Using Movies in the Classroom

FC Forum 2002
Using Movies in the
Classroom
7th August 2002
Department of Language Research
Yokohama City Board of Education
>
Crocodile
Dundee
Title: ǯȭdzȀǤȫȷȀȳȇǣȸ
Playing Time: 97 minutes
Rating: PG-13
Director: Peter Faiman
Stars: Paul Hogan, Linda Kozlowski
Date: 1986
Plot Summary:
Mike “Crocodile” Dundee lives in Walkabout Creek, Australia, and is famous for wrestling
crocodiles. American reporter Sue Charlton goes to the Australian Outback to write a
newspaper article about Dundee’s recent escape from a crocodile attack. This comedy uses
the fish-out-of-water story line. Charlton is out of place in the Outback, and Dundee is out of
place when he returns to New York with Charlton. The two characters eventually fall in love
which leads to a happy ending for the film.
General Commentary:
The misunderstanding both characters have of each other’s culture is what makes this film a
great tool for the classroom. This film can be used by teachers as an example of crosscultural comparison (Australia vs. America), and also as a comic view of culture. Those
teachers studying stereotypes and clichés will also find this film useful.
Suggested Usage:
Previewing Activities
• Students can research and report on the Australian Outback (countryside) or Australian
plants and animals.
• Students can brainstorm a list of stereotypes that are often used to describe Australians
and Americans.
• Teachers may also want to bring in objects from other cultures and have the students list
them and guess what they are used for. (For example: a didgeridoo from Australia, or
castanets from Spain).
• Teachers may wish to have students research some of the unique features
of Australian English. There are a number of on-line Australian slang
dictionaries that you might want to consult.
G’day, ya
Viewing Activities
• The hotel scene in New York City when Dundee
doesn’t know how to use the toilet is a good place to stop
and talk about habits in different cultures.
• Students may use their brainstormed list of stereotypes and
check off the ones that they find in the movie, and then add
others that they notice while watching the movie also.
Follow-up Activities:
• Students can do a report on Australian slang and the
meanings of the terms used in the movie.
• Students can do a comparative culture report on Australia
and America or their own country.
The lesson plan for use of this film comes from J. Kennedy, M. Kennedy-Xiao, E. Mejia,
102 Very Teachable Films, Prentice Hall Regents Press, 1994.
mugs!
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He's survived the most hostile and primitive land known to man.
Now all he's got to do is make it through a week in New York.
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ƸŴȋȥȸȨȸǯƷ
‫ٻ‬৖ૼᎥᅈȋȥȸ
ǺȷȇǤƷᅈɼƷ
‫ې‬ƳƕǒŴ༵ᚃƷщ
ƱƸ᧙̞ƳƘŴᑶ࢟
ǸȣȸȊȪǹȈƱƠ
Ư෇៫ƠƯƍƨŵƋ
ǔଐŴࢬ‫ڡ‬ƕᐻԛǛ
ਤƬƨƷƸŴǪȸǹ
ȈȩȪǢ‫עښ‬ƷǸȣ
ȳǰȫưŴ˴җҒNj
Ʒȯȋƴ᙭ǘǕƳƕ
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ƨƱƍƏǯȭdzȀ
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ȇǣȸƷᛅ᫆ŵȒȸȭȸƕ‫ڂ‬ǘǕƨ଺ˊƴŴ
LJƞƴဏƷɶƷဏƱƠƯ‫ע‬ΨƷૼᎥǛƴƗǘƤ
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ǯǯȭdzȀǤȫȀȳȇǣȸƸŴॖ‫ٳ‬ƴNjǸǧ
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Ƣǔእ஠ƳဏƩƬƨŵȯȋƴ᙭ǘǕŴүೞɟ᭟
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ǹȸƸȟȃǯǛȋȥȸȨȸǯƴԠƼ݃Ƥǔŵʴ
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ȟȃǯƸȋȥȸȨȸǯǛӊǖƏƱƢǔƕŴॖǛ
ൿƠƨǹȸƕᡙƍƔƚƯȷȷȷŵ
Paul Hogan
All information from: www.imdb.com
Born: 8 October 1939,
Lightning Ridge, New South Wales, Australia
Paul Hogan once held a job as a painter on the Sydney Harbour Bridge,
Australia’s largest bridge. He also co-developed and acted in the very
successful comedy series, "The Paul Hogan Show" on Australian TV in the
1970's.
