A Secondary STUDY GUIDE by Christine Evely
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Using Monsters vs. Aliens for teaching About and learning
Monsters vs. Aliens is a modern- day action comedy film that will the Film be enjoyed by young and old. With a blend of humour and sub- When California girl, Susan tle messages, this film provides The Monsters’ confinement is cut opportunities for students of all Murphy, is unlucky enough short, however, when a mysterious ages to engage with and examine to be hit by a meteor full of alien robot lands on Earth and begins genre, plot, character develop- outer space gunk on the storming the country. ment, settings, representation, day of her wedding, she animation and production design. NH2 mysteriously and suddenly In a moment of desperation, The President is persuaded by General This study guide had been de- R – C – COOH becomes gigantic. W.R. Monger to enlist the motley crew signed to enhance the viewing of Monsters to combat the Alien Robot experiences of lower secondary H lerted to the threat of this new and save the world from imminent students. Teachers can select monster, the military jumps destruction. from and adapt the teaching and Ainto action and Susan is cap- learning activities that follow to tured and secreted away to a covert DreamsWorks sci-fi spoof Monsters suit the needs, abilities and inter- CH3 government compound. There, she vs. Aliens (Rob Letterman and ests of their students. is renamed Ginormica and placed in Conrad Vernon, 2009) was inspired confinement with a ragtag group of by B-movies of the 1950s – a time Material has been developed with other monsters: the brilliant but insect- when Martians invaded and monsters opportunities to develop learning headed Dr. Cockroach, Ph.D.; the roamed the Earth. However Monsters outcomes across the key learning macho half-ape, half-fish The Missing vs. Aliens breaks new ground as areas of English, Science, Studies Link; the gelatinous and indestructible the first computer-animated feature of Society and Environment and B.O.B.; and the 350-foot grub called to be shot using stereoscopic 3D The Arts. Insectosaurus. technology. NH2 NH R – C – COOH 2
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Investigating key ideas to support appreciation of the film
There is much about Monsters vs. Aliens that indicates that it derives a great deal of inspiration from events, comics, films and other aspects of life in the 1950s and 1960s. photographs, documentaries, Humorous? Depressing? interviews, advertisements, - Who might be the main charac- • Ask students what they think life television shows from the era, ters? may have been like in the 1950s books and the internet to con- - When and where might it be NH and 1960s. duct research. set? 2 »» Brainstorm key headings to »» Encourage groups to present - What is giving you these ideas? guide student investigations their findings creatively and ef- R – C – COOH into life during this period, fectively, for example, a group Monsters vs. Aliens is an animated 3D such as key events, scientific researching a key event might film. H achievements, technological present a role-play of a journal- advances and innovations, ist conducting an interview with • Create a large class wall chart de- inventions, pastimes, lifestyle, a person involved in the event. tailing what students know about popular music, popular foods, • Write Monsters vs. Aliens on a animation. List animated films stu- CH3 film and television stars/films large sheet of butcher paper or the dents have seen. Add information and television shows, sports board, then – as a class – discuss as students make new discoveries and fashion. and record ideas exploring what about key milestones, people and »» Have small groups investigate the film might be about based on processes involved in creating one key aspect of the pe- its title. Ask students: animated films. riod. Encourage them to ask - What type of film do you think Discuss and record what students grandparents and other older it will be? know about 3D films on the wall family members and to use a - Will it be happy or sad? chart. range of resources including - Inspiring? Frightening? Ask what students have heard NH2 NH R – C – COOH 2
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NH2 R – C – COOH the target audience might be? Why do you think this? What in- about Dream- formation might the audience gain H Works 3D animation used from viewing the trailer? List goals in Monsters vs. Aliens. Add further it might achieve, for example: information to the chart. - capture audience attention • Display a Monsters vs. Aliens post- - establish the film’s genre CH3 er. (See the Monsters vs. Aliens - introduce main characters website
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NH2 After viewing the film R – C – COOH • Have three pairs Film stories or film narratives are Investigating ideas to of students form a group, to work made up of characters, the setting/s support appreciation of the together to complete a chart such H and the plot. Monsters vs. Aliens is a film as the one that follows or Work- highly entertaining film with interest- sheet 1: Monsters and Aliens in ing characters, and a succession of • Ask students to work in pairs to Films listing monsters or aliens action-filled events. Examining these find out and list meanings for the they have seen in films and the ac- CH3 elements will help students to deepen words: tions engaged in by each one. their appreciation of the film, to build »» plot Provide opportunities for groups to screen literacy knowledge and skills »» characters display their work and report to the and offer opportunities to examine and »» setting class. See Item 1. discuss themes of relevance to their »» conflict lives. »» opposition Genre and intertextuality »» alien Responding to the film »» military Shops that hire or sell DVDs, games »» monster or videos, usually arrange titles under • Share and discuss Students’ »» robot category labels. Generally the catego- responses to the film. Explore »» brain ry labels reflect the genre of titles. reasons why people respond in »» animation different ways. »» science-fiction Examples of narrative genre include Have students explain what they »» 3D fantasy, science fiction, historical did or did not enjoy about the film. »» UFO drama, action hero, musical, action NH Encourage specific examples from »» satire comedy. You can identify the genre 2 the film. Display responses in the »» horror of a work by looking for similarities in classroom and discuss any differ- »» fantasy key features such as plot, characters, R – C – COOH ing reactions to the film. »» megalomaniac settings, themes and style.
H Name of monster or alien What does it look like? What does it do?
