Lesson 24. Introduction. Standards

Transcription

1 Lessn 24 Intrductin In this lessn, students view and analyze Thrne f Bld, Akira Kursawa s 1957 film adaptatin f Macbeth, in rder t cmpare Kursawa s presentatin f the pening scenes, Act 1.1 thrugh Act 1.3 f the riginal play (the first 20:09 minutes f the film). Students cnsider what is absent r changed in the film versin f the pening scenes. They then explre hw Kursawa s representatin might influence their understanding f Shakespeare s setting f these scenes and intrductin f the characters. As they view the film, students recrd their bservatins n the Kursawa Film Viewing Tl. Students use their bservatins as the basis fr a discussin abut hw Kursawa develps and interprets the first three scenes f Macbeth thrugh character develpment, and the use f setting and cinematic chices. Student learning is assessed thrugh independent cmpletin f the Kursawa Film Viewing Tl at the end f the lessn. Fr hmewrk, students write a paragraph in respnse t the fllwing prmpt: What des Kursawa chse t emphasize r mit in his treatment f the pening three scenes f Macbeth? Analyze the impact f these chices. As an ptinal extensin hmewrk, students may respnd t the fllwing questin, using the Thrne f Bld Hmewrk Tl: Reread the Witches' dialgue frm Act 1.3, lines 1 38 f Macbeth and the lyrics f the spirit's sng frm Thrne f Bld and analyze hw these tw texts develp md. Standards Assessed Standard(s) RL Analyze the representatin f a subject r a key scene in tw different artistic mediums, including what is emphasized r absent in each treatment (e.g., Auden s Musée des Beaux-Arts and Breughel s Landscape with the Fall f Icarus). Addressed Standard(s) SL ae Initiate and participate effectively in a range f cllabrative discussins (ne-n-ne, in grups, and teacher-led) with diverse partners n grades 9 10 tpics, texts, and issues, building n thers ideas and expressing their wn clearly and persuasively. a. Cme t discussins prepared, having read and researched material under study; explicitly draw n that preparatin by referring t evidence frm texts and ther 1

2 research n the tpic r issue t stimulate a thughtful, well-reasned exchange f ideas. b. Wrk with peers t set rules fr cllegial discussins and decisin-making (e.g., infrmal cnsensus, taking vtes n key issues, presentatin f alternate views), clear gals and deadlines, and individual rles as needed. c. Prpel discussins by psing and respnding t questins that relate the current discussin t brader themes r larger ideas; actively incrprate thers int the discussin; and clarify, verify, r challenge ideas and cnclusins. d. Respnd thughtfully t diverse perspectives, summarize pints f agreement and disagreement, and, when warranted, qualify r justify their wn views and understanding and make new cnnectins in light f the evidence and reasning presented. e. Seek t understand ther perspectives and cultures and cmmunicate effectively with audiences r individuals frm varied backgrunds. Assessment Assessment(s) Student learning is assessed thrugh cmpletin f the Kursawa Film Viewing Tl at the end f the lessn. Students use the Kursawa Film Viewing Tl t respnd t the fllwing fcus questin, citing textual evidence t supprt analysis and inferences drawn frm the film. What d yu ntice abut the characters, setting, and cinematic chices? High Perfrmance Respnse(s) Fr a High Perfrmance Respnse, see the Mdel Kursawa Film Viewing Tl at the end f this lessn. Vcabulary Vcabulary t prvide directly (will nt include extended instructin) mutinies (v.) revlts against authrity garrisn (n.) military camp, frt, r base abdicate (v.) leave the psitin f being a king r queen karma (n.) the frce created by a persn's actins that sme peple believe causes gd r bad 2

3 things t happen t that persn svereign (n.) mnarch; a king, queen, r ther supreme ruler realm (n.) kingdm Vcabulary t teach (may include direct wrd wrk and/r questins) Nne. Additinal vcabulary t supprt English Language Learners (t prvide directly) castle* (n.) large building usually with high, thick walls and twers that was built in the past t prtect against attack haunted (adj.) lived in r visited by ghsts perished (v.) died r was killed web* (n.) net made frm silk threads wven tgether by a spider frtresses* (n.) places that are prtected against attack cmmander (n.) persn wh is in charge f a grup f peple frest* (n.) thick grwth f trees and bushes that cvers a large area maze* (n.) cmplicated and cnfusing system f cnnecting passages rank (n.) psitin in a sciety, rganizatin, grup, etc. *Cnsider prviding students with a visual aid t supprt these definitins. Lessn Agenda/Overview Student-Facing Agenda % f Lessn Standards & Text: Standards: RL , SL a-e Text: Macbeth by William Shakespeare, Act Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Film Viewing 4. Grup Discussin 5. Kursawa Film Viewing Tl 1. 5% 2. 15% 3. 50% 4. 15% 5. 10% 3

