This sub-organizer contains the following sections:

It is expected that students will:

• identify social, cultural, and historical forces that influence and are influenced by film and television images
• explain the effect of film and television messages in the community
• analyse how artistic components are used in film and television works to achieve specific purposes and reach specific audience
  

• Have students watch Triumph of the Will, then discuss how the film's historical and political context is reflected in its artistic components in the film. Ask questions such as:
  • How are sound and camera angle used to create meaning?
  • Imagine being German in 1936. How might this film have influenced you? Would you know that Jesse Owens became a national hero in the United States as a result of his performance at these games?
  Have students compare the film portrayal to a recent Olympics video or televised sporting event.
• Show film clips from different eras, using a theme such as "Monster Movies" (e.g., Godzilla, Jurassic Park ) or "Westerns" (e.g., an early John Wayne movie, a recent Canadian movie such as Dance Me Outside , a recent American movie such as Dances with Wolves ). Ask students in groups to brainstorm lists of techniques used to create similar effects in the various movies. Prompt them with questions such as: What different methods did the filmmakers use to generate fear or tension in the audience? Why are they effective? How have changes in technology or social attitudes influenced the effects used to generate fear? What impact do these changes have on audiences?
• Discuss with students the influence of film and television works on society. At regular intervals, encourage them to identify examples of these influences on their own lives (e.g., hairstyles, eating habits). To extend the activity, discuss how culture might influence film and television works. Have students look for evidence of these influences as they view video clips or commercials from various cultures and countries.
  

• When students analyse a film such as Triumph of the Will, look for evidence that they are able to:
  • make connections between the use of artistic components and the historical context
  • offer logical interpretations about the filmmaker's purpose
  • develop reasonable speculations about the film's effects on its intended audience
• To assess students' abilities to make connections among artistic components, purposes, and audiences, form groups and have each choose a particular emotion or effect (e.g., fear, sympathy, excitement), then create a video presentation showing how various filmmakers have achieved it. Look for evidence that groups:
  • present a range of techniques
  • make logical connections among artistic components, purpose, and context
  • provide specific, relevant examples to support their ideas
• Show a drama such as North of 60 and ask students to analyse the message it presents about the specific culture, geographical context, or social context it purports to reflect. Pose questions such as:
  • To what extent do you think this program honestly represents the culture or context?
  • What impact could the message of this program have on personal lifestyles and beliefs?
  Note students' abilities to:
  • identify characteristics and details that convey culture or context
  • analyse the message presented about the culture or context
  • present logical arguments about potential impact
  • consider others' views
• As students discuss the influences of film and television messages, look for evidence that they are increasingly able to:
  • identify perspectives or points of view
  • develop logical generalizations or conclusions
  • support their views with relevant examples
  • show insight into some of the more subtle and complex messages and their effects

Print Materials

• Calling the Shots
• Elegantly Frugal Costumes
• Understanding Movies, Seventh Edition
  

Video

• Changing Voices
• Constructing Reality
• How Are Movies Made?
• In Her Own Image
• Watching TV

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