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• As a class, discuss the genre obvious, including a textual reference Monster movies frequently draw upon labels that could be used to to E.T. that can be seen in the trailer. elements from other genres includ- describe Monsters vs. Aliens. Ac- Most students will enjoy discovering ing horror, fantasy or science fiction. cept a wide variety of responses, references to previous sci-fi, horror Monsters vs. Aliens draws from and for example, animation, comedy, and monster movies and from comics satirises many key elements from family or children’s comedy, sci-fi, from the 1950s and 1960s. earlier monster films. fantasy, horror. NH Review and refine ideas after com- Monster movies One of the earliest films to include a 2 pleting a range of discussions and creature or monster was Der Golem activities related to the film. NB Depending on students’ ages (Henrik Galeen & Paul Wegener, 1915), R – C – COOH and school policy, films with a rat- a silent German film. In this film a The directors of Monsters vs. Aliens, ing higher than G or PG may require clay statue brought to life centuries H Rob Letterman and Conrad Vernon, permission from a parent or carer in earlier, is found by an antique dealer. have indicated that the film was not order to be viewed. He resurrects the ancient golem, in only influenced by monster films of the order to use it as a servant. However 1950s but also by the films of Spiel- Sometimes referred to as creature the golem falls in love with the dealer’s CH3 berg, Kubrick and Cameron, along features, monster movies generally wife and when she rejects its love, with 1970s car chase films. Vernon tell a story that involves a conflict or the golem commits a series of mur- says, ‘It’s like we’ve got these libraries struggle between humans and mutant ders. Simpsons fans may recognise in our heads of all these favourite mo- – or oversized – animals or monsters. this protagonist, since The Golem of ments’. Some films create viewer empathy Prague in the Simpsons episode ‘Tree- towards the monsters, particularly if house of Horror XVII’ (2006) references Monsters vs. Aliens provides many they have not intended to cause the this early German film. references to earlier stories from com- struggle or conflict. ics, books and films. Some are rather The 1930s was a period of successful NH2 NH R – C – COOH 2
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above: Jeffrey Katzenberg
American films of a gothic nature that gills, fins, huge eyes and fishy lips. in to action. included monsters, such as Dracula Them! (Gordon Douglas, 1954) is an (Tod Browning, 1931) and Frankenstein early nuclear monster film featuring • Encourage students to use the (James Whale, 1931), followed by The fearsome gigantic ants – mutations internet and print resources from Mummy (Karl Freund, 1932) and The caused by atomic testing. Soon after, the local library to find out what Invisible Man (James Whale, 1933). a giant octopus attacks San Francisco monsters have featured in films after becoming radioactive in It Came since Der Golem. NH Meanwhile The Lost World (Harry O. From beneath the Sea (Robert Gor- Students might work in groups 2 Hoyt, 1925) featuring dinosaurs with don, 1955). In 1956, a black and white investigating particular periods or special effects created by animator sci-fi film Earth vs. the Flying Saucers types of monsters. For example, R – C – COOH Willis O’Brien. O’Brien later worked (Fred F. Sears), also known as Invasion student research could be used to: on special effects for the seminal RKO of the Flying Saucers, featured an alien - Create a class chart listing H monster movie King Kong (Merian C. invasion. The Blob (Irvin S. Yeaworth films by date, the featured Cooper, 1933). Following this, The Jr., 1958) stars a gooey alien life- monsters and storyline, and a Beast from 20,000 Fathoms (Eugène form, that may perhaps have inspired phrase describing each mon- Lourié,1953), a live action film, fea- the character B.O.B. in Monsters vs. ster. CH3 tured a giant fictional dinosaur that Aliens. - Construct a timeline that wreaks havoc in New York City follow- traces changing storylines and ing an atomic bomb test. In 20 Million Miles to Earth (Nathan characterisation of various liter- Juran, 1957), the first manned flight ary and filmic versions of the Like Monsters vs. Aliens, another to Venus returns to Earth and crash- monster Godzilla since 1954. seminal monster movie, The Creature lands in the Mediterranean bringing • Ray Harryhausen, famous for from the Black Lagoon (Jack Arnold, with it an alien creature that soon stop-motion model animation, 1954) featured a creature that ap- begins growing enormously. When it worked on some of the films pears to be the missing link. It had threatens Rome, the military is called mentioned above, but is perhaps NH2 NH R – C – COOH 2
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best known for his work on Jason between Monsters vs. Aliens char- attributes of each character that H and the Argonauts, featuring a acters and characters from comic students consider to be carica- sword fight involving skeletons. His books. tured. giant puppets have also featured • As a class, discuss whether in monster movies such as Mighty Rob Letterman and Conrad Vernon students agree that, ‘it’s really im- Joe Young (1949). Have students describe the character design of portant with computer-generated investigate and report upon these Monsters vs. Aliens as being based movies to do humans caricatured and other visual effects created by on caricature. Since Monsters vs. and not human-looking.’ Consider NH2 Harryhausen that have featured in Aliens was kind of a post-war 1950s whether they think the use of cari- monster or sci-fi movies. throwback to B-movies, they decided cature enhances or detracts from R – C – COOH • Using data from the students’ it was appropriate to satirise it through the film’s story. investigations, have the class the caricature of the day, which they CH3 consider how world events may considered to be MAD magazine. It Sci-fi and the mad scientist H have influenced the portrayal of helped that they were both huge fans monsters in films. of MAD magazine. They drew in par- Along with advances in photographic • As a class, view the trailer or the ticular upon the way one of the artists, and visual effects technology, sci-fi NH2 film again and discuss ways in Jack Davis, caricatured people. films were integral to early filmmaking which the characters featured in history. Many early innovations paved R – C – COOH Monsters vs. Aliens may reference Vernon says, the way for the transition from silent characters featured in earlier mon- films to talkies, from black and white ster movies. Encourage students He’d done movie posters in the 1960s to colour, to use of CGI and more H to provide clear explanations about where the people looked pretty real- recently to develop the amazing 3D possible connections between istic, but they had bigger hands and technology pioneered by DreamWorks. characters. bigger feet and longer skinnier legs, CH and the proportions were just really Early films, like early science, provided 3 Comic characters and pleasing to look at, without looking an eye to the future, and generally caricature grotesque. So we took that style guide offered people hope, optimism and a and said, ‘let’s start here – not only is sense of positive progress. This was It is likely that a broad range of comics it good to do humans this way, but it reflected in Le Voyage dans la lune also played some part in inspiring the also speaks to the throwback to the (A Trip to the Moon, Georges Méliès, action and the comedy found in the 1950s’ because MAD magazine was 1902), inspired by the novels of Jules storyline and characters of Monsters big in the 1950s. So we kind of looked Verne and H.G. Wells and Destination vs. Aliens. Comic books from the at that design sense and said, ‘let’s do Moon (Irving Pichel, 1950). 