Movie Scene

The scene I have chosen to analyze is from the movie Moulin Rouge. The scene is towards the beginning of the film when Ewan McGregor sings “Your Song.” In this scene he is singing to get the attention of Nicole Kidman. He tryd just talking to her but she won’t listen so he bursts out in song and she is quiet and awe-struck until his song is finished. The camera shots in this scene begin with close-up shots of the actor and actresses alternating faces. The camera then moves to a wide-angle lens with Ewan facing the camera while singing, meanwhile behind him the audience can also see Nicole in the background looking enthralled by his song. It then moves back to close-up shots once again. The two lovers are then taken magically by the wind up to the roof where the dance for the remainder of the song, the camera angle constantly switching between close-up, medium, and long shots. This collaboration of camera angles really creates an intimate atmosphere and the audience feels very in tune with both of the characters.

The lighting is mainly high-key lighting, however when the lovers move to the roof backlighting takes over. Since this lighting transition moves so drastically from “regular” lighting, it serves to emphasize the “halo effect” that is projected onto the characters. It adds a magical element to this love scene. The sound during this scene is only mainly the music/song Ewan is singing, with the exception of a few words from Nicole at the beginning. He is attempting to win the heart of Nicole’s character. She does not speak a word for the entire scene once he starts singing which is interesting because the audience has to then decide how she feels about the man trying to woo her by only her gestures and facial expressions. This also adds a magical element to the scene. This techniques used in this entire scene are very representative of the movie’s purpose. This movie is a musical romance and this scene’s techniques creates the intimacy between the two lovers while also adding that magical element that this film carries throughout to create the feeling that this love story is almost fantastical.

In terms of teaching film techniques in my classroom, I agree with Beach when he states, “Underlying these four approaches is the basic assumption that students are most likely to learn to understand and critique use of film techniques through engaging in their own digital video film productions” (21). I believe that students will learn best by doing. I think one important strategy that I will use is involving the use of sound. I think it would be beneficial to give a 3-5 minute scene from a film with no sound. In small groups the children should provide voice-overs for what they believe “should” be happening in this scene. In addition, they should provide and music or other background noise they feel is appropriate for the scene. This activity is also applicable to other film techniques besides just sound and music. For example, you could also provide the children with a plot line of a scene and they could draw out a sort of story board that displays the camera angles that they feel would work best with the scene.

Teaching Rationale

For my rationale, as I have not had a significant amount of experience teaching or student teaching, I would like to use my high school as an example. I am going to present the class as if I was currently teaching it.

My class, entitled “Film Study,” is currently the only one at the high school. This course analyzes movies such as Psycho, Chinatown, Koyaanisqatsi, and Donnie Darko. The majority of the school and community around it view this class as an easy and useless class and do not see the value this course offers to its students. This course offers students the chance to views all types of different movies, and yes, even popular ones too. However, the students discuss the film before the viewing and are tasked to see this film not solely as entertainment. The students need to see why the media chooses to centralize around.

For example, many of the students would be interested in the film She’s the Man. This movie is based on Shakespere's play Twelfth Night, however it is loosely based and there are an overwhelming amount of differences between the film and the book. If the students were to make a list of all the differences they could see in just a few minutes following the viewing of the film they would then need to analyze why there are such major differences. It all revolves around the media and how they want audiences to view the film and how they want to increase its popularity. However, even if a student hasn’t read the play, because of their interest in this movie there would be much more interest in reading it than if the play were handed to them in a different class. Not only is this class enabling the students to dissect messages that the media deems necessary and why they are apparently necessary, but it provokes interest in analyzing media messages throughout literature as well. If the skill of media literacy is learned it can be applied to any form of media that is in existence today.

Since the form of technology has changed so drastically in even the last 10 years it is pertinent to ensure that the curriculum is relevant to today’s students. With the number of students using blogs, instant messenger, chatrooms, and text messaging increasing so dramatically, it is critical that this school have a class that can teach students how to dissect media to discover what is important and valid and not just false claims hence developing deeper critical thinking skills. I do not believe that this class alone can improve test scores in reading and writing, however this class is a critical addition to other literacy classes and can only stand to improve students understanding of different texts and other forms of literature and therefore aid in improving the aforementioned test scores and as well as other basic learning skills.

Introduction and Chapter 1 Response

When reading Chapter 1, “Goals for Media Literacy Instruction,” of Richard Beach’s book the central question that kept my attention was the statement by the teacher at Eden Prairie High School regarding film in school and its supposed “low skill level.” This brought back my memories of high school where I had watched a number of movies. I agree with Beach in that media is amazingly popular among students today and “that will engage students to the extent that they will actually want to learn (4). I believe that film can be a very useful component to any class, however I think it’s important to use it correctly. I didn’t realize how crucial this was until I got to college. Up until then I thought of most of the times my class watched a movie in school as a “free days.” However, when there was discussion afterwards about what was just viewed I believe it becomes even more interesting and therefore more informative. In my opinion, the movie shown in class must be discussed otherwise its relevance is lost to most students and is rarely reflected upon.

Learning becomes fun once a student (such as myself) understands why films and other media create what they do. For example, through my education I am able to understand that films are inherently different than novels. I used to be so upset when I read a great book and the movie was incredibly different. It didn’t make sense to me! Why would the director of this movie not follow the script that is practically written for him already inside the novel? Well now I understand. I have been taught many things about media portrayal including that a film must consist of certain aspects in order to be popular and therefore if those aspects are not in the novel they must be added. The makers of the film are striving for movie popularity, not following the guidelines of the novel.

This being said, if a teacher does not facilitate discussion about the film the classroom has just viewed then maybe that Eden Prairie teacher was correct and there isn’t much learning going on. I believe it is important to get students to view the film while thinking about deeper aspects than simply being entertained. In looking at my views it is clear to me that I enjoy analyzing the “why” of a problem. Here it is “why” would someone write a book instead of create a film? (Or vice versa). This also relates to the other point I would like to address about Beach’s chapter.

Beach writes regarding video games, “far from focusing on the violence in the games, adolescents themselves describe how they are using certain games to develop certain literacies, learn about other cultures, and work online with others” (8). I still don’t understand how a violent video game can lead to developing literacies and learning about other cultures. I have played many video games including some violent ones (007 being my favorite) and although I do not consider myself a violent person nor do I focus on the violent aspects of the game, I’m not quite sure I believe these games have helped me in any relevant way directly related to my education.