ENGLISH LANGUAGE ARTS RESOURCES

"READING" THE MOVIES: USING FILM TO INTRODUCE LITERARY CRITICISM

Planning Points

Approximate Time Needed: 3 - 5 days (traditional schedule with 55 minute periods)
Correlation to English I SCS 1.02, 2.03, 4.01, 4.02, 5.02
Correlation to NC High School Exit Exam Competencies: C1, C2, C3, C4, C5, C6, C8, PI9, PI10, PI11, PI13, PS17

• Identify elements of literary criticism in non-print text
• Critically view an age and school appropriate film
• Synthesize data to support generalizations
• Understand and effectively use the vocabulary of literary criticism
• Understand the value and effective use of literary criticism

Materials Needed:

• Definitions of the word criticism
• Information on schools of literary criticism
• Copies of the critical lens activity
• A copy of an age and school appropriate film with apparent symbolism, archetypes, allusion, and/ or historical significance. (I use O Brother Where Art Thou with my advanced placement 11th grade classes.)

Description:

Day One

• Students generate definitions of the word criticism and determine difference between the denotation and connotation of the word.
• Teacher presents students with definitions of different schools of literary criticism. In groups of 2- 3 students examine examples of the various types of literary criticism. Note: An effective way to teach students about different critical perspectives is to find short examples from Twentieth Century Literary Criticism or Contemporary Literary Criticism of each type. The key is to find examples of criticism of a book students have read.
• Introduce the Critical Lens activity (see attached) and assign students specific critical approaches. (i.e. historical, psychological, feminist, archetypal, etc.) Be sure that at least 3 - 4 students receive the same critical approach in order to facilitate the group assignment that follows the viewing.

Days Two through Four

• Students view the film. They complete the note taking column of their assignment sheet.
• After viewing the film, students review their notes and make inferences about the film based on this data. They record their inferences in the note making column of their worksheet.

Day Five

• Students meet in groups based on the critical approach. Each group, using chart paper, reports the meaning that they made from the film based on their various critical reviews.
• After groups have shared their analysis, the class discusses the validity of each interpretation. Teachers should frame questions that lead the students to understanding the value and effective use of literary criticism.

Assessment:

Students receive an individual grade for their Critical Lens assignment. Also, teachers award a group grade based on contribution, discussion, time on task, and cooperation.

Additional Notes:

The overall goal of the activity is to demonstrate to students that they, given the proper tools, can make analyze a work critically and that they do not have to turn to online or print study guides for analysis. Also, this assignment provides an appropriate lead in to a formal piece of literary criticism.

Possible source for information for information on literary criticism is Guerin et.al., A Handbook of Critical Approaches to Literature (Oxford).

Teacher's Notes:

Critical Lens Activity

Using your definition of ________________________ criticism, complete the following chart. In the note taking column, list all the story elements that illustrate your specific school of criticism. For example, if you are assigned symbolic/archetypal/mythological criticism, you would list potential symbols in the film and/or archetypal or mythological references. In the note making column you will determine if they help solve a problem in the reading, create clearer understanding of the work's meaning, and/or help to evaluate the film.

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