspiration. What did Capra see and hear that changed his mind about his film? He saw the statue of Lincoln and believed it was looking down on him. He read the words of Lincoln s Gettysburg Address and heard and saw a young boy reading the words to his grandfather. Think More About It What is the panic referred to in this activity-sheet title? The panic was Capra s fear that his film should not be made, that making fun of the government during a time of possible war might be dangerous to freedom and democracy. War is a much more serious matter than making a movie, especially a movie that is a satire poking fun at America s politicians. Capra said that his film wasn t about corrupt politicians. What did he realize his film was about? His film was about how one good, honest, moral person can make a difference in the world. That, said Capra, was the message people would want to hear during times of crisis. What did Capra mean when he said, It is never untimely to yank the rope of freedom s bell? Literally, yanking the rope is how to ring a bell. Figuratively, it means to challenge America s democratic ideals. Even during wartime, when public support of the government is surely desired and needed, even then, Capra said, we must still express our freedom of speech. He deeply believed his film would be an example of how democratic ideals defeat corruption, graft, perhaps even dictators. Close Ask students if they recall the scene in the film where the boy reads the Gettysburg Address to his grandfather. Explain that Capra added that scene after visiting the Lincoln Memorial. Emphasize also the symbolism of pairing a young boy with an older man and having the boy, rather than the old man, read the words. Both figures represent different generations. Visually, Capra is showing that Lincoln s words do not just have meaning for the grandfather (if they did, he might be the one reading to the boy), but they also have meaning for future generations. 10

12 Lesson 2 A Film s Narrative Structure Teacher Overview The content of a movie is what the story is about. The narrative structure, however, is how the story is told. The how depends on the decisions the director makes. The audience never sees the entire story but must piece it together from the parts the director presents. A part may be an event, an image, a scene, or a sequence. The director selects these parts carefully and in doing so, creates the film s narrative structure. In a majority of movies, the parts are grouped according to a classic three-act outline. Act 1 is the exposition, the setup, or introduction of time, place, character, and often toward the end of the act a conflict is presented. Act 2 is the rising action. Here the plot thickens, as the main characters face complications and roadblocks. Act 2 also contains the climax, or turning point. Act 3 is the resolution. While not every film follows this three-act formula, the activities in this lesson introduce students to this framework in some detail. As they complete the activities, students begin to identify the choices director Frank Capra made in how to tell Mr. Smith s story. In activity D, students explore their personal response to Mr. Smith Goes to Washington. They use the guided discussion as the basis for writing a reflection paper on a film of their own choice. The activity guides them step-by-step through this critical-thinking and writing activity. Learning Outcomes Students will distinguish between a story s content and a story s narrative structure; explain exposition and identify expository details in a scene; explain the purpose of each of the three acts in a film s narrative structure; plot, or sequence, the events leading to the story s climax and resolution; explain what a narrative symbol is as used in a film; understand that each person interprets a work of art, including film, in a different way. Key Terms (Note: Most terms are defined within the activity text that follows. You may also refer to the glossary.) narrative structure, exposition, inciting incident, narrative symbol, rising action, climax, resolution, falling action Lesson 2 Materials Activity Print DVD Activity A Graphic Organizer 1-1: Act 1 The Setup Two Ways to Read a Film Graphic Organizer 1-2: Narrative Structure Screening Sheet 1-2: On the Train to Washington Film Clip 1-2: On the Train to Washington Activity B Creative Writing Mr. Smith s Hat Graphic Organizer 1-3: How Do Filmmakers Create Symbols? Creative Writing Activity 1-5: Create a Character Sketch Still 1-1: Mr. Smith s Hat 11

13 Lesson 2 Materials Activity Activity C Acts 2 and 3 Rising and Falling Action Activity D Reflective Writing A Movie That Matters to Me Print Graphic Organizer 1-2: Narrative Structure Group Activity 1-6: How the Story Unfolds Screening Sheet 1-3: Baskets of Lies Graphic Organizer 1-4: What Is a Personal Response? Writing Activity 1-7: Reflect and Connect Graphic Organizer 1-5: What Is Reflective Writing? Graphic Organizer 1-6: Personal-Response Questions Writing Activity 1-8: Organizing Your Thoughts Writing Activity 1-9: Reflection-Paper Checklist None DVD Film Clip 1-3: Baskets of Lies Activity A Act 1 The Setup Concept Exposition is background information about the characters or events in the story. This information is necessary in order for the audience to understand why characters act the way they do or why certain events matter. Engage Ask students how someone might go about building a house. What is the first step? Emphasize that while most houses have a foundation, walls, and a roof, not all houses look alike. The key point to emphasize here is that the builder works from a blueprint, which is a design or drawing of the house. This blueprint shows the builder how the house should look and how to go about constructing it. The same thing is true of stories, including movies. Most narrative movies have characters, settings, and conflicts, but not all movies look the same. While writers don t work from a blueprint, per se, they often build their stories with a specific design, or narrative structure, in mind. 12

14 Explain & Explore Display and/or distribute graphic as indicated below. Graphic Organizer 1-1: Two Ways to Read a Film. Review the key points on the Content The content of a movie is what the story is about. As indicated in lesson 1, asking questions such as Who are the characters? and What is the conflict? will help students identify a story s content. Narrative Structure The narrative structure is how the story is told. The how depends on the decisions the director makes. These decisions include both the order, or sequence, of action in the film as well as the way the filmmaker presents the action. Asking questions such as How and when are the characters introduced? and How is the conflict suggested? will help students focus not so much on what happens but when it happens and how. Define exposition. Exposition is information about a person, a place, or a thing. This information is useful in understanding a character s personality and/or motivation. Although the details may seem minor at first and they usually are exposition helps the audience understand the story s conflict and why characters act and react the way they do Display and/or distribute Graphic Organizer 1-2: Narrative Structure to explain the three-act structure that most movies follow. Explain that although a filmmaker s style of storytelling may be unique, the basic structure of a story as illustrated here generally does not change. In other words, the plot of most movies can be outlined according to this three-act structure. Review the key concepts of the first act, as suggested below. Act 1: The Setup This is the setup, or the beginning of a film. During this act, the audience meets characters and understands both the time and place of the story. Meet the Characters This phase is one of the building blocks of act 1. The filmmaker presents the main characters and provides necessary expository information about them. Inciting Incident The inciting incident is an event that triggers a domino-like effect, setting in motion the action that will occur later in the story. It is a single plot action that will change the lives of the main characters. Usually, the inciting incident occurs at the end of act 1. The inciting incident in Mr. Smith Goes to Washington occurs when Jefferson Smith decides to write a bill of his own. Define foreshadowing, in preparation for the screening activity below. Foreshadowing is a suggestion of something that is going to happen. A filmmaker may use visual symbols, spoken dialogue, or sound effects to foreshadow a plot action. Foreshadowing often occurs in act 1 but can also occur in act 2. Introduce the screening activity. Explain that the scene students are about to watch accomplishes two things: First, it provides expository information about the two main characters Jefferson Smith and Senator Joseph Paine. Second, it foreshadows action to come later in the story. Distribute Screening Sheet 1-2: On the Train to Washington. Review the points in column 1 about the ways filmmakers convey information to the audience. View Film Clip 1-2: On the Train to Washington. Students will be asked to watch for and record three levels of information in this screening activity, so rerun the film clip as needed. Allow time for students to complete the chart on the Screening Sheet, then review their responses. Recommended answers follow. Students may have one or more of the responses listed. 13