4 6. Clsing 6. 5% Materials Cpies f the Kursawa Film Viewing Tl fr each student Excerpt frm Akira Kursawa s Thrne f Bld (00:00 20:09) Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) Cpies f the Thrne f Bld Hmewrk Tl fr each student (ptinal) Learning Sequence Hw t Use the Learning Sequence Symbl Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd. Indicates student actin(s). Indicates pssible student respnse(s) t teacher questins. Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 5% Begin by reviewing the agenda and the assessed standard fr this lessn: RL In this lessn, students explre hw Kursawa uses character, setting, and cinematic chices t interpret the first three scenes f Macbeth. Students engage in a discussin and cmplete a brief writing assignment t clse the lessn. Students lk at the agenda. Activity 2: Hmewrk Accuntability 15% Instruct students t take ut the results f their search fr Lessn 23 hmewrk. (Cnduct a brief search t find five interesting facts abut Akira Kursawa r samurai films t share with the class.) Ask students 4

5 t frm pairs t discuss and share their findings. Each pair shuld cntain ne student wh has cnducted a search int Kursawa and ne student wh has cnducted a search int samurai cinema. Student respnses regarding Akira Kursawa may include: Akira Kursawa was a Japanese filmmaker wh lived frm March 23, 1910 t September 6, Kursawa s father, Isamu, was a member f a frmer samurai family frm Akita Prefecture. As a by f 13, Kursawa witnessed the aftermath f an earthquake in Tky, and this influenced his later wrk in which he ften cnfrnted unpleasant realities. At the age f 23, Kursawa lst his lder brther, Heig, wh cmmitted suicide. After Wrld War II, Kursawa was very influenced by demcratic ideas during the American ccupatin f Japan. Kursawa was mst famus fr samurai films such as The Seven Samurai (1954). In 1957, Kursawa directed Thrne f Bld, an adaptatin f Macbeth set in medieval Japan. In 1990, Kursawa received the Academy Award fr Lifetime Achievement. Student respnses regarding samurai cinema may include: The term samurai cinema refers t films abut the medieval and early-mdern military f the nbility f Japan. Samurai cinema is called chanbara in Japanese, meaning swrd-fighting films. Samurai films are usually set during the Tkugawa era ( ), and ften fcus n the end f an entire way f life fr the samurai, as they deal with changes t their status resulting frm a changing sciety. Samurai films changed a lt fllwing Wrld War II. Befre the war, samurai films tended t be dramas rather than actin films, but after Wrld War II they became mre actin-based with darker and mre vilent characters wh were ften physically and psychlgically scarred. A famus directr f samurai films was Akira Kursawa. Samurai films ften deal with the idea f bushid, the cde f hnr t fllw the samurai s leader that sets samurai warrirs apart. Samurai were suppsed t be skilled in warfare and martial arts and ready t defend their hnr even t death. Samurai wh failed t d s might chse t cmmit suicide in rder t save reputatin r "face," r t take revenge in the case f a lss f smene the samurai cared abut. The style f samurai films is very different frm Western films; the acting as well as the actin tends t be mre stylized and frmal. Lead a brief whle-class discussin f student respnses. 5

