Teacher s Resource: Peewee 3D - The Winter That Changed My Life Levels 2 & 3 Created by Helen Appleyard Discovery Film Festival: Sat 19 October - Sun 3 November 2013 discoveryfilmfestival.org.uk Dundee Contemporary Arts 2013 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. Peewee 3D - The Winter That Changed My Life (Les Pee-Wee 3D: L hiver qui a changé ma vie) Curriculum for Excellence subjects / themes: Team work, Friendship, Bereavement, Gender Issues, Bullying, Modern Language (French), People and Place We do hope that you find this useful and enjoy your cinema experience with us, - Discovery Film Festival team 01 / discoveryfilmfestival.org.uk
Peewee 3D - The Winter That Changed My Life (Les Pee-Wee 3D: L hiver qui a changé ma vie) Dir. Éric Tessier Canada 2012 / 2h2m Synopsis Peewee 3D is a French Canadian film based around a small hockey team in the rural town of Mont St-Hilaire. This is a heart-warming film with comic elements and exciting ice hockey matches. The story revolves around 12 year old Janeau Trudel, after the loss of his wife Janeau s father Carl decides to move them to a new home in Mont St- Hilaire for a fresh start. Janeau is a talented ice hockey player but is reluctant to play again after the death of his mother, however he makes friends with his neighbour Julie, who is the goalie for the local peewee hockey team, and she persuades Janeau to join the team. Janeau has a hard time being accepted by the team, especially by the team s captain Joey. Joey has his own problems and has to endure constant pressure from his father to be the best. He is not happy when Janeau usurps his place on the team. The film follows the antics of the team through exciting on the ice action as they attempt to reach the World Pee-Wee Tournament in Quebec. It also explores how Janeau comes to terms with his mother s death and builds a new relationship with his father. Underlying themes: Bullying, jealousy, gender issues, parental pressure, loss and bereavement. Advisory Note This film contains occasional strong language, some scenes of bullying, and fighting on and off the ice. Peewee 3D also deals with the loss of a parent and the way in which both adult and child deal with their grief. Teachers should be aware that these themes may raise issues for pupils in their class. 02 / discoveryfilmfestival.org.uk
Before the film Activity 1 Modern Language (French) Discuss with your class where French is spoken in the world. Explain that this is a Canadian film recorded in French with English subtitles. Ask the class to locate Canada on a map of the world, and to find Quebec on a map of Canada. Discuss why French is spoken here and in countries other than France. 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 Thinking about character and story Watch the trailer at http://youtu.be/wdie5-wiaie. Ask the class to predict the story and the roles that the three main characters - Janeau, Julie and Joey - might play in the film. At this stage allow the children to make their own judgements; try not to mention Janeau s mother as it is a major part of the developing storyline. Visual Detectives (Film) Encourage the children to look at different aspects of the film while watching the film: Before watching the film split the class into smaller groups and ask them to be detectives during the film, looking particularly at the development of the three main characters (Janeau, Joey and Julie) throughout the film and how their relationship with their parents changes. Other groups could be asked to observe the use of various film techniques such as how camera angle and shots are used during the on the ice action or the use of 3D special effects. 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 I enhance my learning by applying my ICT skills in different learning contexts across the curriculum. TCH 3-04a 03 / discoveryfilmfestival.org.uk
Activity 3 Links to the local community Discuss what the children already know about the game of ice hockey. Explain what to expect from a hockey game. Highlights from Dundee ice hockey games can be found at: http://dundeestars.com/. Having explored my local area, I can present information on different places to live, work and relax and interesting places to visit. SOC 2-10a After the film Activity 1 Exploring French Language French is spoken officially in around 30 countries where French is either the official language, or one of the official languages. These include countries such as Belgium, Mali, Monaco, Canada, Cameron, Madagascar, Cameroon, Switzerland and Luxembourg (a full list and other information about these countries can be found online). Activities: Find some or all of the French speaking countries on a map. Find out which countries speak French as their first language and those who use more than one language. Learn the French names of some of these and other countries. As part of talking about yourself learn how to say your own and others nationality in French, e.g. J habite en Écosse - I live in Scotland Je suis écossais(e) - I am Scottish 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 I am learning new words which I use to share information about myself and others. MLAN 2-03a I can take part effectively in prepared conversations by sharing information about myself and others or interests of my choice, using familiar vocabulary and basic language structures. MLAN 2-03b 04 / discoveryfilmfestival.org.uk
