Teachers Resource: Windstorm (Ostwind) For Level 2 Created by Joy Christie Discovery Film Festival: Sat 25 October Sun 9 November 2014 discoveryfilmfestival.org.uk Dundee Contemporary Arts 2014 With support from DCA Cinema and DCA Community & Education Team
Introduction Discovery Learning Resources give you exciting classroom activities to enhance Curriculum for Excellence delivery. They are created by classroom teachers and education professionals. Each resource aims to: Support and extend working with film in the classroom Help prepare teachers for a class visit to a Discovery Film Festival film and to extend the impact of that visit for delivery of CfE Develop confidence in Moving Image Education approaches and working with 21st Century Literacy / moving image texts Each resource is free and available to download from www.discoveryfilmfestival.org.uk/resources or via the Discovery Film Festival area on GLOW, which can be found within the Dundee 21st Century Literacy Group. We do hope that you find this useful and enjoy your cinema experience with us, - Discovery Film Festival team 01 / discoveryfilmfestival.org.uk
Windstorm (Ostwind) Dir. Katja von Garnier Germany / 2013 / 1h43m Synopsis Windstorm tells the story of Mika, a rebellious teenage girl who can t seem to do anything right, much to the disappointment of her parents. After failing her exams at school and being blamed for an arson attack, her parents decide to send her to spend the summer studying at her strict grandmother s house. A grandmother she has never met. At first Mika is amazed to see that this stranger not only owns a stud farm with riding stables but is an accomplished horse rider. Studying is the last thing Mika feels like doing and tensions soon rise as the two struggle to see eye to eye. One evening, Mika can t sleep and a strange sense guides her to the stables. There she meets Windstorm, a beautiful troubled stallion belonging to her grandmother. From this moment there develops an incredible bond between girl and horse - a bond that brings about a change in Mika as she discovers a rare hidden talent. As she falls fearlessly in love with Windstorm it becomes apparent that the only way she can save his life is to learn to ride him. Underlying themes: Jealousy, parental pressure, relationships (animals and human ones too), overcoming difficulties. Advisory Note There is one moment of mild language in this film where Mika s school friend, Fanny, laughs at her hair and calls her baboon-ass. You may want to discuss with your class beforehand about what might be considered offensive in one culture may not be so in another and vice versa. There are also some translations that do not lend themselves well to an exact word or phrase in English. 02 / discoveryfilmfestival.org.uk
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Before the film Activity 1 Modern Languages (German) Discuss with your class where German is spoken in the world. Explain that this is a German film with English subtitles. This film is set in Hessen. Look at Google images of Hessen and see where it is on a map of Germany. I work on my own and with others to read and discuss simple texts in the language I am learning. I can share simple facts about features of life in some of the countries where the language I am learning is spoken. MLAN 2-09a To extend my mental map and sense of place, I can interpret information from different types of maps and am beginning to locate key features within Scotland, UK, Europe or the wider world. SOC 2-14a Activity 2 Film Detectives Watch the trailer at: http://www.youtube.com/watch?v=a4rq2_v9kgo Discuss Mika what kind of character is she? Who might the other characters be? 04 / discoveryfilmfestival.org.uk
Walkabout Talkabout critical evaluation On five large separate sheets of paper, stick one of the stills given from the film and distribute different ones to each group. Groups have five minutes per still to be film detectives and critically evaluate the film. Here are just some of the questions they should consider: 1 Who is in the frame? 2 How is the scene lit? Are there contrasts between light and shadow? Why is it lit this way? 3 Are there key colours in the scene? What does this tell us about the mood of the scene and the character? 4 Describe the props, body language and facial expressions. What information does this give us about the setting and characters? These answers should be listed on the sheet of paper in one colour and when five minutes is up groups should rotate and add their own ideas to the new still whilst ticking off previous ideas they agree with. Groups feedback to class at end. I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. LIT 2-07a 05 / discoveryfilmfestival.org.uk
Still 1 Still 2 06 / discoveryfilmfestival.org.uk
Still 3 Still 4 07 / discoveryfilmfestival.org.uk
Still 5 08 / discoveryfilmfestival.org.uk
After the film Activity 1 - Modern Languages: Similarities between German and English words German is spoken by about 95 million people worldwide, and is the official language of Germany, Austria and parts of Switzerland. German and English belong to the Germanic branch of the Indo-European language family which means that many of their features are closely related. Here are some similar words: Winter / winter, Haus / house, trinken / drink. In pairs, match these English words to their German partners and discuss similarities and differences. Wasser Rassel Auge Tür machen apfel pfeife pfanne kochen Schiff besser pfeffer make pepper ship better eye rattle door apple water pan pipe (smoking) cook I experiment with new language, working out the meaning of words and phrases using vocabulary I have learned so far. MLAN 2-11c 09 / discoveryfilmfestival.org.uk
Activity 2: Making links between characters There are some strong relationships between characters in this film. Ask pupils to list all the characters they saw in the film. These should include Mika, Fanny, Windstorm, Sam, Grandma, Michelle, Sam s Grandpa, The Hungarian etc. Using a different coloured pen for each new link the pupils should draw in the links between each of the characters. When they have completed this they should share with others to develop their findings as much as possible. Mika Windstorm A deadly threat to Windstorm The Hungarian Grandma I understand that a wide range of different kinds of friendships and relationships exist. HWB 2-44a To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. ENG 2-17a 10 / discoveryfilmfestival.org.uk