6 Activity 3: Film Viewing 50% Distribute the Kursawa Film Viewing Tl. Infrm students that they are ging t use this tl t rganize their bservatins abut the film and that they will turn in their cmpleted tls at the end f the lessn. Instruct students t make ntes during the film, recrding their bservatins abut the characters in the first clumn, abut the setting in the secnd clumn, and abut the cinematic chices that the directr makes in the third clumn. Lead a brief, whle-class discussin n the fllwing questin: What decisins might a directr make abut characters, setting, and structural chices in a film? Student respnses may include: A directr might decide t dress the characters a certain way. A directr might direct actrs t use certain gestures r t play their part in a particular manner. A directr might make such chices as which character gets mst screen time. A directr might chse a particular setting fr the film. A directr might chse the psitin and angle f the camera. A directr might chse wh r what is framed by the camera. A directr might make decisins abut lighting; fr example, the directr decides n whm r what the light shines r des nt shine. A directr might chse t use a sundtrack r sund effects. Pst r prject the fllwing fcus questin fr students t cnsider as they view the film: What d yu ntice abut the characters, setting, and cinematic chices? Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding prmpts t supprt students in their viewing: Lk at the characters, their clthing, and the way they act. Lk at when and where the stry happens. Lk at hw the mvie camera and lighting are used. Transitin students t the film viewing. Shw the pening f Thrne f Bld (00:00 t 20:09). Students view the pening f Thrne f Bld and recrd their bservatins n the Kursawa Film Viewing Tl. 6

7 Activity 4: Grup Discussin 15% Instruct students t frm the small grups established in Lessn 1. Pst r prject the fllwing questin fr grups t discuss befre sharing ut with the class: What d yu ntice abut the characters, setting, and cinematic chices? Cnsider reminding students that this is an pprtunity t apply standard SL a-e by participating effectively in a cllabrative discussin. Students may especially fcus n setting gals fr the discussin, summarizing pints f agreement and disagreement, and making new cnnectins in light f new evidence and reasning. Student grups discuss the fcus questin. See the Mdel Kursawa Film Viewing Tl at the end f this lessn fr sample student respnses. Differentiatin Cnsideratin: If students struggle, cnsider psing the fllwing scafflding questins: Where is the scene set and hw des this impact the drama? Hw d the cstumes the actrs wear develp their characters? Hw d the gestures f the actrs develp their characters? Hw des the directr chse t use lighting? Hw des the directr chse t use clse ups? Hw des the directr chse t frame the actin? What is the impact f sund effects and music? See the Mdel Kursawa Film Viewing Tl at the end f this lessn fr sample student respnses. Lead a brief, whle-class discussin f student respnses. Activity 5: Kursawa Film Viewing Tl 10% Instruct students t cmplete the Kursawa Film Viewing Tl independently, adding any additinal ntes based n their discussins. 7

8 See the Mdel Kursawa Film Viewing Tl at the end f this lessn fr sample student respnses. Activity 6: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t write a paragraph in respnse t the fllwing prmpt: What des Kursawa chse t emphasize r mit in his treatment f the pening three scenes f Macbeth? Analyze the impact f these chices. Ask students t use vcabulary frm the unit s far in their written respnses. Remind students t use the Shrt Respnse Rubric and Checklist t guide their written respnses. Differentiatin Cnsideratin: Cnsider prviding the fllwing ptinal extensin hmewrk t deepen students' understanding: Respnd in writing t the fllwing questin using the Thrne f Bld Hmewrk Tl. Reread the Witches' dialgue frm Act 1.3, lines 1 38 f Macbeth and the lyrics f the spirit's sng frm Thrne f Bld and analyze hw these tw texts develp md. If necessary, remind students that md is the general atmsphere r feeling f a scene. Students fllw alng. Hmewrk Write a paragraph in respnse t the fllwing prmpt: What des Kursawa chse t emphasize r mit in his treatment f the pening three scenes f Macbeth? Analyze the impact f these chices. Optinal Extensin Hmewrk: Respnd in writing t the fllwing questin using the Thrne f Bld Hmewrk Tl. Reread the Witches' dialgue frm Act 1.3, lines 1 38 f Macbeth and the lyrics f the spirit's sng frm Thrne f Bld and analyze hw these tw texts develp md. 8

9 Kursawa Film Viewing Tl Name: Class: Date: Directins: Use this tl t recrd yur bservatins abut Kursawa s treatment f Macbeth in Thrne f Bld. Fcus Questin: What d yu ntice abut the characters, setting and cinematic chices? Character Develpment Setting Cinematic Chices e.g., Wh is in each scene? Wh gets mst screen time? Hw d the actrs prtray their characters? Are they dramatic? Are they reserved? e.g., Where is this scene set? What d yu ntice abut this envirnment? What d yu ntice abut the time and place? e.g., Is there a sundtrack? What d yu ntice abut hw the camera changes psitin at different mments in the scene? What is the camera angle? What r wh is being framed? On wh r what des light shine r nt shine? 9