1950s through to today have provided the humans like this’. many unique and unforgettable heroes However during the mid to late twenti- and anti-heroes, some of whom had Letterman adds, eth century, and more recently, a shift super powers. These have included occurred and some of the discoveries, Captain America, Hulk, Thor, Ant-Man, it’s really important with computer- inventions and motivations of science Green Goblin, Doctor Octopus, the generated movies to do humans and scientists began to be depicted Fantastic Four, Superman, Batman caricatured and not human-looking. in a less favourable light in many NH and Wonder Woman. It’s really creepy. The closer you get to literary and filmic stories. Perhaps the 2 real life the farther away you actually ethics and consequences of scientific Many characters were infallible heroes, are. Because you know what real life discoveries, inventions and experi- R – C – COOH including a large number of superhe- looks like, and all the imperfections re- ments during war torn years and the roes, some of whom broke conven- ally stand out. So that caricature thing space race along with attempts to H tional superhero traits such as ano- is really important; just exaggerate it, control aspects of our natural world nymity, secret identities and costumes. you know. Stretch it and pull it and do created the questions, anxieties, fears Some characters were plagued with all those things. And that’s the heart of and concerns popularised in stories human failings or flaws, while others animation in the first place. such as Planet of the Apes (Franklin J. CH3 had monstrous attributes. Comic book Schaffner, 1968), Alien (Ridley Scott, stories often involved a mad scientist, • As a class, refer to print and online 1979) and Artificial Intelligence: AI an experiment with weird or disastrous dictionaries to define caricature. (Steven Spielberg, 2001). results and a larger-than-life villain. • Have students view Monsters vs. Aliens or the trailer again and pay To the annoyance of many scientists – • Encourage students to conduct particular attention to the human comics, films and other fictional story investigate comic books from the characters including Ginormica, forms often featured mad and some- 1950s and to then share ideas with The President, General W.R. times villainous scientists. Whether one another about connections Monger and Derek Dietl. List the evil villains or obsessed geniuses, the NH2 NH R – C – COOH 2
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inventions or experiments of these scientific endeavours, contribu- fashion) is a common form of storytell- H fictional ‘mad scientists’ often led to tions, discoveries and inventions ing across cultures. dire consequences; these stereotypes that have contributed to our lives have almost become expected in today. The beginning of a film that unfolds subsequent sci-fi stories. Students could work together in in this way, often referred to as the CH3 small groups and to research one opening sequence or opening credit • Have students investigate the of the scientific contributions listed sequence, usually establishes the portrayal of science and scientists on the timeline. main characters and setting. Key con- throughout history, in particular Each group could create a pres- flicts or problems, central to the story through literature and film, such as entation that includes: a brief or plot, may also be introduced. Victor Frankenstein, who first ap- description of the event, the year peared in Shelley’s novel Franken- of its discovery or creation, what In the middle of such a film all of these stein; and evil genius and arche- the event or discovery was, how it are connected and explored in greater typical mad scientist, Rotwang, has contributed to our lives today, detail. star of Fritz Lang’s film Metropolis a few descriptive sentences and (1927). Interestingly, many sub- some relevant illustrations or dia- Towards the end, the conflicts or sequent films provide references grams. problems begin to reach some sort of to Metropolis from film design to • Highlight the importance of scien- resolution or conclusion, with achieve- the scientist’s wild eyes and hair tific endeavours to everyday life ment of some form of closure by or and twisted mechanical hand, by engaging students in a range of during the closing sequence. However NH also seen in Stanley Kubrick’s science-related activities and ex- some filmmakers play with and disturb 2 black comedy film Dr. Strangelove periments, for example, they could these conventions. (1964). explore some simple science re- R – C – COOH • Have the class consider the por- lated to rockets by completing the Basically a narrative is a chain of trayal of science and scientists in activities provided on Worksheet events with a cause and effect rela- H Monsters vs. Aliens. Discuss the 2: Blast off! They could also learn tionship, which takes place in time and following, encouraging students to about some properties of magnets space. Generally characters trigger provide examples from the film to by completing activities provided and motivate a cause, which has a support their ideas: on Worksheet 3: Magneto and subsequent effect and so on. CH3 - How does the use of stereo- about meteorites by complet- type contribute to ideas formed ing Worksheet 4: Searching for • As a class, list key events from by viewers about science and micrometeorites. Monsters vs. Aliens and arrange scientists? them sequentially along a contin- - Is the portrayal accurate and Plot uum to create a Plot Path. For an relevant in relation to real-world example, see Item 2 on page 10. science and scientists? How A classic narrative (having a clearly • Use the events listed on the Plot do you know? defined beginning, middle and end Path, and the headings and ques- • Create a class timeline of positive with a story that unfolds in a linear tions in item 3, to prompt discu NH2 NH R – C – COOH 2
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Opening Middle Closing
Are the setting/s introduced? How are they explored? Do we leave the setting/s? How?