15 Answer Key for Screening Sheet 1-2: On the Train to Washington Three Ways Filmmakers Convey Information Focus on Jefferson Smith Focus on Senator Paine Through Dialogue What does the character talk about? How does the character act or appear while speaking? Consider: What tone of voice, facial expressions, gestures, and body language are used? Through Camerawork What does the camera show? Consider: How close or far is the camera to the subject? What lights or shadows are in the picture? Through Sound What sounds do you hear? Consider: When does the music begin? When does the music end? What kind of music is it? What mood or meaning does the music suggest? What other sound effects can be heard? He first talks about his newspaper being not much. He then talks about his father, who told him the only causes worth fighting for were the lost causes. He ends by saying that he supposes one man going up against a big organization can t get very far. His voice is soft, cheerful. He leans forward in his seat. His face is peaceful; he has no lingering bitterness or anger about his father s death. It is simply a sad fact. The camera, at about the distance of the doorway, first shows Smith sitting in the train car opposite the senator. We see the scene rolling by outside the window, then light coming in. As Smith speaks of his father, the camera provides a close -up of Smith s face. Throughout the entire scene, the camera shows Smith wearing his hat, especially at the very moment Paine speaks of Smith s father wearing his hat. The association between Smith and his father is reinforced visually with this image. In addition to dialogue, we hear the train clacking on the rails. Then soft music plays throughout the scene. Some students may suggest the music is sad or melancholy. Others may say it sounds dreamy or lonely or mournful. The music dovetails with the memories, suggesting Jefferson Smith has fond but also sad memories of his father. He compliments Smith on the newspaper. He says Jeff reminds him of his father, Clayton Smith, also a publisher. He says Smith s father always wore his hat so as to be ready to do battle. He tells Smith his father was the champion of lost causes and that he (Paine), too, fought with his father for some of those lost causes. He recounts how Smith died fighting for the rights of a single miner. He ends by agreeing with Smith that one man can t win against a big organization out to get him. He is jovial at first, toying with Smith s hat. Then his tone becomes more somber as he recounts how Clayton Smith died. His face is pleasant, then shows concern for the past tragedy. He is not angry, just sad and reflective. The camera shows Paine sitting in the car opposite Smith. As Paine speaks, the camera provides a closeup of Paine s face. Throughout most of the scene, the camera is on Paine as he recounts his memories. Shadows and light play on the seat behind him. The soft music begins at the point when Senator Paine begins to remember his old friend. The music s mood affects how we perceive the senator in this scene. He has fond memories but some sadness for his good friend and possibly also for his own former championing of lost causes. 14

16 Answer Key for Screening Sheet 1-2: On the Train to Washington (cont.) Think More About It 1. The conversation is about Jefferson Smith s father or is it? What expository details, or background information, do you learn about Jefferson Smith in this scene? What do you learn about Senator Paine in this scene? Answers will vary, as students must use inference skills to make conclusions about both characters. We learn that Smith is just like his father; they both published newspapers. We also learn that Smith s father was once a champion of lost causes. Some students may state that both men were fond of Smith s father and respected him for his convictions. Some may suggest that Smith thought his father was bound to lose because he was just one person going up against a big organization. Some may also suggest that Paine, in agreeing with Smith that one man cannot win against a large organization, does not have the same conviction that Smith s father did When the train arrives in Washington, Jefferson Smith will soon find himself fighting his own lost cause. What foreshadowing information does this scene on the train provide? Encourage discussion to include what lost cause Smith will soon be fighting for creating a camp on wilderness land owned by corrupt politicians. Emphasize also that the mining syndicate first tried to bribe, and then intimidate Smith s father into submission. When that didn t work, he was murdered. The political machine run by Taylor will also attempt to bribe and intimidate Smith in an effort to force him to do as they wish. Close Share the following quote from director Frank Capra with students. Ask students to freewrite for three to five minutes, explaining what they think Capra means. You can only involve an audience with people. You can t involve them with gimmicks, with sunsets, with hand-held cameras, zoom shots, or anything else. They couldn t care less about those things. But you give them something to worry about, some person they can worry about, and you ve got them involved. While responses may vary, the main idea expressed is that story and character, not special effects, are the heart of a film. Activity B Creative Writing Mr. Smith s Hat Concept Filmmakers use both cultural and narrative symbols to communicate ideas to an audience. Engage Display Still 1-1: Mr. Smith s Hat. While the image is displayed, share this information with students: In the 1930s, most men wore hats when traveling or outdoors, even in mild weather. Mr. Smith s hat, however, is special. It appears in scenes throughout the film and even has a camera close-up in the scene in which Jefferson Smith talks with Susan Paine in her home. The hat is a visual prop. It helps make the costumes realistic for the times. Ah, but once dialogue is spoken about the hat and the camera gives the item a close-up, then the object becomes more than a prop. It becomes a narrative symbol. But what meaning does Mr. Smith s hat suggest? Remind students that in Film Clip 1-2: On the Train to Washington, Senator Paine stated that Jeff s father wore his hat to do battle. (See answer key for Screening Sheet 1-2, above.) In that scene, the hat suggests a link between Smith and his father that is, they share the same ethics. In the scene with Susan, Mr. Smith fumbles and eventually drops his hat. 15