Paul Hogan became a worldwide success with his irresistible comic
performance in Crocodile Dundee (1986), which he created and co-wrote. It
earned him a Golden Globe for Best Actor as well as an Oscar nomination for
Best Screenplay. The versatile actor got his start in Australian television in a
recurring role as comic relief on "A Current Affair" (1971). An expanded
version entitled "The Paul Hogan Show" (1973) premiered on Australia's Nine
Network and quickly propelled him to the top of the ratings chart. His dramatic
role in the critically acclaimed television mini-series "Anzacs" (1985) and his
work in promoting Australia worldwide invested him into the Order of Australia
and led to his appointment as "Australian of the Year".
Hogan was the executive producer/writer/star of the feature films "Almost an
Angel" and "Lightning Jack" and starred in "Flipper" and "Floating Away."
American audiences also remember Hogan from his now legendary
commercials for the Australian Tourist Commission in which he invited us to
say "g'day" and come "down under" so he could "slip another shrimp on the
barbie."
Filmography: Crocodile Dundee in Los Angeles (2001) .... Mick Dundee
Floating Away (1998) .... Shane
Flipper (1996) .... Porter
Lightning Jack (1994) .... Lighting Jack Kane
Almost an Angel (1990) .... Terry Dean/Bonzo Burger Man
Crocodile Dundee II (1988) .... Michael J. 'Crocodile' Dundee
Crocodile Dundee (1986) .... Michael J. 'Crocodile' Dundee
"Anzacs" (1985) TV Mini-Series .... Pat Cleary
Fatty Finn (1980) .... Third Delivery Man
"Paul Hogan Show, The" (1973) TV Series .... Himself/Various
#NNKPHQTOCVKQPHTQOYYYFWPFGGNCEQO
ǯȭdzȀǤȫȷȀȳȇǣȸ
ǯȭdzȀǤȫȷȀȳȇǣȸ
Ƃǹǿȃȕƃ ႳთȷȷȷȷȷȔȸǿȸȷȕǧǤȞȳ (Peter Faiman)
ᙌ˺ȷȷȷȷȷǸȧȳȷdzȸȍȫ (John Cornell)
ҾకȷȷȷȷȷȝȸȫȷțȸǬȳ (Paul Hogan)
ᏩஜȷȷȷȷȷȝȸȫȷțȸǬȳ (Paul Hogan)
ᏩஜȷȷȷȷȷDZȳȷǷȣȇǣȸ (Ken Shadie)
ᏩஜȷȷȷȷȷǸȧȳȷdzȸȍȫ (John Cornell)
જࢨȷȷȷȷȷȩȃǻȫȷȜǤȉ (Russell Boyd)
᪦ಏȷȷȷȷȷȔȸǿȸȷșǹȈ (Peter Best)
ƂЈ๫ƃ ȝȸȫȷțȸǬȳ (Paul Hogan) .… Michael J. 'Crocodile' Dundee
ȪȳȀȷdzǺȩǦǹǭȸ (Linda Kozlowski) .… Sue Charlton
ǸȧȳȷȡǤȭȳ (John Meillon) .… Walter Reilly
ȞȸǯȷȖȩȠ (Mark Blum) .… Richard Mason
ȇȴǣȃȉȷǬȫȔȪȫ (David Gulpilil) .… Neville Bell
ȞǤDZȫȷȭȳȐȸȉ (Michael Lombard) .... Sam Charlton
ǸǧȪȸȷǹǭȫȈȳ (Gerry Skilton) .… Nugget
ǹȆǤȴȷȩǯȞȳ (Steve Rackman) .… Donk
Japanese Title:
12ੱߩᔶࠇࠆ↵
Director:
Playing Time:
Stars:
Date:
Sidney Lumet
93 minutes
Henry Fonda
1957
Plot Summary:
This drama takes place in a jury room where twelve men are deciding the fate of a young man
accused of murdering his father. An excellent courtroom drama with a unique twist. Instead of
following the trial itself, the viewer has a unique chance to observe the events behind the
closed doors of a jury room. The film begins with the end of the trial. The jurors retire to
deliberate the case. A preliminary vote is taken and the result is 11:1 in favor of a guilty verdict.
