FAIRY TALES ON FILM TEACHERS RESOURCE 2nd Level suitable for P5+ Curriculum for Excellence subjects: Literacy / Sciences / Health and wellbeing / Technologies / Expressive Arts / Social Studies Written by Claire Docherty, Primary Teacher This resource is produced by the Glasgow Youth Film Festival by support from our partners: Thanks to: BFI, The Ray Harryhausen Foundation, Scottish Opera, Scottish Refugee Council, Allison Galbraith.
BEFORE THE FILM Puss in Boots, by Lotte Reiniger, 1954. ACTIVITIES GROUP DISCUSSION A few weeks before the screening, begin to gather books with fairy tales and discuss the children s knowledge of fairy tales. Discuss common themes, types of characters, tasks, settings and language. Fairy Tales Thinkers Keys are great group activities (see useful websites on page 9.) Explain to the children that fairy tales originated as folk tales, whose authors are unknown and which were passed on orally. They were changed a little with each retelling but while some aspects change, the message or moral remain. Explain to the children that the versions they will see at the screening may differ from those they are familiar with, prime them to look out for similarities and differences. Explain also that the versions they will see were created in the 1930s. QUESTIONS TO ASK PUPILS: Can they work out how long ago the 1930s was? Which members of their family were children then? What do the children expect to see in terms of animation? What kind of animation are they currently familiar with? What animations do they like? Have they seen animations from outside the UK and USA before? Explain to pupils what stop-motion animations are and relate it to current stop animation films such as Wallace and Gromit, Fantastic Mr Fox and Coraline. Page 2
Sleeping Beauty, by Lotte Reiniger, 1954. LITERACY 1 Ask the children to choose one of the films they enjoyed at the screening and rewrite the fairy tale from another character s point of view. This would be especially effective with Jack and The Beanstalk, as the giant s daughter could be seen as the victim of theft and kidnap! Teachit.co.uk has resources to support learners with this (search for A Twist in the Tale Cards ). They may choose to storyboard their version into nine key scenes. They could then take photographs of their scenes, record a voice over and put it together using Windows Movie Maker, imovie or PowerPoint. I can convey information, describe events, explain processes or combine ideas in different ways. LIT 2-28a I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors. LIT 1-11a / LIT 2-11a 2 Create a wanted poster for a wicked character (or Jack!) in a fairy tale they saw at the screening. Detail their appearance, their personality and crime. Offer a suitable reward for their capture and explain what punishment should fit the crime. I consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader. LIT 2-24a By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-26a 3 Write a diary entry of a character from a fairy tale, explaining the events and emotions of their most fateful day. I can convey information, describe events, explain processes or combine ideas in different ways. LIT 2-28a Page 3
LITERACY continued 4 5 Research how stop motion animation is created and write a step-by-step guide for someone beginning to use the technique. This would be particularly effective after the children had tried the process themselves. By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-26a Every fairy tale has a big idea. Let the children choose from the fairy tales gathered in the class and seen at the screening, challenge them to come up with a sentence which conveys the message of the story. 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 detail. LIT 2-16 6 Red Riding Hood is a story where pupils particularly like playing about with the characters. Read some of these books with the children, where the roles are reversed: > Little Red Riding Hood and the Wolf (Roald Dahl, Revolting Rhymes, Jonathan Cape, 1982) > Oops! by Colin McNaughton (Andersen, 2008) > Little Red Riding Wolf by Anholt and Robins (Orchard, 2002). Discuss with the children some fairy tales for which they could create alternative endings. The most popular idea could be written as a whole class text. Some groups could choose to re-enact the text, while others could choose to create illustrations with captions to accompany the text the class created. 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 detail. LIT 2-16a 7 In the Lotte Reiniger Hansel and Gretel short, the witch speaks in two line rhymes, often with the word order changed to help the rhyming pattern: Your feet can t move and your eyes can t see And now you ll have to stay with me Little mouse who crawls away Come you back with me this day Scrub it out and make it white But first my broomstick handle bright. Give them other familiar scenes from fairy tales, can they write a two line poem to match the actions of the main character? By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-26a Page 4
LITERACY continued 8 There are themes in Cinderella which recur in other fairy stories and films the children will be familiar with; help them to reflect on this and make a class record of films which fit these descriptions: kindness to animals by good character animals help the good character the good character lives in poverty or has less than the bad characters the good character is more pretty / handsome than the bad characters 9 Compare and contrast the films they saw at the screening with the original Grimm stories to see how changes have occurred over time: http://www.nationalgeographic.com/grimm/main.html They may also want to watch the 1922 Lotte Reiniger version of Cinderella which is slightly darker. Questions to ask: What do the children think about these versions? Are they glad the story has changed now or do they like the darker details? Groups can report back explaining the differences and what they thought. I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate. LIT 2-15a 10 The Russian fairy tale Baba-Yaga and Vasilisa the Fair has elements of both Cinderella and Hansel and Gretel. Watch this story animated on the site below and pick out common themes. http://myths.e2bn.org/about/info272-what-are-myths-legends-and-folktales.html The immersion in fairy tales the children have had will allow them to feel confident in creating their own fairy tale, this excellent site also allows them to create their own animated story. By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-26a Page 5
