1 / 15

Teaching with Film Clips

Subtitles are only the most visible and charged markers of the way in which films engage, in direct and oblique fashion, pressing matters of difference, otherness, and translation. - Atom Egoyan and Ian Balfour. Teaching with Film Clips. Mark Kaiser Associate Director

Jims
Download Presentation

Teaching with Film Clips

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Subtitles are only the most visible and charged markers of the way in which films engage, in direct and oblique fashion, pressing matters of difference, otherness, and translation. - Atom Egoyan and Ian Balfour Teaching with Film Clips Mark Kaiser Associate Director Berkeley Language Center

  2. Outline • General observations on film clips • Integrating clips into the curriculum of a current 1st-year textbook • Going outside the textbook framework

  3. CLIPS – Criteria for Selection, 1 • Pedagogical goals • Modeling language, culture • Developing skills (listening comprehension -> speaking) • Developing transcultural awareness

  4. CLIPS – Criteria for Selection, 2 • Length • Decontextualization vs loss of focus • Determined by film or by pedagogical goal? • Impact of subtitles • Genre • Quality of acting • Language difficulty

  5. Nachalo, Chapter 7 • Grammar • Aspect, Tense • Reported speech • Prepositional case of pronouns • Lexico-grammatical • Time expressions • Verbs of learning/studying • Expressing thanks • Lexical • Seasons, times of day • Telephone • Foods/cooking • Invitations • правда, между прочим et al • Cultural • Pushkin/Evgenii Onegin • Personal letter

  6. Nachalo, Chapter 7 • Grammar • Aspect, Tense • Reported speech • Prepositional case of pronouns • Lexico-grammatical • Time expressions • Verbs of learning/studying • Expressing thanks • Lexical • Seasons, times of day • Telephone • Foods/cooking • Invitations • правда, между прочим et al • Cultural • Pushkin/Evgenii Onegin • Personal letter

  7. Topic Telephone in Nachalo

  8. Sample Dialog - Hello. - Good afternoon. Tell me, please, is Nina at home? - She isn’t here. She’s at the university. - Do you happen to know when she’ll be home? - Please call this evening. - OK, thank you. Good bye. • Алло, я слушаю. • Добрый день. Скажите, пожалуйста, Нина дома? • Ее нет. Она в университете. • Вы не знаете, когда она будет дома? • Позвоните, пожалуйста, вечером. • Хорошо, спасибо. До свидания.

  9. Telephone - 1 • Goal – modeling telephone vocabulary • Find clips with telephone vocabulary • Search on specific vocabulary • Search on telephone • Goal – developing listening comprehension • Create exercises based on clips • Cloze exercise (see handout) • Questions with annotation tool • Create in-language subtitles • Have students act out scenes

  10. Telephone - 2 • Developing cultural awareness and translingual competence • On topic: • Telephone etiquette: when to call, whom to call, where to call • Create English subtitles: how to translate “вас беспокоит ...” • Off topic: anything that comes up in the clip • Recall the clip “Arrested”: calling in a favor, rank in the police, different attitudes in the jail cell to a woman’s drinking and smoking • Akvarium: 2.12.85.06

  11. Letter • “Letter from the Caucasus” • “Yura meets with Shura” • “On postal indexes” • “A photograph turns up”

  12. Pushkin / Evgenii Onegin • Text of Tatyana’s letter to Onegin • Biographical material • Video clips • Scenes from Tchaikovsky’s opera (if we had them) • Other possibilities: • “On the Bicentenary of Pushkin” • “Quoting Pushkin” • “Pushkin” • “Quitting a job”

  13. Other Uses of Clips • Accents: play clips with regional dialects • Decisions: have students speculate on what happened before and after a clip • Detective: have students determine place, time, genre, mood, etc., based on cultural clues within the clip • Retelling of a scene from different points of view • Comparing scenes from written texts to screen adaptation

  14. A TL/TC Approach • “Students are educated to function as informed and capable interlocutors…” • “Students are trained to reflect on the world and themselves through the lens of another language and culture.” • “Students learn to comprehend speakers of the target language as members of foreign societies and to grasp themselves as Americans…”

  15. Final thought • The LFLFC is a work in progress. It is, even for languages such as French and Russian, with more than 1000 clips each, an imperfect tool for searching and finding clips. Your input via comments will improve the database and make this a much more robust tool as we add more clips in more languages.

More Related