Eleven jurors have raised their hands to convict a young man of killing his father. Only Juror #8
has doubts. At first even he does not truly believe the young man to be innocent but notes
(rightfully) that the case for the defense might have been presented in a more convincing
manner and that the boy might be given the benefit of the doubt. Since the boy is to be executed
if found guilty his life is now in the hands of the jury and Juror #8 reasons that the least they
could do is talk about the case a bit. The movie portrays an individual standing up against a
group to defend an idea and a principle he believes in.
General Commentary:
Although the plot of the film is excellent and it is fascinating to see what little things can
influence which way a verdict goes, where this film really succeeds is in presenting the
characters of the 12 jurors. The character of each of the jurors emerges through a wonderful
mix of perfect casting, excellent dialogue and near-flawless acting.
Juror #1 - He has the misfortune to be selected foreman of the jury - a task he clearly
does not relish. He appears at ease only once during the film - when he talks about football.
Juror #2 - a small, quite man, clearly
unaccustomed to giving his own opinion much less
expecting his views to be of any importance. Apparently
he finds solace in his job - he is an accountant.
Juror #8 and Juror # 3 talk about the case
Juror #3 - probably the most complex
personality in the film. Starts off like a pleasant selfmade successful businessman, he analyses the
case impartially, explains his arguments well and is
reasonably self assured. As time goes on he
becomes more and more passionate and seems to
be somehow personally involved with the case. He
also starts to show some signs of slight mental
instability.
Juror #4 - self assured, slightly arrogant stockbroker.
Obviously considers himself more intelligent than anyone else in the
room, he approaches the case with cool heartless logic but (as one
of the jurors says - "this is not an exact science") he does not take
into account the feelings, the passions, the characters of the people
involved in the case. He is conspicuous by the fact that he is the only
juror that does not take his jacket off even though it is a very hot day.
Juror #5 - here is a man under great emotional stress. He
comes from the same social background as the accused boy - with
who he almost unwillingly seems to identify with. Paradoxically this
appears one of the main reasons for him voting guilty - he does not
want compassion to influence him - so ironically it does.
Juror #6 - a simple man, quite readily admitting that everyone in the room is better
qualified than he is to make decisions and offer explanations. But he really wants to see justice
done and it worries him that he might make a mistake.
Juror #7 - the only one that really has no opinion on this case. Throughout the film his
thoughts are never on the case - he talks of baseball, of the heat, of fixing the fan but the only
reason he has for voting this way or that is to speed things up a bit so he can get out of the jury
room as soon as possible. Not an evil man he just has no sense of morality whatsoever - he can
tell right from wrong but does not seem to think it's worth the bother.
Juror #8 - a caring man, has put more thought into the case than any of the other jurors.
He tries to do his best even in the face of seemingly impossible odds.
Juror #9 - a wise old man with great life experience has a unique way of seeing things.
Juror #10 - the most horrifying character in the film. Votes
guilty and does not even try to hide the fact that he does so only
because of the boy's social background. The tragedy comes
from the fact that his own social position is only a cut above the
boy's - which makes him all the more eager to accentuate the
difference.