17 The hat suggests his nervousness and shyness when in the presence of Susan. There is still another scene in which Mr. Smith s hat has a role in the action. When he enters the Lincoln Memorial at night, determined to flee the capital and return home, he carries his hat. But once Saunders convinces him to fight, he puts it back on! Stress this important point: Mr. Smith s hat isn t merely decoration. Nor is it necessarily a symbol of goodness or virtue. It is, however, a visual clue that helps the audience understand what is happening on the screen and/or what a character may be thinking or experiencing. Paying attention to visual clues and little details like these in films can increase your understanding of the filmmaker s intended message. Explain & Explore Discuss with students the meaning of symbolism. A symbol is an object that stands for or represents another thing or idea. Symbols are most often cultural, embraced and understood by a group. For example, most American citizens understand that the American flag is a symbol of patriotism. Filmmakers often use cultural symbols to create meaning. Ask students to cite specific cultural symbols director Frank Capra uses to suggest patriotism in Mr. Smith Goes to Washington. In addition to the American flag, symbols he uses include monuments (Washington Monument, Lincoln Memorial, Tomb of the Unknown Soldier), documents (Declaration of Independence), and objects (Liberty Bell). Next, explain the difference between cultural symbols and objects that suggest narrative meaning. Narrative symbols are specific to a story. For example, Mr. Smith s hat in the film Mr. Smith Goes to Washington represents his similarity to his father and his nervousness and shyness. But that does not mean that every hat in every film represents these same ideas. Emphasize this key point: Narrative symbols are created, and filmmakers create narrative symbols in slightly different ways than a novelist or a writer of print text does. Display and/or distribute Graphic Organizer 1-3: How Do Filmmakers Create Symbols? Review the key concepts on the graphic organizer, as suggested below. The Filmmaker s Intended Meaning Because films tell stories visually, filmmakers use symbols to suggest meaning about a character s personality or why he or she behaves in a certain way. Symbols can also suggest action that has occurred in the past or may soon occur in the future and can indicate meaning for a whole community or culture. Repetition One way to create a symbol is to show an object over and over again. The filmmaker is telling the audience, Pay attention to this detail; it is important. Association An association is a relationship between two or more people or things. A second way to create narrative meaning is to link an object with a person, suggesting a relationship between them. Sound Emphasis Sound effects and music can also suggest meaning. Creaking steps, howling winds, or the cry of an animal can all create reactions in the audience. So too can cheerful, bouncy music or music that is sad, suspenseful, or mysterious. Visual Emphasis A filmmaker can create narrative meaning by using color, light, and camera distances. By moving the camera close to a person or an object, the filmmaker is again telling the audience, Pay attention; this is important. Distribute Creative Writing Activity 1-5: Create a Character Sketch. Review the directions and steps on the sheet. Students may work alone or with a partner. After students have written their sketches, encourage them to present them to the class. The class may then decide which sketches would make interesting video segments to communicate meaning through visual representation. 16

18 Close Suggest that students save their character-sketch projects in a writing portfolio for future work. For example, when they have learned more about film language and techniques (see chapter 3), they may wish to produce a video based on this writing assignment, adding significant images and sounds. Activity C Acts 2 and 3 Rising and Falling Action Concept Act 2 of a movie shows the cause-and-effect events that lead to the climax, or turning point. The final act in a movie is the resolution. In the third act, all conflicts are resolved, if only for the time being, and the main characters are somehow changed by the events that have occurred. Engage Ask students to suggest what specific event is the climax, or turning point, of Mr. Smith Goes to Washington. Remind students that a story s climax is its most dramatic moment, what all the cause-and-effect events lead up to. Some students may say Smith s change of heart and resolve to fight after Saunders talks to him in the Lincoln Memorial is a real turning point. Others may argue that this decision of his is an event that leads to the filibuster and ultimately his confrontation with Senator Paine on the Senate floor. The climax, then, is more likely to be when Senator Paine admits his wrongdoing. Explain & Explore Display again Graphic Organizer 1-2: Narrative Structure. Explain the key concepts of the second act in a film s narrative structure, as recommended below. Act 2: Rising Action The second act presents the rising action. Rising action is composed of the cause-and-effect events that follow, one after the other, leading to a climax or turning point. This is the longest act in a movie and can take as much as an hour or more. Cause-Effect Event This is an action that triggers a reaction or another event. A story can have many cause-effect events. Taken together, these building blocks form most of the film s plot. Climax Also called the turning point, this is the most dramatic moment in the story. The climax triggers a significant insight or a change in one or more of the main characters. The climax is also part of the story s plot. Discuss the final act on the graphic organizer. Review the key points as indicated below. Act 3: Resolution The third act is the final one in a film s narrative structure. Act 3 has two important elements falling action and the resolution of conflicts. Falling Action This is composed of all the events that occur after the climax, until the story s end. Resolution of Conflicts The resolution is the outcome of the events which have occurred. Sometimes the solution to a conflict is positive. Sometimes it is negative. Often the solution to a conflict is not stated directly but rather implied through visual and sound symbols. By the end of the story, the main characters have changed somewhat. Either they have changed personally, or their view of others or of the world has changed significantly. 17

19 Distribute Group Activity 1-6: How the Story Unfolds. Allow students to work with a partner to complete this two-part activity. Answers are below. Answer Key for Group Activity 1-6: How the Story Unfolds Part 1-Putting the Scenes in Sequence 1. E At the banquet honoring Smith's appointment to the Senate, Jefferson promises the people, I'll do nothing to disgrace the office of United States Senator. 2. I In misleading newspaper stories, the press portrays Senator Smith as a stooge. 3. A Clarissa tells Senator Paine, Look, when I came here, my eyes were big blue question marks. Now they're big green dollar marks. 4. D Jefferson Smith proposes a bill for a boys' camp on Willet Creek. 5. J Senator Paine accuses Senator Smith of owning the very land on which he has proposed his boys' camp. 6. B Senator Smith says nothing at all in his defense during the committee hearings investigating his involvement with graft. 7. H Clarissa finds Senator Smith at the Lincoln Memorial and convinces him to fight, not just for himself but for the boys who look up to him. 8. C Senator Paine delivers baskets of telegrams from the people in his and Senator Smith's state. The telegrams demand Smith give up the fight and leave the Senate. 9. F After Jefferson Smith faints on the Senate floor, the page signals to Clarissa that he is okay. 10. G Senator Paine bursts into the Senate Chamber crying, Expel me!... Every word that boy said is true.... Every word of it is true! Part 2-Grouping the Scenes by Act Act 1: E, I, A, D Act 2: J, B, H, C Act 3: F, G Distribute Screening Sheet 1-3: Baskets of Lies. Review the directions with students and have them choose a partner to work with. Tell them to pay close attention as they view the film clip, not only to the spoken dialogue but also to the use of visual and sound symbols. View Film Clip 1-3: Baskets of Lies. Have students take notes as they view the film clip. After viewing, allow time for them to complete the Screening Sheet, then discuss their answers. Recommended answers follow. 18