What characters are introduced? How are they developed? What growth or changes have they NH2 experienced? R – C – COOH What problem/s are introduced? How are they explored? How are they resolved? Item 3 CH3
10 H ssions and to help students to track and to explore the narrative flow of 9 NH Monsters vs. Aliens, from the open- 8 2 ing to the closing sequence. • Create a class Plot Profile that 7 R – C – COOH graphically represents the narrative 6
rhythm of Monsters vs. Aliens by 5 X rating the level of suspense, ex- H citement or other emotion created 4 by each event on the Plot Path, 3
according to whether it represents 2 X a peak or a trough, using a scale CH3 from one to ten, for an example 1 X see Item 4. 0 Encourage students to comment Susan is hit by a Susan meets the The monsters about patterns evident at the be- meteor other monsters meet the alien … ginning, middle and end of the film. Discuss whether there is a balance Item 4 of high and low points across the film. What might be the reason for Conflict and oppositions or actions, such as fighting the urge to this? be a bully, or to be more confident. At Discuss how Monsters vs. Aliens Whether it is live action, an animated other times stories will involve problems draws upon or plays with clas- film or television story or a novel, the between humans and the elements or sic narrative conventions. Ask plot usually revolves around problems natural environment, such as a drought, students to give examples from the or conflict. The resulting high and low flood or bushfire. (Adapted from Quin, film to support opinions. points add drama and capture reader McMahon and Quin) • After tracking and discussing the or viewer interest through a series of NH narrative flow and structure as a events where the conflict will often es- Along with the conflict underpinning 2 class, individuals or pairs of stu- calate and then appear to be resolved, the plot, differences or contrasts may dents will be well placed to com- only to escalate again, teasing the be obvious between the personali- R – C – COOH plete Worksheet 5: Plot Outline to reader or viewer, creating suspense ties, behaviours or other attributes of map out the narrative in Monsters and a distinctive narrative rhythm. characters, for example a proud per- H vs. Aliens. son and a humble or modest person, • Have groups of students work Various forms of conflict may occur, someone who is considerate versus together to select a character, e.g. ranging from war between rival na- someone who is selfish, a shy person Ginormica, and to place symbols tions, alien invasion, unrest between versus an outgoing person, a confi- CH3 on the Plot Path or Plot Profile to family members, to disagreements dent person versus a timid person, highlight journey points in Mon- between friends. Often conflict will someone brave versus a coward, sters vs. Aliens that represent involve struggles between beliefs, someone who is careful and someone problems faced by that character. ideals, morals or values and those of who is impulsive. Such contrasts can Each group could also analyse another person or group of people. be described as oppositions. the role of each problem within the narrative. It may be helpful for Some problems may relate to inner There are a number of oppositions ap- them to use Worksheet 6: What’s conflict, for example, where a character parent between characters in Monsters the problem? struggles with his or her own thoughts vs. Aliens that provide opportunities to NH2 NH R – C – COOH 2
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Characters Oppositions lie, who they identify with or whose H values are similar to their own. Ginormica versus Gallaxhar Good versus evil Ginormica versus Derek • Ask each student to nominate which character from Monsters vs. Dr. Cockroach versus B.O.B. Intelligence versus lacking a brain Aliens he or she relates to best and The President versus … to explain the reasons why. Have students form small discus- Derek versus … NH2 sion groups to share their percep- tions of each character, in particu- R – C – COOH lar their different personality traits and to consider how effectively CH3 each character has been repre- H Item 5 sented by the filmmaking team. explore concepts and themes such as We scale our characters up and down Encourage them to examine and good, evil, identity, individuality, self- until we find the right sort of scale. compare the language, voice, NH2 determination, strengths, weaknesses, Even looking at some things … like, colours and look or styles of Ginor- power, fear, science and ethics. Susan has quite a flat face; we started mica, Dr. Cockroach, The Missing R – C – COOH lensing on her and realising what she Link, Gallaxhar, B.O.B., Insectos- • Create a chart with the class, like looked like from the side and the front, aurus, The President, General W.R. the one in Item 5, to explore op- and that would then inform character Monger and Derek Dietl. H positions between monsters, aliens design and we’d change the shape In their groups, students could use and humans in Monsters vs. Aliens. of the eyes, make them rounder and a table like Item 6 to help them so forth. Ultimately you want her to analyse the appearance and other CH Damon O’Beirne, Head of Layout at look great at every angle, so we get qualities of Monsters vs. Aliens 3 DreamWorks, explains that his team involved right from the beginning. We characters. Ask them to also agree and the animators work very closely do the same with sets; looking at the upon a one-word description for together to get the look and feel right set and going ‘does this feel like the each character. in order to create characters that will right sort of scale?’ • Ask each student to decide which best help to tell the story. character he or she identifies with The look of characters such as the way and why? Share as a class then During production we’re always they dress, colours they wear, their discuss: responding to whatever the animators body language, facial expressions and - How do the filmmakers encour- do, right from the beginning when they their behaviour, actions and dialogue age viewers to identify with start deciding for example how tall can help to reveal oppositions. Op- some characters more than Insectosaurus might be. positions encourage viewers to make others? choices about where their sympathies - How does the name of each
Character Type of character or Appearance of One word Goal/s or ambition/s of personality character description character NH2
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H to prove him or herself B.O.B. CH to take over the planet 3
to preserve his reputation
Derek
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key character contribute to of Monsters vs. Aliens. meaning of the words protagonist, NH viewer understanding of the List other conflicts that occur hero, heroine, anti-hero, antago- 2 character’s personality and within the plot on strips of paper. nist. Create class definitions, then motivations? Arrange the strips in a hierarchical discuss: R – C – COOH - How do elements of production manner below the agreed upon - Who would you describe as the design contribute to viewer central conflict. This may involve key protagonist in Monsters vs. H understanding of each charac- lengthy discussions about how to Aliens? ter’s personality and motiva- rate the importance of each con- - Is the protagonist in Monsters tions? flict. vs. Aliens a heroine or hero or Generally the oppositions between • Discuss as a class: In what ways anti-hero? CH3 characters relate in some way to does the goal of each character - Why do you think this? each character’s goal/s and to the link with or relate to the main - Who would you describe as conflict inherent in the storyline. conflict or to other subordinate antagonist/s? Why? • Add a new column to the table and conflicts and assist in moving the - List other main characters. record the goal/s or ambition/s of Monsters vs. Aliens story forward? • Provide opportunities for students each character. See Item 7. to read Worksheet 7: Character • As a class, discuss and agree Characterisation Descriptions (Parts 1 and 2) and upon the conflict that most stu- to visit the official website
