Teacher s Resource: Windstorm 2

Transcription

1 Teacher s Resource: Windstorm 2 Level 2 Created by Joy Christie Discovery Film Festival: Sat 24 October Sun 8 November 2015 discoveryfilmfestival.org.uk Dundee Contemporary Arts 2015 With support from DCA Cinema and DCA Community & Education Team

2 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 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

3 Windstorm 2 (Ostwind 2 Rückkehr nach Kaltenbach) Dir. Katja von Garnier Germany 2014 / 1h 44min Synopsis Windstorm 2 is the sequel to the recent Windstorm (Ostwind) film. Here we see the main character, Mika, a bit older and growing into a beautiful young woman. Set in summertime, we enjoy all the visual delights that accompany this story as Mika once again is excited to spend time in the countryside with her beloved horse, Windstorm. Excitement soon turns to fear when she notices unexplained wounds on her horse s stomach. To make things worse, she discovers that her grandmother s stables are on the verge of bankruptcy! It is at this point we see Mika at her best, conspiring with her closest friends to hatch a plan to save the stables. A plan that pushes Mika s talents and beliefs beyond what she ever thought possible. We also see the undeniable connection between horse and human that is cleverly woven into this beautiful story. The film is set in Germany, spoken in German with English subtitles. You can watch this film as it stands, without having previously seen the earlier one. Underlying themes: Relationships (animals and human ones too), overcoming difficulties, being different. Advisory Note The film contains very brief moments of bad language where piss off and crap can be read in the subtitles. There are a couple of very short kisses between teenagers too. 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

4 Before your visit to the cinema 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 03 / discoveryfilmfestival.org.uk

5 Activity 2 - Prediction Here is a poster advertising the film. Discuss with the children what they think the film might be about, who they think the main character is? Looking at the poster, discuss the following points: How do you know the girl with the red hair is the main character? Why is her hair pictured like that? What do you think it s meant to be like? How do you think she is feeling here? What makes you think that? How old do you think she is? Why are there two horses in the background? What is their relevance to the story? Working in pairs, get the children to predict the storyline according to what has been discussed. I can select and use a range of strategies before I read, and as I read, to make meaning clear and give reasons for my selection. LIT 2-13a 04 / discoveryfilmfestival.org.uk

6 Activity 3 - 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

7 Still 1 Still 2 Still 3

8 Still 4 Still 5

9 After the film Activity 4 Making links with other texts Working with a shoulder partner, list as many books and films where the horse is a main character. Can they name the horse in the text? Here are a couple to get you started: Shadowfax The Lord of the Rings Champion the Wonder Horse Once a list has been made, one pupil from each pair should circulate the classroom with their list and a pencil and complete a give one get one type activity. They ask a member of the class they meet to give them a title from their list and they give one back in return. Gather all ideas together and make a class list. What are the similarities between the horses in their film titles and Windstorm? Was the horse accompanied by a human main character? Discuss. When listening and talking with others for different purposes, I can: share information, experiences and opinions explain processes and ideas identify issues raised and summarise main points or findings clarify points by asking questions or by asking others to say more. LIT 2-09a 06 / discoveryfilmfestival.org.uk

10 Activity 5: Idioms An idiom is a word or phrase that is not taken literally. There are many idioms that use the word horse in them. Discuss the following with your class. Can they add any more? I was so hungry I could have eaten a horse! You are a dark horse! Closing the stable door after the horse has bolted Flogging a dead horse Don t put the cart before the horse Never look a gift horse in the mouth Get off your high horse Get it straight from the horse s mouth. To back the wrong horse. Horses for courses. Now, pupils decide which idiom they would like to draw as a comical postcard have fun! 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 details. LIT 2-16a I can develop and communicate my ideas, demonstrating imagination and presenting at least one possible solution to a design problem. EXA 2-06a 07 / discoveryfilmfestival.org.uk

11 Activity 6 What was important? This activity asks pupils to consider which parts of the plot were the most important. Pupils should work in pairs with a learning partner to produce a list of bullet points indicating the important elements of the story. These may include ideas such as Mika meeting Milan and their relationships with horses, Mika and Milan s growing relationship, Fanny s IT skills, the wounds on Windstorm s stomach etc. The pupils should put each of their ideas on a small square of paper and move them around to form a diamond nine. This would mean putting them into a diamond shape with the most important plot point at the top and the least at the bottom as shown below. I can: Discuss structure, characterisation and/or setting Recognise the relevance of the writer s theme and how this relates to my own and others experiences Discuss the writer s style and other features appropriate to genre. ENG 2-19a 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 08 / discoveryfilmfestival.org.uk

12 Activity 7 Dressage Dressage is a French term which translates as training. It is a competitive equestrian sport where the horse and rider work as a harmonious team showing they can communicate with each other. When this is performed they are expected to show from memory a set of practised movements demonstrating balance, strength, flexibility and accuracy. In the film, Mika works tirelessly to learn about dressage, with the help of others (refer to Still 5). Why did she have to do this and what was so difficult about this? The other competitors were dressed a certain way. Describe this? Mika changed the rules to suit her what did she do during the competition? You can watch videoclips on YouTube of dressage, eg at the London 2012 Olympics Freestyle dressage to music. Compare what was different about Mika and Windstorm s style? Which did you prefer? Investigate famous equestrian riders and horses and list them in order of country. 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 Activity 8 Writing a review Tell pupils they are going to write a review of the film. The review will be read by people of all ages. Here is a small part of a review from the first Windstorm film, made by viewers in a cinema in Germany: This moving, courageous film has great performances, excellent cinematography and a wonderfully emotional soundtrack. It s the kind of film you could watch again and again. Pupils need to note that their reviews should include the following - 1. A title which may also include a star rating. 2. Genre what type of film is it? 3. Plot what happens in the film? Does it make sense and is it easy enough to follow? 4. Who are the main characters and what are they like? 5. Cinematography - are there special effects, beautiful scenes or moments where the camera is used in a specific or interesting way? 6. Write about a scene you particularly enjoyed or remembered. 7. Did you enjoy the film? Expand. 8. Would you recommend it and if so to whom? 9. Did it remind you of any other types of films you ve seen? Remember to write in the first person! I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/ or evidence. LIT 2-29a 09 / discoveryfilmfestival.org.uk

13 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 ing 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 sarah.derrick@dca.org.uk 10 / discoveryfilmfestival.org.uk