20 Answer Key for Screening Sheet 1-3: Baskets of Lies Character Briefly describe the resolution. Consider including what the audience sees or hears. 1. What happens to Jefferson Smith? He reminds Paine that lost causes are the only things worth fighting for, and he vows that he won t be licked. Then he collapses on the Senate floor. He does not witness Senator Paine s confession and so does not realize, at the film s end, that he has won What happens to Senator Paine? He feels deep remorse and attempts to shoot himself. When that fails, he rushes into the Senate Chamber to confess. He vindicates Smith. The last the audience sees of him, he is still shouting about his guilt. 3. What happens to Clarissa Saunders? She jumps with elation at Smith s apparent victory and yells, Yippee! 4. What happens to Jim Taylor? The film s concluding scenes do not include Jim Taylor. In the last scene in which he appears, he is still attempting to derail and discredit Smith. Students must infer that Taylor s political machine will become ineffective now that the truth about him has been exposed. Think More About It 1. This scene is a part of the story the director chose to show the audience. What didn t the director show the audience? We never see Senator Paine get a gun or actually try to shoot himself with it. We only hear the sound of the shot and then see the senator struggling with others in the corridor. We don t see what happens to Smith after he is carried out of the chamber, nor do we see what happens to Taylor, now that Paine has exposed him as a fraud. 2. Jefferson Smith talks about lost causes in this scene. Which characters talked about lost causes earlier in the film? During act 1 on the train to Washington, Senator Paine and Jefferson Smith discussed lost causes and how Clayton Smith died for them. 3. How has each of the three main characters Mr. Smith, Senator Paine, and Clarissa Saunders changed from the beginning of the film? Mr. Smith still has his ideals, but he is no longer so naïve or trusting of people. Senator Paine has admitted his guilt and will no doubt lose the respect of his fellow senators. Clarissa has regained her idealism that is, her belief in the ideals of democracy. Some students may debate whether Jim Taylor will change. Close Ask students to comment on the ending of Mr. Smith Goes to Washington. What, if anything, surprised them about the characters? Some may comment that the story ended abruptly without showing what will happen to the main characters. Emphasize that although the film does not show what will happen to Senators Paine and Smith, they can infer what will happen based on the final scene in the film. Senator Paine will leave office in shame. Senator Smith will likely stay in office. Not all students may agree, however, with that conclusion. Listen and discuss their viewpoints. 19

21 The Lincoln Allusion Was Abraham Lincoln also a Yankee Doodle? Why did director Frank Capra choose to shoot two important scenes at the Lincoln Memorial? Learn more about visual symbols in Mr. Smith Goes to Washington by going to The Story of Movies Web site, (This extension activity includes a film clip, which is located on the DVD.) Concept Activity D A reflection paper challenges students to reflect and connect a topic to other aspects of their lives, both in and out of school. Rather than summarizing information or analyzing information for good or bad points, students derive personal meaning from a topic and express it in a creative way. Engage Ask students to recall specific movies they viewed as young children. List the titles on the chalkboard or overhead projector. Then prompt discussion of their early viewing experiences by asking the questions below. Guided Discussion Reflective Writing A Movie that Matters to Me 1. What memories do you have of the viewing experience? That is, who was with you when you watched the movie? Did you go to a theater or watch the movie at home? Was there a particular time of day or day of the week when you would watch these movies? 2. What do you remember feeling when you saw these movies? Did they make you laugh or cry? Did they frighten you? Explain your answers. 3. What new ideas did these childhood movies foster? 4. If you watched these movies now that you are older (and wiser), how would your reactions differ? Why? Exploring how and why we react the way we do to a movie can help us learn more about ourselves At first glance you may have nothing in common with the fictional characters Jefferson Smith, Clarissa Saunders, Senator Joseph Paine, or Jim Taylor. On a second, closer examination, however, you might be surprised to find you do indeed share some of their character strengths and/or weaknesses. Explain & Explore Write these two words on the chalkboard or overhead projector: reaction, relevance. Most students will understand what a reaction is, but they may not understand that reactions, or responses, come in a variety of forms. Graphic Organizer 1-4 (below) will explore these various types of reactions. Relevance, on the other hand, is a more challenging concept. Explain that relevance means significance or a connection between two otherwise different things. Display and/or distribute Graphic Organizer 1-4: What Is a Personal Response? Review the key points on the graphic illustration, guiding discussion along the following points, with specific references to Mr. Smith Goes to Washington. 20

22 Memories Did the film trigger any memories about yourself or people you know? For example, can you remember a time when someone you thought was your friend lied to you or somehow misled you or took advantage of you? Or have you ever admired someone and then discovered that person wasn t as perfect as you once thought he or she was? Have you ever been bullied (or been a bully)? These are common experiences most everyone has. Often reading a book or watching a movie triggers these memories to resurface. Feelings or Emotions Memories and feelings often go hand in hand. Focus for a moment on what you felt when you first viewed Mr. Smith Goes to Washington. Did any shot or scene in particular make you laugh or make you feel sad or angry? If so, why? The man Jefferson Smith looked up to betrayed him. Big Jim Taylor tried to bully Jefferson Smith. The journalists mocked the young senator. Betrayal, bullying, teasing each of these experiences portrayed on the screen may or may not have triggered an emotional reaction in you Associations Associations are links you make between two things; in this case, between yourself and the film. For example, if you have ever been to Washington, D.C., and visited the Lincoln Memorial or Congress, then you may have made an association between your visit and Jefferson Smith s first visit. Maybe a shot or a scene in the film mirrored your life in another way. Maybe you thought at one point in your life that you d like to run for public office. Or perhaps you thought, like Jefferson Smith does, that newspapers sometimes emphasize too much of the negative and not enough of the positive news. New Ideas How did this film change what you thought about yourself or the world around you, about the media and government, or about freedom of speech and patriotism? Were you surprised, for example, to discover that an elected government leader could be tempted to lie and betray the trust of the people? Did you find Jefferson Smith s idealism unbelievable, saying to yourself, for example, No one could be that naïve? Draw students attention again to the words reaction and relevance on the chalkboard or overhead projector. Ask them to explain the link between reactions and relevance. When a person reacts to something, it s usually a signal that the thing (movie, news broadcast, book, song, painting) has some relevance, or connection, to that person. Identifying the relevance is not always easy and takes practice. Distribute Writing Activity 1-7: Reflect and Connect. This activity sheet allows students to practice thinking about reactions and relevance. Students may reflect on Mr. Smith Goes to Washington or may select a film of their own choosing for the questions that are not specifically about Mr. Smith. If they do so, have them indicate which film they are reflecting on. Assure students that there are no right or wrong answers. What is important is that they take time to think and answer the questions honestly. Collect and review the sheets privately rather than discuss them in class. You may consider responding to the students answers with non-critical comments. Return the sheets to the students to file in their portfolios and to use later in writing their reflection papers. Announce the writing assignment. Explain that they will write a two-page reflection paper based on a movie of their choice. Discuss the importance of selecting just the right movie for them to write about. Just as not all books are right for all readers, not all movies will produce the same emotion or intellectual response in each viewer. Therefore, do not assign a specific movie for this writing assignment. Allow students to think, then choose a movie that has personal meaning for them. The movie they select does not have to be a recent movie. Encourage them to think of movies they watched and loved as younger children. Students papers will address this topic: What movie did you see, either recently or in the past, that changed your view of yourself or others? Explain why this movie is so meaningful to you. Display and/or distribute Graphic Organizer 1-5: What Is Reflective Writing? Review the key points, explaining what a reflection paper is and what it is not. Summary A summary is a shortened or condensed version of a topic. To summarize means to identify key points about the topic and state those key points in the writer s own words. The purpose is usually to inform. 21