Activity 2 - Links to local community- sport Discuss the different aspects of the ice hockey game, the organisation of the game, equipment, teamwork, strategies and tactics. Discussion Points Does the game have any similarities to a normal hockey game? How do the children feel about the physical aspects of the game? What do players wear? Why do they need so much padding? What injuries can they receive? How did they change tactics during the game to win (teamwork)? Do they think that girls and boys should be able to play together on the same team? Encourage the children to investigate local and UK hockey teams. You can find information about local Dundee hockey teams and matches through these links http://dundeestars.com/ and http://www.dundeeicearena.co.uk/ice_hockey.html Activities Organise your own hockey tournament played on grass. Look at the Lynx design and design your own team mascot and logo for the tournament. Hold a debate for and against mixed gender sports teams. I have investigated the role of sport and the opportunities it may offer me. I am able to access opportunities for participation in sport and the development of my performance in my place of learning and beyond. HWB 2-26a While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals. HWB 2-23a Having explored my local area, I can present information on different places to live, work and relax and interesting places to visit. SOC 2-10a 05 / discoveryfilmfestival.org.uk
Activity 3 Writing Activity - Being a Sports Reporter Hold a walk and talk about to collect the children s recollections of the final ice hockey game in the film. What do the children remember about the action on the ice, goals, players and the reaction of the crowd? Encourage the children to include descriptive phrases and words which can be used in the following activities. Images and clips of the film can be accessed on the website http://www.lespeewee3d.com/ (the website is in a French but the pictures and clips are easily accessible) Activities Become a sports writer write a newspaper article on the Lynxes final ice hockey match against the Russian team (or write a report on a school or local sporting event). Take the role of a roving television news reporter; give an oral report about the match to the class. Role-play an interview with one of the winning team after the match, the children should take on the roles of either the player or reporter. (The last two activities could be filmed and viewed as a whole class, giving opportunities for peer assessment) I can: As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-04a I can convey information, describe events, explain processes or combine ideas in different ways. LIT 2-28a Having explored and analysed the features of spoken language, I can use these, adopting an appropriate register to suit my purpose and audience. ENG 3-03a 06 / discoveryfilmfestival.org.uk
Activity 4 3D Films and Using Technology Discuss the 3D elements of the film. Discussion Points: Can the children identify which 3D effects enhanced the film? Can they name any other films they have watched in 3D? Discuss their experiences with other 3-dimensional films. Do they think films are better with 3D or without it (2D)? Activities: Look again at some of the ice hockey action on the website, discuss how the director used the camera angle, panning and positioning to enhance the filming of the action. Helpful Information (Information taken from Film Education Website: http://www.filmeducation.org/index.php) Camera position, movement and shots can be used to enhance our involvement in the film action, the way in which a camera is moved can be used to direct our attention to emphasise a particular viewpoint. Camera movements include: Panning shot where the camera moves slowly across from side to side from a fixed axis Tilt shot, where the camera moves up and down from a fixed axis Crane shot where the camera, mounted on a crane, moves around at a distance above ground level. Tracking shot where the camera follows the action, moving along tracks laid for that purpose, often pulling backwards from a scene. Hand held this technique is often used to suggest a greater sense of authenticity and can be linked to the point of view of a particular character or characters. 07 / discoveryfilmfestival.org.uk
In the same way framing can be used to enhance still shots such as: Long shot - shows background, establishes where you are. Mid shot shows torso and some background. Close-up head and shoulders, usually used to show emotion. Draws our attention to face or object. Point-of-view shot - helps us to see the action from a character s viewpoint. High angle shot - camera looks down on person/object. Low angle shot - camera looks up at someone/thing. In small groups the children can explore the use of camera shots, angle, and framing by setting up and taking their own action shots. As a follow up children can then move on to using a video camera (if available) to film a gym session or sporting event. I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways. TCH 2-04b Activity 5 Discussing bereavement and loss If appropriate for your class discuss Janeau s mother. Discussion Points: What are the differences between the way Janeau and his father deal with their grief? How does this change during the course of the film? Does this change their relationship during the course of the film? What causes this change? Activities: If appropriate, pupils could discuss and produce a piece of personal about their memories of an absent friend or relative. As I write for different purposes and readers, I can describe and share my experiences, expressing what they made me think about and how they made me feel. ENG 2-30a I can recreate a convincing impression of a personal experience for my reader, sharing my feelings and reactions to the changing circumstances with some attempt at reflection. ENG 3-30 I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 2-01a/HWB 3-01a I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss. HWB 2-07a/HWB 3-07a 08 / discoveryfilmfestival.org.uk
Follow up Class teachers could use this film as a starting point for a comparative study of another country, such as Canada or France. By comparing the lifestyle and culture of citizens in another country with those of Scotland, I can discuss the similarities and differences. SOC 2-19a I can describe how the interdependence of countries affects levels of development, considering the effects on people s lives. SOC 3-19a Useful References / resources http://www.lespeewee3d.com/ http://dundeestars.com/ http://youtu.be/wdie5-wiaie http://www.filmeducation.org/index.php http://www.dundeeicearena.co.uk/ice_hockey.html 09 / 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 10 / discoveryfilmfestival.org.uk