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Name Who is the Origin of mutation Capture Power Personality/ H character? or power date strengths/weaknesses
Susan Murphy Supposed to marry lo- Hit by a meteor filled Enormous height. (Ginormica) cal weatherman Derek with matter that mu- Impervious to Dietl tated her DNA nuclear and atomic forces
Dr. Cockroach, Scientist, inventor, me- Teleportation device Ph.D. NH2 chanical genius backfires and he ends up with the head of a cockroach R – C – COOH CH The Missing Frozen fish-ape hybrid Thawed out by scien- 3 Link tists twenty thousand H years after the Ice Age
NH2 B.O.B. A gelatinous mass Created by accidental Indestructible with no brain mix of a genetically R – C – COOH altered tomato and a chemically-altered dessert topping H
Insectosaurus A grub that commu- Transformed by Enormous size. Abil- nicates with unusual nuclear radiation from ity to shoot silk from roars that can only a small grub into a nostrils be understood by The monster. CH3 Missing Link
Gallaxhar An alien that plans to take over Earth
The President Fictional US leader n/a Doesn’t want to go down in who agrees with Gen- history as the president in eral Monger’s plan to office when the world ended use monsters to defeat aliens
General W.R. Develops a plan to Monger release monsters to defeat aliens
NH2 Derek Dietl Susan’s fiancé R – C – COOH
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Item 8 CH3 read through the classified dossi- in the story? How do they help to the film to support their opinions. ers to find information about each move the narrative forward? • Ask students who they consider of the characters. Ask students to explain what they to be the villains in Monsters vs. • Create a class data chart sum- think is the role or purpose of the Aliens. Are they easy to identify? marising the information. For an character Derek in Monsters vs. Why or why not? Are the villains in example, see Item 8. Aliens? Does Derek help to move this film characters, or could the • Consider the roles of each of the the narrative forward in any way? villains be described as human fail- main characters in the film. What Encourage students to explain ings, lifestyles or actions? is the purpose of each character their ideas, giving examples from Have students work in pairs to NH2 NH R – C – COOH 2
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Character Key action involving the Reason for or cause Result or consequence of the action H character of this action
NH2 R – C – COOH CH3 H Item 9 discuss and give examples from that it’s Reese Witherspoon playing the strip episode involving your mon- the film to support their ideas. giant woman. ster. NH2 • Use a chart like Item 9 to help – Rob Letterman, Director the class examine how the film- Sci-Fi, Superheroes and R – C – COOH makers have created audience un- • As a class, discuss and vote upon Science – fact or fiction? derstanding of characters through whether the decision to have a the film’s action. female protagonist was the best • Have students read a recent news- H • Discuss why the Monsters vs. way to tell the story in Monsters vs. paper article – or record or view Aliens filmmakers might have Aliens. a television news segment – that decided to have monsters as the • Have the class consider what reports a heroic action, such as a characters involved in protecting Australia might be like in the next rescue from a flood. CH3 the planet from alien invasion. How century. Discuss and list the qualities of the does this storyline relate to earlier Challenge students to create a hero or heroine featured, for ex- ‘monster’ or ‘alien’ films. comic book style monster of the ample, courage, bravery, compas- • As a class, list films students have future. Have them give it a name sion, selflessness, perseverance, seen that have a female protago- and write phrases or sentences strength, calmness. nist. Have them ask their parents describing the monster – what • Assist pairs of students to inter- to name films from their childhood he/she is like, special qualities or view one another. that have female protagonists. powers, weaknesses, costumes, - Who do you know/know about Discuss who found this task easier, weapons. They might explore the who is or has been heroic? the students or their parents. Con- use of caricature sketching alter- - What qualities does it take to sider why this might be the case. native ‘looks’ for the monster. They be a hero or heroine? could try various shapes and sizes - What superheroes do you We had the basic concept that this for head and body parts and cre- know about? movie would be told through the point ate special features to make him/ - What is a superhero? of view of the female hero, which no- her different or super-powered in - Do you need to be a superhero NH one really does anymore in animated some way; and consider what col- to make a difference? Why or 2 movies, and that was really interesting. ours are important to the monster’s why not? So he (Jeffrey Katzenberg) brought character, for example, red and - What are the similarities and R – C – COOH Reese [Witherspoon] by just to check green are often used to convey ag- differences between everyday the place out and show her what was gression or jealousy, respectively. heroes and superheroes? H in development and see if she re- Comics and cartoons use symbols - Why do you think people tell sponded to anything, and she walked and special conventions to make stories about heroes and heroic in and we gave her the big pitch and their meanings clear to readers. actions? we basically said, ‘Here’s Ginormica, Examine comic book features and • Hold a class debate: The monsters CH3 and she’s gonna go from being this discuss meanings for each one, in Monsters vs. Aliens are heroic. normal, small-town girl to being the for example, speech and thought most powerful woman in the world, bubbles, light bulbs, movement or Science fiction stories, both literary saving the earth from an alien invasion contact lines, exclamation marks, and film have foreshadowed many and she’s kind of the lead in this mon- symbols to indicate shouting or inventions and scientific or technologi- ster ensemble.’ And she said, ‘that’s swearing, use of capital letters, cal developments. However as works so great, I’m so sick of the girls always wrinkled foreheads, sweat beads) of fiction these stories are not always being the sage advisors or sidekicks’. Use these ideas and refer to comic based on factual information. In partic- And it just sparked. And it’s also funny books to help you create a comic ular, stories about superheroes often NH2 NH R – C – COOH 2