23 Review A review is an evaluation paper. The writer forms an opinion about the topic based on certain criteria. The purpose of a review is to persuade the reader to agree with the writer s points. Reflection A reflection is not a factual report in the way a summary is. Nor is it an evaluation the way a review or a critique is. The purpose is not to inform or persuade. Instead, the writer derives personal meaning from the topic, making associations between the topic and the writer and his or her world. The purpose is to express a point of view about a topic. After students have selected the movie about which they will write, display and/or distribute Graphic Organizer 1-6: Personal-Response Questions. Discuss the key points on the graphic. The questions in the column on the left are those someone might ask if they were writing a summary. The questions on the right are open-ended, meaning there is no factual answer that can be judged right or wrong. Tell students that in writing their reflection papers on a movie of their choice, they should focus on these reaction questions on the right side of the graphic organizer. Distribute Writing Activity 1-8: Organizing Your Thoughts. Review the key points on the activity sheet by sharing the following information with students: The Lead Paragraph The opening paragraph must somehow catch the reader s attention while at the same time suggesting the topic. Because this is a reflection paper, one focus of the lead paragraph should be the writer. The activity sheet provides strategies students may consider when deciding how to craft their opening paragraph. Encourage them to try two or more approaches before deciding which one to use in their final paper. The Body of Information The body of the paper is where the writer develops the topic. In a reflection paper, as in other writing assignments, specific details are very important for communicating memories and feelings, thoughts and associations. Two questions to help students develop their main ideas are: What do you mean by? How do you know this? For example, a student writes The movie frightened me. That s a legitimate response, but it needs clarification. Answering the question What do you mean by frightened? will help the student think of additional details. Or a student writes: After seeing this movie, I realized that even though I m just 13 years old, I can make a difference in the world. Answering the question How do you know this? can likewise help the student think deeper about the statement and clarify his or her meaning. The Conclusion The conclusion should echo the mood of the opening paragraph. To emphasize the importance of opening and closing paragraphs as organizational tools, review the mirror analogy on the activity sheet and consider sharing with students this additional analogy: Think of the key points and details presented in the body of the paper as a row of books on a shelf. Bookends are weights that hold the books in line. Without the lead paragraph and the concluding paragraph, the row of books has nothing to hold them in place and will topple. Distribute Writing Activity 1-9: Reflection-Paper Checklist. Students may review their rough drafts on their own or work with a partner to review each other s paper, using the checklist as a guide. Review key elements on the checklist and allow time for revision. Close Share the completed reflection papers with the class, perhaps on a bulletin-board display. 22

24 Lesson 3 Our Film Heritage Our film heritage is America s living past. Dr. James H. Billington, Librarian of Congress Teacher Overview In 1988, the Library of Congress passed the National Film Preservation Act. The overall objective of the act is to identify and preserve historically and culturally significant films that are part of our country s artistic heritage. Among the first films selected for preservation was Mr. Smith Goes to Washington. Long before 1988, however, the Library of Congress had begun collecting films, including many of those produced by Thomas Edison in the 1890s and early 1900s. Many of these films are not traditional narratives but rather actuality films, which document the American way of life at the beginning of the 20th century. As such, they are valuable historical and cultural resources. Today, the Library of Congress houses thousands of films within its archives. Activity A introduces students to this rich repository of early motion pictures. Students will screen three rare short films from the Library of Congress collection a documentary, an actuality film, and an early animated film, each dating from the first decade of the 20th century. This activity challenges students chronological-thinking skills as well as their historical-comprehension and interpretation skills. Activity B introduces students to newsreels, with a screening activity based on two Universal Studios newsreel stories, one on the early U.S. space program and one on the tragic explosion of the Hindenburg in In Activity C, students learn more about why and how a film deteriorates and the efforts film conservationists take in order to save a film. This particular activity has strong physical-science links. Learning Outcomes Students will understand that not all films are fiction; explain what an actuality film is and how it differs from a documentary; understand what animation is and the difference between stop-motion and live action; explain how a newsreel differs from an actuality film; identify three steps in the production of a newsreel; identify two factors that cause film stock to decay; distinguish between physical, biological, and chemical causes of film deterioration. Key Terms (Note: Most terms are defined within the activity text that follows. You may also refer to the glossary.) archive, documentary, actuality film, animation, stop-motion, live action, title cards, newsreel, raw footage, on location, reenactment, voice-over, commentary, cellulose nitrate, preservation, restoration, acetate decay, emulsion 23

25 Lesson 3 Materials Activity Print DVD Activity A Exploring the Film Archives in the Library of Congress Activity B The American Newsreel Activity C An Introduction to Film Preservation Why Film Deteriorates Screening Sheet 1-4: Researching Early Motion Pictures Graphic Organizer 1-7: What Is a Newsreel? Screening Sheet 1-5: Visual News Graphic Organizer 1-8: How Film Becomes Damaged Film Clip 1-4: Researching Early Motion Pictures Film Clip 1-5: Visual News, Part 1 The Chimp Story Film Clip 1-5: Visual News, Part 2 The Hindenburg Story Still 1-2: Nitrate Deterioration Still 1-3: Film Layers Still 1-4: Film Damage, Example A Still 1-5: Film Damage, Example B Still 1-6: Film Damage, Example C Activity A Exploring the Film Archives in the Library of Congress Concept The technology of early motion pictures in the first decades of the 20th century created new kinds of films, including documentaries, actuality films, and animated films. Engage Share this information with students: The Library of Congress in Washington, D.C., is the world s largest library, and it houses much more than books. Maps, illustrations, photographs, comic strips, sound recordings, radio and television broadcasts, as well as movies are among the types of items stored and protected within the library s buildings. One group of films in the library s American Memory Film Collection is called Early Films of San Francisco: Before and After the Great Earthquake and Fire, This group includes 26 films of San Francisco, California, from before and after the Great Earthquake of April 18,

