Students often groan at the thought of facing another poetry unit. “This is stupid.”, “It doesn’t make sense.”, “Why do I have to deal with this?”. These are common remarks often spilling out of the students at the thought of dealing with poetry. In an attempt to get them to grasp some of the poetry that they will face throughout their education, this teaching unit attempts to use a movie scene as a way of hooking the students. The unit hopes to make enough thematic connections to allow the students the opportunity to more closely examine and explicate a poem by exposing the conduit between it and an individual's biography. In addition to the thematic connections, this unit will also reveal common elements of poetry in a non-threatening environment. Students will learn about concepts like metaphors, allusions and other elements of poetry by first discovering them in the film. At the same time they upgrade and extend their vocabulary with words, terms, idioms and the vernacular that is used within the dialogs around the poem. Their newly acquired knowledge enables them to articulate both personal discernments and popular apprehensions on the vicissitudes of life (and may even trigger the desire in one or the other to start writing his or her own poem in English, whether it be in a more traditional form or in a rap or a song) and thus serves the primary target of foreign language education: intercultural communicative competence (cf. Council of Europe 2001: 43). Cinema is a vital and powerful medium, and the hope is that it can be used in an effort to hook the students and bring them closer to the enjoyment of poetry. The presentation of poetry in a form that combines four aspects, namely the visual (or optic), phonetic (or sound), kinetic (moving in a visual succession) and emotional aspect is of great significance to the analysis of what is perceived. Watching a movie is probably the easiest and most comfortable way of knowledge transfer that the students are familiar with. The visualization of a plot in a film offers more challenging potential for what contemporary literature educationalists call the personal response approach (cf. Nünning/Surkamp 2006: 64) than a book (ibid. 247). The learner gets emotionally involved almost immediately and throughout the scene.
Table of Contents
- Introduction
- Theoretical Framework
- Analysis of the Material and Didactic Considerations
- Dead Poets Society: The Frame Story
- The Carpe Diem Scene
- Teaching Unit
- Getting warmed up
- Completing the script
- The emotional roadmap
- Post-viewing activity: dubbing the script
- Conclusion
Objectives and Key Themes
The objective of this teaching unit is to engage 10th and 11th-grade students with poetry using a movie scene as a hook. It aims to connect thematic elements in the film to a poem, allowing for closer examination and explication. The unit also introduces common poetic elements in a non-threatening way, enhancing vocabulary and fostering intercultural communicative competence.
- Engaging students with poetry through film.
- Connecting thematic elements of film and poetry.
- Introducing poetic elements (metaphors, allusions, etc.).
- Vocabulary expansion and application.
- Promoting intercultural communicative competence.
Chapter Summaries
Introduction: This chapter introduces the challenge of teaching poetry to students who often express disinterest. It proposes using a movie scene from *Dead Poets Society* as an engaging entry point to connect the film's themes with a poem, facilitating deeper analysis and explication. The chapter highlights the unit's goals: making thematic connections, introducing poetic elements organically, and expanding vocabulary through the film's dialogue, ultimately aiming to enhance intercultural communicative competence.
Theoretical Framework: This chapter emphasizes the importance of a multi-sensory approach (visual, phonetic, kinetic, emotional) to poetry appreciation. It advocates using film, specifically the *Dead Poets Society*, as a powerful tool for knowledge transfer and emotional engagement, aligning with the personal response approach in literary education. The chapter justifies the choice of the "Carpe Diem" scene from *Dead Poets Society* as an anticipatory set, highlighting its richness in plot, symbolism, and imagery, making it ideal for discussion and a viable alternative to traditional print-based teaching. The suitability of the scene for 10th and 11th graders is also discussed, emphasizing the clarity of language and the absence of explicit content or distracting accents.
Analysis of the Material and Didactic Considerations: This chapter provides background information on *Dead Poets Society*, highlighting its status as a coming-of-age classic and its setting in a conservative boarding school. It summarizes the film's plot, focusing on the contrast between the school's traditional values and the English teacher's emphasis on passion, imagination, and independent thought. The chapter also briefly sets the stage for the following section detailing the "Carpe Diem" scene itself.