10 Vcabulary: mutinies (v.) revlts against authrity garrisn (n.) military camp, frt, r base abdicate (v.) leave the psitin f being a king r queen karma (n.) the frce created by a persn's actins that sme peple believe causes gd r bad things t happen t that persn svereign (n.) mnarch; a king, queen, r ther supreme ruler realm (n.) kingdm Wrds fr Additinal Supprt castle (n.) large building usually with high, thick walls and twers that was built in the past t prtect against attack haunted (adj.) lived in r visited by ghsts perished (v.) died r was killed web (n.) net made frm silk threads wven tgether by a spider frtresses (n.) places that are prtected against attack cmmander (n.) persn wh is in charge f a grup f peple frest (n.) - thick grwth f trees and bushes that cvers a large area maze (n.) cmplicated and cnfusing system f cnnecting passages rank (n.) psitin in a sciety, rganizatin, grup, etc. 10

11 Mdel Kursawa Film Viewing Tl Name: Class: Date: Directins: Use this tl t recrd yur bservatins abut Kursawa s treatment f Macbeth in Thrne f Bld. Fcus Questin: What d yu ntice abut the characters, setting, and cinematic chices? Character Develpment Setting Cinematic Chices e.g., Wh is in each scene? Wh gets mst screen time? What are the characters wearing? Hw d the actrs prtray their characters? Are they dramatic? Are they reserved? Kursawa begins the film withut the Witches; instead, the viewer hears an unnerving chanting by an unseen chrus. This creates a sense f dm, as it is clear frm the wrds f the chant that smething bad is ging t happen, but we d nt knw exactly what. This increases the impact f the spirit s appearance when she des arrive, as it makes her appearance mre mysterius and unexpected. e.g., Where is this scene set? What d yu ntice abut this envirnment? What d yu ntice abut the time and place? The viewer is invited t lk upn the ruins f Spider s Web Castle. The setting is very islated; fr a lng time the camera stays n empty cuntryside with nbdy in sight. When Kursawa des shw the castle, it is islated, with nly a single rider riding up t it. At the beginning f the film, the weather is frightening and vilent: there is a strng wind that whistles acrss the muntains and fg e.g., Is there a sundtrack? What d yu ntice abut hw the camera changes psitin at different mments in the scene? What is the camera angle? What r wh is being framed? On wh r what des light shine r nt shine? The chanting n the sundtrack creates an minus and creepy md as the film pens. Kursawa als uses sund effects t indicate the strmy weather; the viewer hears the sund f the wind whistling, and in the frest scene, the sund f thunder. The use f sund effects in the frest scene includes the sund f cackling vices as Washizu shts his arrw int the trees, 11

12 Character Develpment Setting Cinematic Chices The characters in the frtress scene are all men and all dressed in armr, indicating that this is a military envirnment. The armr als shws that the film is set in the past. The style f acting is very dramatic, with a lt f shuting, which indicates the urgency f the situatin and the herism f Washizu and Miki. In the first appearance f Miki and Washizu, it is clear frm their clthing that they are sldiers: they are dressed in armr and carrying weapns. Als, the actrs playing them have a stern and angry manner. We hear the spirit befre we see her; she is singing in a sft, haunting way, which emphasizes her creepiness and the unsettling lyrics abut death and the meaninglessness f life. The wrds f the spirit s sng are much grimmer and mre unsettling than the Witches cnversatin abut the mischief that they are planning. The fact that we hear her befre seeing her als makes her seem mre mysterius and supernatural, as if she appears ut f nwhere. makes it difficult t see anything. In the scene in the frest, the thunder and lightning create a tense, uneasy atmsphere. which creates the sense that the frest is an evil character in its wn right in the film. By filming Washizu and Miki thrugh the trees, Kursawa creates the impressin that they are being watched by an evil frce, again making the frest a character in the film. The bright lighting n the spirit, while everything arund is dark indicates that there is smething supernatural abut her. The sht stays n the pile f crpses while Miki and Washizu leave the sht, reinfrcing the impressin that the frest is a dangerus place and that there is smething very wrng. 12