26 Ask: 1. For what reason would the Library of Congress collect items such as photographs, radio and television broadcasts, and movies? These items are historical and cultural documents, and as such, they provide insight to understanding our past. 2. What could you learn from viewing the film footage of the aftermath of the San Francisco earthquake on April 18, 1906? Encourage discussion to focus on movies visual way of presenting information. Although these films are silent, without a soundtrack, the viewer can witness the extent of the destruction. In a few sections of the film, walls of buildings collapse. The viewer can make conclusions about the danger that existed in the hours and days following the disaster. 3. Seventeen of the Before and After the Great Earthquake and Fire films are of the city prior to the earthquake. If the earthquake hadn t yet happened, why are these films valuable? Details of daily life in the city, including architecture and transportation, can be studied. Once the earthquake struck, the city was forever changed. Many of the buildings seen on those earlier films no longer exist. The films allow the viewer to compare and contrast the city in the period before the disaster with the reconstruction of the city which followed Explain & Explore Emphasize a key point about films: Mr. Smith Goes to Washington is a feature-length film that tells a story using traditional story elements, including characters, setting, conflict, and rising and falling action. Not all films, however, fit this description. Explain that the Before and After the Great Earthquake and Fire films do not tell a traditional narrative (a story presented in a three-act format) in the way Mr. Smith Goes to Washington does. They are documentary films that recorded real events that happened in history. Explain that the technology of the motion-picture industry of the early 20th century provided an opportunity to create new types of films, including documentary and actuality films as well as animated films. Often these films were shown in movie houses or as one of the acts in a vaudeville show. Vaudeville was a type of traveling show that played in theaters across the country, both in small towns and large cities. In an age when there were no television and computers, these types of films were both entertaining and informative. Write these five terms on the chalkboard or overhead projector and then explain each as recommended below: documentary, actuality film, animated film, stop-motion, live action. Define documentary. A documentary is a nonfiction film that records some aspect of the human condition. It may provide information about a real event, such as the San Francisco earthquake, or about real people, places, or situations. Some documentaries tell a story, but often not in the traditional narrative format. A popular contemporary documentary film is Hoop Dreams (directed by Steve James, 1994). It records the struggle of two high school athletes to become basketball stars. Define actuality film. An actuality film does not tell a story but rather records real people doing real things, such as sneezing, kissing, or walking down a street. Unlike the documentary film, which often relies on research of factual information to present a story, an argument, or a point of view, the actuality film is more like a slice of everyday life. Define animated film. Animation is a type of film created by using shots of still images arranged in such a way as to suggest continuous motion. Cartoons are one example of animation. There are many ways to create an animated film, depending on the type of materials the filmmaker uses. Those materials may be two-dimensional, such as drawings or cutouts, or three-dimensional, such as puppets or clay figures or even real people. More recently, computer technology is also being used to create animation. Define stop-motion and live action. Stop-motion is a type of animation technology. The camera photographs an image, then the camera is stopped, a single change is made, and the camera is started again. In contrast, live action is continuous filming of a shot or a scene. Distribute Screening Sheet 1-4: Researching Early Motion Pictures. Explain the activity, which has three separate parts, each containing a different type of film. Students will screen and interpret each of the three short films. Introduce each of the three films, as recommended below. Part 1 Documentary. This film shows the aftermath of the San Francisco earthquake of April 18, 1906, and the devastation resulting from the subsequent three-day fire. The 7.9 magnitude earthquake struck at 5:12 A.M. and was centered along the San Andreas Fault, which slices through coastal California. Most of the cities of central California were badly damaged. San Francisco, with thousands of un-reinforced brick buildings and thousands more closely spaced wooden Victorian dwellings, was poorly prepared for a major fire. Collapsed buildings, broken 25

27 chimneys, and a shortage of water due to broken mains led to several large fires that soon coalesced into a citywide holocaust. The fire swept over nearly a quarter of the city, including the entire downtown area. Dynamite was used with varying success to prevent the fire from spreading westward. More than 3,000 people are estimated to have died as a result of the disaster. Part 2 Actuality Film. The scene, as suggested by the title, was filmed on Twenty-third Street, New York City, in In front of one of the large newspaper offices on that thoroughfare was a hot-air shaft through which immense volumes of air were forced by means of a blower. As the picture is being filmed, a young man escorting a young lady comes into view. They are talking very earnestly and walk slowly along until they stand directly over the air shaft. Part 3 Animated Film. This film has both live action and stop-motion photography. As the film begins, cartoonist J. Stuart Blackton draws a man s face on a large white sketch pad, then he adds other objects to the drawing. This is live action. The animation, or stop-motion, occurs when the bottle, glass, hat, and cigar appear to be real and the man s face seems to come alive and change expression. This film is one of the earliest examples of film animation. View Film Clip 1-4: Researching Early Motion Pictures. This clip has three distinct parts. After viewing each part, stop the DVD and discuss students observations. Answers will vary. Recommended answers include those listed on the chart below. Answer Key for Screening Sheet 1-4: Researching Early Motion Pictures Part 1 Documentary That was then: How do you think audiences at the time might have reacted to this film? Consider their thoughts as well as their behavior. Provide an explanation for your answer. Students should keep in mind the novelty of film in the early decades of the 20th century as a medium for providing information. Audiences would likely have been shocked to see the destruction in moving images, as opposed to reading about it or even seeing a still photograph in a newspaper. The movement within the frame, especially of the crumbling walls, is very realistic. This is now: What did you observe or learn about the past by viewing this film? The film provides a visual record of the destruction but also of the tools of construction from the era. The horses, for example, are evidence of an earlier time, before industrial vehicles such as bulldozers. Part 2 Actuality Film 1. That was then: How do you think audiences at the time might have reacted to this film? Consider their thoughts as well as their behavior. Provide an explanation for your answer. Again, students should keep in mind that film was a novelty, not just as a source of information, but also as entertainment. The fact that the woman s legs are revealed would have been both shocking and amusing, given the socially unacceptable moral behavior of the times. Clearly, the woman is caught off guard. She does not intentionally stand over the grate so that her dress will billow up, and that contributes to the humor. 2. This is now: What did you observe or learn about the past by viewing this film? Although the humorous and, some may say, the more interesting action occurs at the end of the film, the opening shots reveal a great deal about daily life in New York City from the horse-drawn wagons, to the architecture of the buildings on the street, to the clothing of the men and women. 26

28 Answer Key for Screening Sheet 1-4: Researching Early Motion Pictures Part 3 Animated Film 1. That was then: How do you think audiences at the time might have reacted to this film? Consider their thoughts as well as their behavior. Provide an explanation for your answer. This film is intended to amuse or entertain, and the audiences most likely would have enjoyed and even been amazed at the action on the screen. The magic or trick photography would have some wondering: How did the cartoonist do that? The film, however, is also informative, showing a cartoonist at work This is now: What did you observe or learn about the past by viewing this film? Because this film does not show real locations, it does not provide visual detail to help the 21st-century viewer better understand how a city might have looked or other aspects of daily life in the early 20th century. But it does suggest what audiences of those times might have found amusing and amazing. The special effects created by the stop-motion photography would not surprise audiences today, because technology has continued to develop. Ask: Who might use the archival films at the Library of Congress and for what purpose might they use these films? Teachers, authors, students, scholars, and researchers are among those who might find these films valuable resources of information. Filmmakers too might study the archives. People who just enjoy movies or American history might also access the archives for their own enjoyment. Close Encourage students to explore further the archives of the Library of Congress. They can log onto the library s home page at From there, they can use the American Memory search engine to discover additional documentary films, as well as to explore actuality and animated films in that collection. Activity B The American Newsreel Concept Newsreels were primary sources of visual news in America during the first half of the 20th century. Studying newsreels reveals not only what historical events and cultural trends occurred, but also society s attitude toward those events and trends. Engage Share this information with students: In the early decades of the 20th century, each of the major Hollywood studios got into the news business by creating their own newsreel departments. These included the following: Movietone produced by 20th Century Fox News of the Day produced by Metro-Goldwyn-Mayer Paramount News produced by Paramount Studios RKO-Pathé produced by RKO Pictures Universal Newsreel produced by Universal Studios In the United States, the last newsreels played in movie theaters in the 1960s. Ask students to speculate why newsreels are no longer shown in movie theaters. Direct discussion to focus on other sources of moving images showing current events, which became widely available beginning in the 1950s specifically, televised news broadcasts. Continue the discussion to the present day and the ways in which the Internet has changed how many Americans learn of current events. 27