The Grasshopper & The Ant, by Lotte Reiniger, 1954. SCIENCES The art of Lotte Reiniger is based around the science of light and shadow and investigations can be done into the properties of light. Collect many different materials and using light boxes or torches (or windows) the children can sort these into transparent, translucent, and opaque. Once the children have created three groups of materials, they can use these to set up a series of experiments into the effect of the density of the materials placed at the light source and the shadow that is created. The effect of the distance of the object from the light source can also be investigated. http://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows.shtml By exploring reflections, the formation of shadows and the mixing of coloured lights, I can use my knowledge of the properties of light to show how it can be used in a creative way. SCN 2-11b Page 6
HEALTH AND WELLBEING 1 Use a list of emotions in a jar and in a circle time type setting, take a feeling out and name a fairy tale character who has felt like this and explain why. On the next round share a time you felt like this. frightened sad happy surprised angry silly curious anxious jealous joyful annoyed excited lonely loving tired proud confused worried scared guilty shy afraid bored grumpy nervous cheerful embarrassed 2 Display and discuss this list of roles common in fairy tales. Children can share in a safe, circle time like setting, a time when they have felt in this role. Explain that we can take on different roles in our lives depending on the situation; we can all change unlike the characters in fairy stories. The Hero Woodcutter The Victim Red Riding Hood The Villain Wicked Witch The Special One Sleeping Beauty The Sought After Person Rapunzel The Helper Buttons The Provider Fairy Godmother I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 2-01a I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. HWB 2-10 3 The Hare and the Tortoise by Aesop The story of The Tortoise and the Hare has some clear messages for the viewer; don t show off, don t give up and everybody has their own skills and talents. Can the children identify these by recalling the film? Aesop s fables are a great way to begin discussions relating to social and moral issues in their lives. Let the children read a variety and choose one to share with the group that contains a message they think is important for their class just now. I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 2-01a I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. HWB 2-10 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 detail. LIT 2-16a Page 7
Thumbelina, by Lotte Reiniger, 1954. TECHNOLOGIES / EXPRESSIVE ARTS 1 The children can appreciate the artwork of the films by discussing them back in class. They can gain an insight into the skill by copying the techniques of Lotte Reiniger and Ray Harryhausen. Explore creating silhouettes; this would make excellent display on white / grey background. Lotte Reiniger s skill with scissors was remarkable and the process of sketching and cutting can be seen in the film, The Art of Lotte Reiniger: http://www.youtube.com/watch?v=lvu55cuw5ck The children can practise cutting clean lines, try to create a really polished product to appreciate skill. Ray Harryhausen was awarded an Academy Award and a star on Hollywood Boulevard for his services to animation. The children can create their own figure from their favourite tale they saw at the performances from plasticine and animate them using free stop animation software (e.g. Claymation) if none is available in school. PowerPoint and digital camera images can be used too. The children can make their model perform a single, characteristic action by recording its tiny movements. The children will soon appreciate the months of work in just a few scenes of a Harryhausen film. 2 3 Design a DVD cover for your favourite short film of the day. Let it feature a key moment from the film and make sure the style of the cover reflects the style of the film (font, colours, line). I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks. EXA 2-02a I can create and present work that shows developing skill in using the visual elements and concepts EXA 2-03a Through observing and recording from my experiences across the curriculum, I can create images and objects which show my awareness and recognition of detail. EXA 2-04a I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways. TCH 1-04b / TCH 2-04b The children can choose to become a character from a film they liked and take the hot seat. Their classmates can then question their motives. Challenge the child to create sympathy for their character s point of view. Ugly sister: everyone was always looking at Cinderella and not me, I wanted a chance to go out and be the star of the show. The witch in Hansel and Gretel: I was abandoned in the forest when I was young and had no one to tell me what was right and wrong. I was starving and thought it was OK to eat other animals. I have created and presented scripted or improvised drama, beginning to take account of audience and atmosphere. EXA 2-14a Page 8
SOCIAL STUDIES In Hansel and Gretel, the children have to leave home and make their own way through the threatening forest. Ask the children if they know of circumstances in which children have to flee for their own safety. Talk with the children about refugees, asylum seekers and displaced people. What would they need from a new country if forced to move from Scotland? What would make them feel rejected and unwelcome? Find out from which countries asylum seekers are arriving in Glasgow. Learn to say hello in these languages, think of simple ways to make people feel more welcome in Glasgow. Make a display for the front entrance encouraging others to do the same. I can use evidence selectively to research current social, political or economic issues. SOC 2-15a I can gather and use information about forms of discrimination against people in societies and consider the impact this has on people s lives. SOC 2-16b USEFUL WEBSITES Essential viewing for an insight into how the Lotte Reiniger films were created: http://www.youtube.com/watch?v=lvu55cuw5ck The official Ray Harryhausen site gives insight into specific stop motion technique he invented called Dynamation: http://www.rayharryhausen.com/index.php Fairy Tales Thinkers Keys: http://www.tes.co.uk/teaching-resource/fairy-tales-thinker-s-keys-3001717/ To support learning about refugees, asylum seekers and displaced people: http://www.refugeeweek.org.uk/simple-acts/toolkit/schools/lesson-plans This site is a resource for educators and young people who want to learn more about how to create stop motion and claymation movies: http://stopmotionmovies.yolasite.com BBC schools site for investigating light and shadow: http://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows.shtml A site with animated myths, legends and fairy tales which allows the children to make their own story online: http://myths.e2bn.org/about/info272-what-are-myths-legends-and-folktales.html Page 9