13 Character Develpment Setting Cinematic Chices There is nly ne spirit, as ppsed t the Three Witches in Macbeth. The spirit is spinning when Miki and Washizu find her, an image which cntributes t the idea that she is part f r represents the frest itself, as it assciates her with the Spider s Web f the frest s name. Unlike the Witches, the spirit des nt address Miki and Washizu at first. She waits fr them t address her, which changes ur idea abut the respnsibility f the different characters; rather than being hailed by the Witches as in Shakespeare, they hear the spirit and seek her ut. Washizu s reactin t the Witches is different t Macbeth s. Washizu first hesitates and then appears t be angry with the spirit, but des nt seem t be sincere in his anger and claim f lyalty t the Svereign f Spider s Web Castle. 13

14 Vcabulary: mutinies (v.) revlts against authrity garrisn (n.) military camp, frt, r base abdicate (v.) leave the psitin f being a king r queen karma (n.) the frce created by a persn's actins that sme peple believe causes gd r bad things t happen t that persn svereign (n.) mnarch; a king, queen, r ther supreme ruler realm (n.) kingdm Wrds fr Additinal Supprt castle (n.) large building usually with high, thick walls and twers that was built in the past t prtect against attack haunted (adj.) lived in r visited by ghsts perished (v.) died r was killed web (n.) net made frm silk threads wven tgether by a spider frtresses (n.) places that are prtected against attack cmmander (n.) persn wh is in charge f a grup f peple frest (n.) thick grwth f trees and bushes that cvers a large area maze (n.) cmplicated and cnfusing system f cnnecting passages rank (n.) psitin in a sciety, rganizatin, grup, etc. 14

15 Thrne f Bld Hmewrk Tl Macbeth Act 1.3, Lines 1 38 Spirit Sng frm Thrne f Bld Vcabulary Thunder. Enter the three Witches. First Witch Where hast thu been sister? Secnd Witch Killing swine. Third Witch Sister, where thu? First Witch A sailr s wife had chestnuts in her lap And munched and munched and munched. Give 5 me, quth I. Arint thee, witch, the rump-fed runnin cries. Her husband s t Alepp gne, master th Tiger, But in a sieve I ll thither sail, And, like a rat withut a tail, 10 I ll d, I ll d, and I ll d. Secnd Witch I ll give thee a wind. First Witch Th art kind. Third Witch And I anther. First Witch I myself have all the ther, 15 And the very prts they blw; All the quarters that they knw I th shipman s card. I ll drain him dry as hay. Strange is the wrld Why shuld men Receive life in this wrld? Men's lives are as meaningless As the lives f insects 5 The terrible flly Of such suffering A man lives but As briefly as a flwer Destined all t sn 10 T decay int the stink f flesh Humanity strives All its days T sear its wn flesh In the flames f base desire 15 Expsing itself T Fate's Five Calamities Heaping karma upn karma All that awaits Man At the end 20 flly (n.) flish behavir strives (v.) tries very hard t d smething sear (v.) burn and damage the surface f (smething) with strng and sudden heat base (adj.) nt hnest r gd calamities (n.) events that cause great harm and suffering travails (n.) difficult experiences r situatins stench (n.) very bad smell dr (n.) disagreeable smell 15

16 Macbeth Act 1.3, Lines 1 38 Spirit Sng frm Thrne f Bld Vcabulary Shall sleep neither night nr day 20 Of his travails Hang upn his penthuse lid. He shall live a man frbid. Weary sev nnights, nine times nine, Is the stench f rtting flesh That will yet blssm int flwer Its ful dr rendered Shall he dwindle, peak and pine. Int sweet perfume 25 Thugh his bark cannt be lst, 25 Oh, fascinating Yet it shall be tempest-tssed. Lk what I have. Secnd Witch Shw me, shw me. First Witch Here I have a pilt s thumb, Wracked as hmeward he did cme. 30 The life f Man Oh, fascinating Drum within Third Witch A drum, a drum! Macbeth dth cme. All dancing in a circle. The Weïrd Sisters, hand in hand, Psters f the sea and land, Thus d g abut, abut, 35 Thrice t thine and thrice t mine And thrice again t make up nine. Peace, the charms wund up. 16

17 Reread the Witches dialgue frm Act 1.3 f Macbeth and the lyrics f the spirit's sng frm Thrne f Bld and analyze hw these tw texts develp md. 17