29 Explain & Explore Share this information with students: Newsreels were one of the primary sources of visual news in America during the first half of the 20th century. The first newsreels were silent. A newsreel film usually lasted five minutes and included three or four news stories. Title cards or words written on the screen identified key information, such as who, what, where, when, and why. As the popularity of moviegoing soared in the 1920s, the interest in and production of newsreels also grew. The newsreel was part journalism and part entertainment. The development of sound in the late 1920s changed newsreels, just as it changed all films. Newsreels with sound had commentary by a narrator, usually a musical soundtrack, and possibly sound effects. Sound newsreels were longer, often ten minutes or more. Display and/or distribute suggested below. Graphic Organizer 1-7: What Is a Newsreel? Review information on the organizer as Newsreel Production Production refers to the process by which a newsreel was made. As on all films, production of newsreels included a number of steps and the work of a team of individuals. This team might have included the following a news editor or manager, who selected the subjects for the newsreel stories; a cameraman (in the 1930s, men and generally not women were cinematographers); a film editor; a writer, who provided commentary to narrate or comment on the visual images; a narrator, who read the commentary; and a music composer, who created the soundtrack to accompany the visual images. Step 1: Gather Raw Footage Raw footage is the reel or reels of film a cinematographer records without any edits or changes; those are made later in a studio. For a newsreel, raw footage might have included an hour or more of moving images. Only a small percentage of those images perhaps a minute or even less might have been used in the final film. Emphasize that on location means that the camera operator travels to where the news event is happening to photograph the real people and real settings of the story. By contrast, a reenactment is acting out an event that has already taken place, often using actors to portray the real people who have been involved. Step 2: Edit the Raw Footage In the 1930s, most newsreels ran approximately ten minutes and covered eight to ten subjects. The film editor selected the best shots to illustrate each news event and arranged those shots in a sequence that would be both informative and interesting. Newsreels were intended not just to inform but also to entertain, since they were shown in movie theaters prior to a feature film. As a result, news stories were diverse, ranging from serious, dramatic events such as wars, disease, and disasters, to lighter, even humorous happenings, such as beauty pageants and baby shows. Step 3: Record the Soundtrack A newsreel soundtrack had two elements a voice-over (VO) narration and usually music and other sound effects. Once the final newsreel was assembled, a writer provided commentary to identify or explain the five Ws of the news story who, what, where, when, and why. Commentary was brief and often reflected the mood or tone of the visual images. Stories that were considered on the lighter side of the news might have humorous commentary, for example. The commentator was the person who read, or voiced, the narration. At times, the writer and the commentator were the same person. Finally, a composer viewed the final film, then created a soundtrack that would reinforce or increase the emotional punch of the images. Depending on the news event and the specific images being shown, the music might be melodramatic (bold and loud), patriotic (marches), romantic (waltzes), circus-like, moody, suspenseful, or otherwise. Based on the information provided in discussing this graphic organizer, ask students to explain how a newsreel differed from an actuality film (see activity A). Both newsreels and actualities were about real people doing real things. Newsreels, however, had timeliness. They were an attempt to provide up-to-the-minute reports on real events or cultural trends, and they generally told a story. Actualities, in contrast, did not necessarily focus on current events or tell a story. 28

30 Distribute Screening Sheet 1-5: Visual News. This sheet has two parts, with a different newsreel in each part. Allow students time to complete the first part on the sheet before moving on to part 2. View Film Clip 1-5: Visual News, Part 1 The Chimp Story. Teachers should screen the first newsreel twice, so students can record their responses on the Screening Sheet. Then stop the video to discuss students observations before proceeding to the second newsreel. Answers will vary. Recommended answers include those listed on the chart below. Answer Key for Screening Sheet 1-5: Visual News, Part 1 The Chimp Story Story Images Briefly summarize what the story is about, and identify at least three images that illustrate this. The story from 1961 is about Enos, a trained U.S. spaceprogram chimpanzee who makes two orbits in space. Images show crew members loading Enos aboard the rocket, the rocket launch, and then the recovery of the space capsule at the end of the experimental flight. The final images show doctors examining Enos to determine what effects, if any, the flight had on the animal. Voice-over (VO) List at least three statements of fact presented in the narrator s commentary. The narrator explains that this experiment of testing an animal s reaction to space flight is necessary before sending a man into orbit. The five-year-old chimp is trained to perform tasks and gets rewarded. The launch is history in the making, but it has to be cut short because of heat inside the capsule. Enos is unharmed on his return to Earth. The VO ends by mentioning that astronaut John Glenn will be the next passenger aboard a U.S. spaceship. Soundtrack What music or other sound effects are used? How do you react to this use of music or sound effects? The soundtrack has both music and sound effects. Music begins at once and is dramatic, with impending excitement; some students may suggest that it is fast paced and suspenseful. The music stops at the point of launching, and the roar of the rockets is part of the soundtrack. After the flight has ended and Enos is safely back on Earth, the music varies from that at the beginning of the soundtrack. Some students may suggest that it is slower, more relaxed, and then builds to a climax. Students reactions will vary. View Film Clip 1-5: Visual News, Part 2 The Hindenburg Story. Teachers should also screen this second newsreel twice, allowing students time to record their responses. After viewing, discuss student observations. Recommended answers include those listed on the chart below. Answer Key for Screening Sheet 1-5: Visual News, Part 2 The Hindenburg Story Story Images Briefly summarize what the story is about, and identify at least three images that illustrate this. Answers will vary, but students should summarize two parts to this story. The first is footage from May 9, 1936, which shows a smooth flight and successful landing of a dirigible at its docking station, passengers disembarking, and Captain Ernst Lehmann. The second section of footage is from a year later. It shows the tragedy of the Hindenburg explosion and fire. Encourage students to comment on interesting aspects of at least three images, such as the size of the rather large airship compared to the relatively dwarfed buildings of New York City, the passengers and crew, the docking. Title Cards What type of information do the title cards provide? What do you learn from the title cards that you do not know from seeing the images? The title cards provide four types of information. First, they show the film credits. Second, they inform the audience as to what the viewers are seeing and when the footage was filmed, identifying the passage of time. For example, dates are provided so that the audience will understand that the first shots of the dirigible landing took place a year earlier than the tragedy. The title cards also provide descriptive comments on the ruins of the dirigible ( mass of twisted, white hot steel ) and help build suspense ( Twenty safe crossings, All is serene, The Hindenburg nears its mooring mast, 29