3.1. Dead Poets Society: The Frame Story: This section summarizes the overarching narrative of *Dead Poets Society*, focusing on the conflict between the school's rigid traditions and the English teacher's encouragement of self-expression and nonconformity. It describes how the teacher's influence inspires the students to challenge societal norms and pursue their passions, leading to both positive and negative consequences, ultimately culminating in the teacher's dismissal. The character of John Keating is presented as a pivotal figure, whose passionate teaching style serves as a catalyst for the students' transformations.
3.2. The Carpe Diem Scene: This section details the "Carpe Diem" scene, highlighting its importance as a pivotal moment in the film. It describes the teacher's unconventional teaching methods and his use of Robert Herrick's poem "To the Virgins, to Make Much of Time" and the concept of "carpe diem" to encourage students to live fully and seize the day. The section emphasizes the scene's emotional impact and its potential for stimulating discussions about life's opportunities and choices.
Keywords
Poetry, film education, Dead Poets Society, carpe diem, Robert Herrick, thematic analysis, intercultural communicative competence, personal response approach, teaching methodology, adolescent literature.
Frequently Asked Questions: A Comprehensive Language Preview
What is the purpose of this teaching unit?
This teaching unit aims to engage 10th and 11th-grade students with poetry using a movie scene from "Dead Poets Society" as a hook. It connects thematic elements in the film to a poem, allowing for closer examination and explication. The unit introduces common poetic elements, enhances vocabulary, and fosters intercultural communicative competence.
What are the key themes explored in this unit?
Key themes include engaging students with poetry through film; connecting thematic elements of film and poetry; introducing poetic elements (metaphors, allusions, etc.); vocabulary expansion and application; and promoting intercultural communicative competence.
Which movie and poem are central to this teaching unit?
The unit centers around the "Carpe Diem" scene from the film "Dead Poets Society" and Robert Herrick's poem "To the Virgins, to Make Much of Time," using the film as a context for understanding the poem and its themes.
What is the theoretical framework underpinning this unit?
The unit utilizes a multi-sensory approach (visual, phonetic, kinetic, emotional) to poetry appreciation. It employs film as a tool for knowledge transfer and emotional engagement, aligning with the personal response approach in literary education. The "Carpe Diem" scene is chosen for its richness in plot, symbolism, and imagery, making it ideal for discussion.
How is the "Dead Poets Society" film analyzed in this unit?
The unit analyzes "Dead Poets Society" by examining its overarching narrative, focusing on the conflict between the school's rigid traditions and the English teacher's emphasis on passion, imagination, and independent thought. The "Carpe Diem" scene is analyzed in detail, highlighting its importance as a pivotal moment in the film and its potential for stimulating discussions.
What teaching activities are included in this unit?
The teaching unit includes activities such as getting warmed up, completing the script, exploring the emotional roadmap of the scene, and a post-viewing activity involving dubbing the script. These activities aim to actively engage students with the material.
What are the key chapters and their summaries?
The unit is divided into chapters including an Introduction (outlining the challenges of teaching poetry and the unit's goals), a Theoretical Framework (justifying the use of film and the chosen scene), an Analysis of the Material and Didactic Considerations (providing background information on the film and the scene), and a Conclusion. Each chapter provides a detailed summary of its content.
What are the keywords associated with this teaching unit?
Keywords include Poetry, film education, Dead Poets Society, carpe diem, Robert Herrick, thematic analysis, intercultural communicative competence, personal response approach, teaching methodology, and adolescent literature.
What is the target audience for this teaching unit?
This teaching unit is designed for 10th and 11th-grade students.
What is the overall approach to teaching poetry in this unit?
The unit adopts a student-centered, engaging approach to teaching poetry, moving beyond traditional print-based methods by leveraging the power of film and focusing on thematic connections, vocabulary expansion, and intercultural communicative competence.
- Quote paper
- Richard Grünert (Author), 2008, Seize the day, Munich, GRIN Verlag, https://www.grin.com/document/129646