Activity 3: Is it right to try to tame a wild animal? Use the resource cards provided with your class. Mika and her grandmother are both very strong willed and although they love horses they regard Windstorm differently. In small groups of three or four sort the statements into Mika s views and Grandmother s views. Then sort each pile into a diamond nine pattern, with the most important reason at the top and the least important at the bottom. Look at other groups. Is there a consensus? What is the most important reason for each argument? Which side are the pupils on? I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate. LIT 2-15a 11 / discoveryfilmfestival.org.uk
Windstorm Resource Cards I love him and want to help him. No one understands me like he does. He nearly killed me. He has become a burden. If he s hurt once he ll do it again. You can t tame him. If it wasn t for him I would still be a famous show jumper. The best place for him is in the hands of the Hungarian. 12 / discoveryfilmfestival.org.uk
I feel what he feels. You need to let go of the past. You don t know what he s capable of. He will kill someone one day. Humans get second chances and Windstorm deserves one too. I can control him. Windstorm could be famous again. Being young and uncontrollable like the horse means I cannot trust you. I know how Windstorm feels. Sometimes I think my parents have given up on me too. I want to be more famous than you ever were. 13 / discoveryfilmfestival.org.uk
Activity 4: Threatening character portrayal Characters in films are revealed to us via their looks, their behaviour, how they interact and how they speak or sound. However, in Windstorm we hear the Hungarian mentioned a lot but we don t actually see much of him or indeed his face at all. We do know he s a real threat and we get the impression he s a bad person. Click on the previous link again for the trailer. Listen to the sound without the visuals. In pairs make notes and discuss the sounds they associate with the Hungarian s character. Do these sounds remind them of anything else they ve heard before? View the trailer with the visuals. In pairs make notes only about this character. What do they see of this person? How do they know he s a danger? What visuals are associated with his presence? What actual job do they think the Hungarian does? Why did the filmmaker NOT show us what he looks like? Does this make the character more intriguing, more scary? Discuss. Hot seat this character. One pupil pretends he is the Hungarian and the class have to ask him questions. Write a page in the diary of the Hungarian. Draw a portrait of the Hungarian. After these are all completed discuss the differences. Are they all males? I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate. LIT 2-15a Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 0-05a / EXA 1-05a / EXA 2-05a Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through drama. EXA 0-13a / EXA 1-13a / EXA 2-13a 14 / discoveryfilmfestival.org.uk
Activity 5: Communicating with horses In the film Mika displays her unique talent in communicating and understanding Windstorm. She says she feels the horse, that she can sense him. This is sometimes referred to as horse whispering and is one of the oldest languages in the world. The professional horse men and women who practice this skill understand how to read the body language of horses and are fully aware of the psychology of the horse. A horse whisperer may be called when a horse appears to be troubled, maybe after suffering some form of abuse. In the film, Mika did not need to spend years and years studying this, it seemed to be a hidden gift she was born with. In short, Mika could read the silent but incredibly powerful horse s body language. From the most subtle changes in facial expressions, drooping lower lips, ear movements, the flick of a tail, stamp of a foot, to rolling eyes and rearing, the horse s entire language of communication is expressed. The Kelpies are 30-metre high horse-head sculptures, standing next to the Forth and Clyde Canal in The Helix, in the Falkirk Council Area. If Mika was able to see the magnificent sculptures of The Kelpies in Falkirk how would she interpret their body language? Click on the link to see a gallery of pictures of The Kelpies and pretend you are like Mika and make notes or discuss what you think the moods and thoughts are represented in the different shots. http://www.thekelpies.co.uk/ I can respond to the work of artists and designers by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others work. EXA 0-07a / EXA 1-07a / EXA 2-07a / EXA 3-07a To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 2-16a 15 / discoveryfilmfestival.org.uk
Activity 6: Extra art / literacy ideas Use this link to make simple but effective peg ponies! http://www.horsewyse.com.au/pegponies.html Watch the artist Eric Carle in action in this short video. He painted a blue horse and all of his work is painted in the colours as he alone sees them. http://www.teachingideas.co.uk/library/books/theartistwhopaintedabluehorse.htm Through observing and recording from my experiences across the curriculum, I can create images and objects which show my awareness and recognition of detail. EXA 2-04a I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate. LIT 2-15a 16 / discoveryfilmfestival.org.uk
Evaluating this resource We hope that you found this resource useful and appropriate. Please do send us film reviews, letters from your pupils, documentation of classwork and your feedback by e-mailing mike.tait@dca.org.uk Would you make a good Discovery Film Festival Case Study? We are seeking a number of simple Case Studies in how teachers have used or are using Discovery films in the classroom across Curriculum for Excellence and across the Levels. Any case studies that we develop would be intended for presentation on GLOW, the Creativity Portal and on Discovery Film Festival websites. We have a simple template to be completed and are keen to have classwork and documentation included. If you would like to be a Discovery Case Study please e-mail sarah.derrick@dca.org.uk 17 / discoveryfilmfestival.org.uk