Juror #11 - an immigrant watchmaker, a careful,
methodical man, well mannered and soft spoken. He respects
the right of people to have opinions different to his - and is willing
to look at both sides of the problem. He loses his temper only
once - horrified by the complete indifference of Juror #7.
Juror #12 - a young business type - perhaps he has his
own opinions, but he is careful to hide them. What he has
learned out of life seems to be that intelligence is equal to
agreeing with what the majority of other people think.
Juror #4 played by E.G. Marshall
Suggested Usage:
•
After watching the movie ask your students how they
would have voted. If possible, have them discuss how
an individual can change a group. What are some ways
to try and change other peoples’ opinions?
•
Ask your students what they think of the death penalty. Is it OK for the government to kill
people convicted of killing people? Why or why not?
•
You may want to divide the class into 11 groups (1 group for each juror who initially voted
‘guilty’) and have the students give a presentation on A) why that juror originally voted guilty
and B) what made that juror change his mind.
•
Ask your students which argument made for a ‘not guilty’ vote was most convincing for
them. What facts do they think are important?
Follow-up Activities:
•
Another good example of the importance any individual can have on a group can be seen
in the movie “Alive” (ᣣᧄฬ㧦↢߈ߡߎߘ). An injured man is initially left for dead by most of
the people around him. One man nurses him back to health. Eventually, the injured man
saves the lives of everyone in the group. Ask students if they know of any examples where
one person helped a group of people.
•
Ask your students if they have ever agreed with their friends just because they didn’t want
to be the only want that didn’t agree. Ask them if they would be willing to give their own
opinions now even if no on else agreed with them.
Three Men and a Baby
Japanese Title:
ࠬ࡝࡯ࡔࡦ㧒ࡌࡆ࡯
Director:
Leonard Nimoy
Playing Time:
102 minutes
Stars:
Ted Danson, Steve Guttenberg, Tom Selleck
Date:
1987
Plot Summary:
Peter, Michael, and Jack live the charmed lives of carefree, totally uncommitted
bachelors in a well-furnished penthouse overlooking Central Park in New York.
Very little in the way of commitment concerns them until they find a baby girl on
their doorstep. The baby turns out to be a product of one of Jack’s flings. They
were expecting the delivery of a package, but no one with a baby. As it turns
out, the package they were expecting has heroin in it, but they weren’t
expecting that either! They spend the rest of the movie trapping the bad men
who delivered the package with heroin and falling in love with the baby. The
baby’s mother comes back to claim her, but the guys can’t give her up—so they
invite the mother to live with them.
General Commentary:
This delightfully silly comedy can be exploited in a number of ways by a creative
teacher. It manages to poke fun at free love and sex, endorse parenthood, and
put in a pitch against drugs—between some hilariously funny scenes and
dialogue. It is one of a number of “saved by a baby” movies that have serious
pedagogic potential.
Suggested Usage:
Ask your students what they think of three single men raising a baby girl. Is it
appropriate for three grown men to raise a baby girl without its mother? Why or why not?
Ask your students to look for how women are portrayed in the movie. Have them analyze
each female character’s reaction to the baby and the situation: Peter’s girlfriend, Rebecca;
Michael’s girlfriend; the landlady; Jack’s mother; the women in the park; and Sylvia.
FollowFollow-up Activities:
Students may be guided to an analysis of what this movie says about the attitude of
women towards children. Students can be asked to support their opinions with examples
taken from the women in the film.
If the students have seen another “parenting” movie (such as Baby Boom) they may be
guided to an analysis of what this genre of film says about American values with respect
to family and child-rearing.
Three Men and a Baby
Tom Selleck
Steve Guttenberg
Ted Danson
FC Forum
Worksheet
1.
Have you ever used films or film clips in class? Which films/clips did you use?
How did you use them? How did your students respond?
2.
What other films do you think could be used? How would you use them?
What themes would you cover? (i.e. history, politics, society, youth etc...)
3.
Do you think using films or film clips in the classroom is a good idea or a bad idea?
Why?
August 7, 2002