31 Answer Key for Screening Sheet 1-5: Visual News, Part 2 The Hindenburg Story (cont.) Images do not show the actual explosion, however students may comment on the moments immediately after the dirigible burst into flames, the rescuers rushing in, or the smoldering remains of the airship. Suddenly the fatal moment! A tragic blast... ). A fourth type of title card presents more subjective, biased information about the dirigible itself ( Germany s pride and the pioneer spirit... must go on! ) As such, those title cards influence or slant the information being presented. Think More About It In your opinion, why did the filmmakers decide to show footage of the Hindenburg landing in America a year before the disaster? Why not just show the Hindenburg exploding? Answers will vary. Emphasize that this juxtaposition of footage one successful landing and one tragic landing heightens the drama of the event. For example, the successful landing shows the crew seen through the windows of the dirigible and passengers disembarking. It makes the story a bit more personal. No crew or passengers are seen through the flames in the tragic landing, but the audience knows (from the previous shots) that they must be in there somewhere. Compare the two newsreels. How are these newsreels similar and different? The obvious difference is that one has a soundtrack and the other does not. The content, also, is obviously different. Guide students beyond those simple observations to focus on this main idea: Both tell a story using selected images. For example, the filmmakers had to decide which images of the chimp s space flight to include in the newsreel, just as the filmmakers had to decide which images of the Hindenburg to include. Close Ask students where they might be able to locate old newsreels to view and study. Emphasize that many studios destroyed their newsreels and did not save them. Many more that were saved have deteriorated over time so that they can no longer be viewed. Nevertheless, some museums, film libraries, and universities do have newsreels in their archives. Students may even wish to research newsreel footage of another air pioneer Charles Lindbergh. Newsreels reported on the takeoff and landing of his historic solo flight for moviegoing audiences. 30

32 Activity C An Introduction to Film Preservation Why Film Deteriorates Concept Chemical composition and reactions as well as improper storage endanger the life of a film. Engage Share the following information with students about film preservation and restoration. Films are part of our storytelling history and therefore our artistic heritage. Films are also historical documents. But a serious problem exists: Of the more than 21,000 feature-length films produced in the United States before 1951, less than half of them exist today, and 75 percent of all silent films no longer exist. Ask: What might have happened to these films? Guide discussion to include the following points: Some producer/ filmmakers discarded their films after a time. Other films began to deteriorate over time, especially if they were not properly stored Explain & Explore Display Still 1-2: Nitrate Deterioration. Ask students to speculate about what the image shows. Most will readily identify the reel of film. Draw their attention to the color and condition of the film as well as the debris on the surface beneath it. Ask them to speculate what might have happened to the film to cause that condition. Some may suggest that the film was in a building that caught fire. Encourage further discussion by asking them what substances they think photographic film is actually made from and what the effect of moisture and heat on these substances might have been. In fact, this particular image shows a chemical reaction. The film stock is made of cellulose nitrate. Over time, the nitrate deteriorates. The image shows late-stage deterioration. The film is crumbling into powder. Explain the difference between preservation and restoration of a film. Preservation means stopping the deterioration of a film. Restoration is returning the film to its original quality, or as close to the original quality as is possible. Display Still 1-3: Film Layers to explain in very basic terms how a strip of photographic film is composed of two layers. Review the following key terms as suggested below. Bottom Layer The base of film stock is thick and made of one of three types of plastic. Early motion-picture film used a plastic called cellulose nitrate. It had a negative characteristic. It could burst into flames very easily! Acetate is another type of plastic that has been used in creating film stock. Over time, acetate decay will occur, especially if the film is exposed to moisture and/or heat. Polyester is a third type of plastic and has a longer life than either nitrate-based or acetate-based films. Top Layer The top layer is a thin coating of emulsion, a solution usually made with gelatin. When it dries, this solution will hold, or bind in place, the image material. In black-and-white film, the top layer is made of tiny silver particles embedded within the emulsion. In color film, the top layer is made of three colors yellow, cyan (blue-green), and magenta (red-purple). 31

33 Display Still 1-4: Film Damage, Example A. This distorted image is from a film made by Thomas Edison in The top layer of the film, the emulsion, has separated from the base layer. Discuss what might have caused the film layers to separate. Some may suggest that the film might have had water damage. Others may suggest that given the age of the film material, it might have begun to break down naturally. Display and/or distribute Graphic Organizer 1-8: How Film Becomes Damaged. Review the key points on the graphic illustration, as suggested below. Physical Damage Scratches on the film surface, tears in the film, and water spots are three examples of physical damage. This type of damage results from improper handling or storage of the film and from machine usage. Often normal usage over time will cause wear and tear. Biological Damage Because film used in making a movie often contains a thin layer of gelatin, molds and bacteria as well as insects, such as cockroaches, silverfish, and beetles, may feed on the film. Chemical Reactions The substances that make up a strip of photographic film have certain characteristics that change over time or under certain conditions. Chemicals give off gases. When these gases mix with moisture, decomposition occurs, often rapidly. Chemical reactions can cause colors to fade, the gelatin to dry out and become brittle, and the film to shrink or curl. Controlling humidity and temperature can slow the decomposition process. Other substances used in film, especially film made prior to 1950, were highly flammable. Display Still 1-5: Film Damage, Example B. This image shows damage to a frame of film caused by a chemical reaction. As the nitrate base breaks down, it gives off acidic gases that destroy the emulsion. Because the emulsion binds the image to the base, the image is also destroyed. In this example, the gases are the cloudiness that seems to swirl over the image. Display Still 1-6: Film Damage, Example C. This image is a section of film from A Regiment of Two, a feature film produced by Vitagraph in Ask students to suggest what type of damage this image might illustrate. Clearly, the frame has a hole in it, but ask students what physical, biological, or chemical reaction might have caused the hole. While some students might suggest that an insect ate through the film (biological damage), in fact this damage is caused by a chemical reaction. Remind students that nitrate is highly flammable. In this instance, it has burned a hole through the film. Share this information with students: Prior to 1950, the materials from which early motion pictures were made were so highly flammable that the combusting reels of film often were blamed for a number of theater fires in the early decades of the 20th century. 32