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twist or exaggerate scientific facts. change his body colour. nous B.O.B. There is something about H Other groups of students could B.O.B. that resembles slime. • Use ideas below derived from investigate: ‘BBC – Hot Topics The Science of - how stress can sometimes • Ask students: Is B.O.B. a liquid or Superheroes’ to develop ‘Super- provide people with unusual a solid? Is slime a liquid or a solid? hero Science’ research projects strength • Have students observe or make that investigate the science behind - the roles of hormones such as their own cornflour and/or borax superheroes. adrenalin or testosterone in re- slime and then work with it to find NH2 Have students work in groups to lation to endurance or strength out some of the interesting things conduct research and to present - how muscles can be built up about its scientific properties. Be R – C – COOH findings to the class. Encour- over time careful. Slime can be extremely age them to use print and digital - the types, amount and fre- messy! CH3 resources and to consider the ac- quency of exercise required Worksheet 8: Cornflour slime H curacy of sources – where possible by people of different ages to and Worksheet 9: Borax slime verifying information from more ensure well-being and fitness can be used to help engage than one source. Some online - how endorphins can help students in several activities to NH2 sources include: athletes push themselves in an help them begin to investigate the http://www.abc.net.au/spark/ effort to increase muscles and properties of liquids and solids and R – C – COOH scienceof/superheroes.htm strength chemical transformation. http://news.nationalgeographic. - how animals such as chamele- com/news/2004/11/1112_ ons and cuttlefish can change Solids and Liquids H 041112_incredible_superhero_ colour. science.html - other living things that can What is the difference between a solid http://physicsworld.com/cws/ change colour or transform and a liquid? A solid has a fixed volume CH article/print/16825 (synopsis of their bodies in some other way and holds its own shape, like a pencil or 3 a book) and the purposes this serves a pea. A liquid has a fixed volume but it http://www.exploratorium.edu for each animal flows, to take the shape of its container. • As a class, discuss powers or A group of students could investi- abilities used by the Monsters The particles or molecules in a solid gate science related to Spiderman, vs. Aliens monsters, for example, are bonded to each other and so stay whose alter-ego comic book (and Insectosaurus is not only large, he together firmly, however the particles later, film) character Peter Parker has the ability to shoot silk from in a liquid are not bonded to each developed spider-like superhu- his nostrils, while Ginormica is not other, so they can flow past each other man capabilities that assisted him only tall, but incredibly strong. and can spread out. to fight evil after being bitten by a In pairs, have students find out radioactive spider during a demon- more about connections between Some things like jelly, mayonnaise or stration of radiation technology. each monster in Monsters vs. slime are in between. They have some - Spiderman can stick to most Aliens and aspects of the natural properties of a liquid and some prop- surfaces. Find out whether this world or science. erties of a solid. is true for spiders. If so, how do NH they do this? Explain why spi- In Monsters vs. Aliens (like in Spider- Cornflour slime 2 ders don’t stick to their webs! man and The Incredible Hulk) Dr. - The silk spun by spiders is Cockroach undergoes a transforma- Cornflour slime has the qualities of R – C – COOH remarkably strong. Provide tion. Luckily his ingenious brain is left both a solid and a liquid. It can take examples and comparisons to intact, however it is now located inside the shape of its container like a liquid, H explain how strong. the head of a giant cockroach! but when pressure is applied to it it - Would a radioactive spider-bite behaves like a solid because it holds really lead to the powers of • As a class, discuss the likelihood its own shape. Spiderman? of this occurring in real life. CH3 Another group might investigate • Demonstrate use of the internet Generally, the runniness, or viscosity, The Incredible Hulk. Apparently and search engines to investigate of liquids remains the same whether Jack Kirby created this character the science behind teleportation or not they are being stirred. However, after seeing a woman lift a car from with the class. this is not so for cornflour slime. It is her trapped child. The Hulk was a a stir-thickening liquid because the nuclear physicist who developed a Other characters from Monsters vs. harder you stir it, the thicker it gets. It gamma bomb that led to him being Aliens have undergone some trans- is sometimes called a non-Newtonian able to transform into a monstrous formation as a result of scientific because it does not fit Newton’s laws fury-driven superhuman who could experimentation, including the gelati- of how true liquids behave. NH2 NH R – C – COOH 2
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Scientific process: H Plus (benefits) Minus (disadvantages) Interesting
Item 10 NH2 R – C – COOH When the slime is moved slowly, the The borax solution is a ‘cross-linking’ • Ask students to collect newspa- particles are able to roll over each substance that acts as a connector per articles related to genetic and CH3 other and the mixture flows like a between the polymer chains in the chemical modification, alteration or H liquid. However if pressure is applied PVA. These chemical bonds hold the engineering processes. to it, its viscosity increases and it chains together, so it is harder for Read articles to the class and dis- becomes thicker, losing its flow and them to move around making the mix- cuss the concepts described and NH2 behaving like a solid. ture more like a solid than a liquid. reasons for research in these areas of science. R – C – COOH The particles in cornflour slime are When borax slime is pulled slowly, the • Have pairs of students select one not bonded to each other, so it usu- chemical bonds stretch before they of the processes described and ally behaves like a liquid. However, the break. When you pull the slime quickly create a PMI chart. For an exam- H particles are rough and lock together if it will snap if the chemical bonds in the ple, see item 10. you apply a strong force. In fact, if you slime break. • Have students use the inverted make a fist and punch cornflour slime, pyramid model below as a guide CH the cornflour particles lock together and The bonds are still quite weak so they to help them write a short newspa- 3 the slime feels and looks like a solid. break and reform easily. per article highlighting one of the scientific processes or reporting See a video demonstration show- • Follow the steps in Worksheet about a scientific breakthrough. ing how to make Cornflour Slime 9: Borax slime to make borax Students could instead create an at
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are usually explored such as greed, And that ties into the monsters theme slides, videos and photographs. Hselfishness, the futility of war, self- in that people treat them like monsters After the presentations, ask stu- acceptance, love or loyalty. because they assume, based on how dents to suggest ways they think they look, that they are, but when you conflict around the world could be Fear of the unknown or what is not un- actually look at these guys they’re minimised and how solutions could derstood is one theme that underpins anything but that. There’s a line that be implemented. Monsters vs. Aliens. says something like, ‘how many times Encourage students to identify a do you have to save the world before particular issue and decide on an NH2 The 1950s is viewed as the height of people stop treating you like mon- action such as making posters to the Cold War. During this period peo- sters?’ At the heart of it they’re really raise awareness, writing to a rel- R – C – COOH ple’s fears were magnified and a sense looking for acceptance. evant authority, signing petitions or of paranoia seemed to pervade US fundraising for a particular cause. CH3 culture. The launch of Sputnik by the He comments that there’s also the • As a class, discuss and record other H Russians escalated fears that Russia’s whole underdog thing. messages that can be found within scientific achievements would lead to the plot of Monsters vs. Aliens. the development of nuclear weapons The guys that you put down are the • Beside each message list a key NH2 that would threaten the US. Many of guys that despite all the hardships they scene that helps convey this mes- the films from this era and beyond re- were put through, they still step up to sage and consider which events R – C – COOH flected people’s fears of the unknown. the plate and do the right thing and and characters help to convey save everybody. each idea or message. • Discuss: H - What are all the possible mean- Vernon notes that the monsters draw Contribution of Sound ings for the word monster? on the passion that put them in prison Design to Monsters vs. - If the monsters in Monsters vs. in the first place. He says it’s Aliens CH Aliens are symbolic, acting as 3 metaphors for something in the same passion they draw on to save The audio part of a film is carefully real life, what might they repre- the world. And it’s their difference designed and is made up of dialogue, sent? Do you think this is what that helped them save the world. You sound effects, music and silence. the filmmakers intended? Why shouldn’t be ashamed of the differ- or why not? ences between you and other people. • What music did you notice while - What are all the possible mean- you were viewing Monsters vs. ings for the word aliens? • As a class, discuss Letterman Aliens? Would you describe the - If the aliens in Monsters vs. and Vernon’s comments. Do you music as modern, traditional or Aliens are symbolic, acting as think the film conveys the ideas as something else? How did the metaphors for something in he mentions? Why do you think music help the film to tell its story? real life, what might they repre- the filmmakers have created a Was the music important in under- sent? Do you think this is what film about acceptance? Does this standing the story? the filmmakers intended? Why theme relate to your everyday • Imagine watching Monsters vs. or why not? lives? How? Does it relate to world Aliens with the sound turned off. - How do we perceive or treat issues today? How? Discuss with your class how this NH aliens in real life? • Review the activities and discus- would make you feel as a viewer. 2 sions provided earlier related to Why would it have this effect? In Monsters vs. Aliens suspicion and conflict and oppositions. Would it make the film seem longer R – C – COOH fear is generated about unusual, alien • Build on students’ knowledge by or shorter? Why do you think it or foreign beings. In turn, this leads to asking them to read newspapers would have this effect? H conflict. and watch news and current affairs • Have students work in pairs to list programs to collect information sound effects they remember from The directors of Monsters vs. Aliens, about conflict occurring in people’s the film. Why do they think they Rob Letterman and Conrad Vernon, everyday lives and acts of aggres- remembered these sound effects? CH3 agree that there are several messages sion occurring around the world. How do they contribute to the to be found in the film including accept- In pairs, or individually, have stu- film story? Do they remember any ance and self-acceptance, particularly dents choose a particular conflict scenes where silence was used to in relation to acceptance of your own or event and investigate it further create meaning? If so, what mean- capabilities and unique qualities. by using the internet, reference ing did it create? materials, videos and interviews. … for the Susan character it’s that you Encourage students to present don’t need anyone else to be amazing; their findings using a range of you can be amazing in who you are. media including multimedia stacks, NH2 NH R – C – COOH 2
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CH3 Developments in moving image technology
NH 2 Even ancient people seemed fasci- and the Thaumatrope developed in The motion picture or film nated by a phenomenon, now termed 1824 was one of the first optical illu- R – C – COOH persistence of vision, where an image sion toys to draw upon the principles industry has an interesting is retained for a short time after obser- of ‘persistence of vision’. H history of inventions vation has ceased. Awareness of this including optical toys related phenomenon has led to numerous at- Timeline to motion and vision that tempts to set a series of individual still pictures into motion in order to create • As a class, create a History of Ani- CH began in ancient times. This 3 the illusion of movement. mation Timeline such as the one history draws upon traditions found at
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NH 1906 First animated film, Humor- first full-length animated film. Letterman & Conrad Vernon) 2 ous phases of funny faces It took four years to make and immerses audiences into the (J. Stuart Blackton), uses cost $1.5 million. magic of InTru™ 3D R – C – COOH chalkboard drawings 1964 Julie Andrews dances with From
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and other machines (including celluloid to digital film produc- explore the painstaking process H projectors and other film equip- tion. required to create the illusion of ment) - Find out about the early develop- movement using still images. - Belgian inventor Joseph Pla- ment of 3D films; investigate the • Ask students to explain why a teau’s Fantascope or Phenakis- strengths and weaknesses of early decision might be made to create tiscope 3D process. a story using animation rather than - the Zoetrope live action. In particular, discuss - French painter and inventor According to the Intel website why the decision might have been NH2 Louis-Jacques-Mande Da-
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I can do what I’ve always wanted to ence of 3D is probably red and cyan using colour, to tell the story of the Hdo – to get the feeling that it’s being glasses – anaglyph glasses – com- film. In the early days there was The filmed not by a computer but by a pared to that a digital projection is light Wizard of Oz [Victor Fleming, 1939] – it hand operator – all those little happy years away. It’s so fantastic in terms of was in black and white, and now we’re accidents, those naturalistic things the stability of the image, the align- in colour. To a certain extent we’re still that we’re so used to in our lives … in ment is perfect, it’s all coming out of in that phase with 3D filmmaking. 3D traditional process we’d actually key one lens so illumination is completely filmmaking has been caught in that in mistakes just to make sure that it even, it’s full colour and of course the loop, because it only existed for a few NH2 didn’t feel too digital. Now we have an glasses are lightweight polarisers now. years before the technology let it down opportunity to actually film it. and it kind of disappeared. R – C – COOH People seem to consider the last 3D He explains that while Jeffrey Katzen- boom was back in the 1950s, when So the challenge is to get past that CH3 berg uses the development of colour you had Creature from the Black La- initial gimmick loop, the initial excite- H as an analogy; he thinks of 3D author- goon [Jack Arnold, 1954] and House ment of going ‘hey cool, it’s in 3D’ ing more as an extra paintbrush. of Wax [André De Toth, 1953] and and really getting to the point where those types of movies. Although they you’re not coming out of the movie NH2 For most of my career we’ve been were full colour and polarised, similar going, ‘that was great, did you see looking for staging that suggests to today, the real difference is digital the way that thing really poked out’, R – C – COOH depth – for example we’d be looking production and post-production. In which is fun, but the real challenge is at the road and the long lines of a road our case, computer animation is all for people to come out and say, ‘wow, that suggest depth – now you put the digital, from beginning to end. You when we were looking over the Golden H glasses on and you see the depth. can imagine the difficulty of mechani- Gate Bridge I really felt scared of the Now we can start using that creatively; cally getting two cameras sychronised, height.’ That’s the response you want. we can manipulate it. aligned, lenses correct, pieces of film Or ‘when Gallaxhar was threatening CH running through at the same rate, and Susan I really felt like he was imposing 3 • Discuss images, sounds and having to redo that in the projection on my space.’ That’s the real enjoy- action in this 3D animated world booth as well. ment of 3D, or as I like to think of it, – where things are larger than life, spatial filmmaking. When you come emphasised through the use of 3D, Today with digital production we’re out making comments about the story dramatic lighting, energetic editing, able to produce perfectly aligned, per- point, that it was better than it ever expressive angles and comic book fectly synchronised, and then deliver could have been if the 3D wasn’t there. style composition. perfectly aligned and synchronised That’s where we need to get to – a real Have students use information stereo through a single digital projec- spatial movie-going experience. provided on this guide and con- tor. And that’s what’s so unique – the duct their own investigations to one projector, literally, is putting out • Discuss as a class what McNally help them to complete Worksheet left and right images almost at the might mean by ‘a spatial movie- 10: DreamWorks 3D technology same time, running alternately at such going experience’. Do you think exploring how DreamWorks 3D a rate that it looks like it’s at the same Monsters vs. Aliens is a successful technology enhances the story. time. spatial movie-going experience? Why or why not? NH Phil McNally, Global Stereoscopic Ultimately what Jeffrey Katzenberg • McNally mentions The Wizard 2 Supervisor discusses the relationships has brought to the studio; we’re go- of Oz, can students see paral- between the 3D technology of the ing to be the studio that goes out to lels between its plot, setting and R – C – COOH 1930s and today: try and understand what authoring in characters and those of Monsters 3D means – not just make a normal vs. Aliens? It will help to arrange H The first stereo tests were pre-photog- film then add 3D at some point in the for them to view the 1939 version raphy, around 1860 – drawn pyramid production. of The Wizard of Oz. type shapes – viewed in a viewer that was two mirrors that you looked at, If it’s just a 2D movie with 3D depth Phil McNally, Global Stereoscopic CH3 and your eyes could see these two left added, that’s interesting for a while, Supervisor, suggests the shift from and right images. Fundamentally we’re but if it never goes beyond that it will 2D to 3D filmmaking is similar to two doing the same thing today. There’s sort of become not that interesting. completely different art forms. He a left version and a right version that Like colour – we’ve all seen films that compares painting and sculpture to represents those two views. We just were black and white, and colour was emphasise the shift in thinking and have cleverer systems to put it back added. It’s interesting, but after a while new skill sets required of filmmakers. together. you would just revert back to black and white. Of course we didn’t, we Creatively, the challenge is 100 years I would say the average viewer experi- developed sophisticated techniques of 2D cinema, and the experience of NH2 NH R – C – COOH 2
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500 artists trained in 2D … an amaz- I initially thought we were just going It was great to look from Ginormica’s Hingly sophisticated language has been to watch something in 3D for the cool point of view (down) and get that developed that represents depth in a gimmicky aspect of it, but it turned out depth. medium that is flat. I like to make the to be a powerful storytelling tool. We couldn’t put map paintings in the comparison of painting and sculpture. When it comes down to it, it’s still background; they had to become 3D. The artists at the studio – their whole about telling the most compelling story The world has to exist inside the com- careers have been based around you can. puter otherwise it doesn’t work. creating flat art that represents space This film in particular has a unique So suddenly you were seeing the NH2 amongst other things. So it’s like we story for an animated movie. In many edges of the backdrops. have 500 painters, and Jeffrey Katzen- ways it feels like a live action movie as You also find places where normally R – C – COOH berg says ‘right, sculpture! Everyone well. With the 3D aspect to it, because you’d have two characters, like for start sculpting!’ Sure you can be a there’s been so much concentration instance we have a guy on a jet pack CH3 great sculptor and a great painter, on maximising shots and making cer- exploding out in front of Ginormica, H but it’s a different skill set, which isn’t tain shots more dynamic, it really lends and instead of just keeping it like that, necessarily in place. And just the ideas itself more to this kind of movie, and we thought it would be great if he themselves … the creative ideas you’d it creates an overall feeling or realism, came way out in the audience and she NH2 have for a painting are completely of live action. I love the uniqueness of went way back in and now she really different to the creative ideas that that about the film. It makes it very dif- looks a lot bigger. So now you can R – C – COOH you may have for something spatial; a ferent from any other animated movie perceive depth and space. sculptural installation. I’ve ever seen. – Conrad Vernon The 3D has definitely been the big- H One of the major challenges in the gest, but it was not something that When Rob Letterman was asked why creation of Monsters vs. Aliens was to was overly daunting. It’s all been to he believes it is it still important to effectively represent the interactions ultimately tell a better story. create cinema experiences into the between different sized characters. – Joyce Arristia, Lead Editor twenty-first century, he responded, CH3 • Have students view the film again, When we first started we were lucky, This is a personal thing, but it’s so or the trailer, in order to observe because it’s a monsters versus aliens much better to watch a movie in how the filmmakers have put theme; it was really, really appropri- a movie theatre with hundreds of different sized characters into a ate to use 3D on this film because people; it’s just a better experience. movie frame, so that viewers can the scales that we’re dealing with are Laughing with a group of people … see them both and also under- large – we’re rendering fifteen metre that communal experience is really stand their relationship. tall robots and monsters and an almost fantastic. In a way it’s a shame that Discuss how differing points of equally tall female hero, and regular home technology is advancing so fast, view have been communicated. people. We’re dealing with vast scales there’s not as much of a drive to go to Consider why it is important for and 3D made it so much easier to do the theatre, so people aren’t expe- viewers to see things from the it. riencing the movies the same way. points of view of different sized And atmosphere – we wanted the This is what’s great about 3D – it’s an characters. atmosphere. The fog had to be real opportunity to bring people back into • Provide opportunities for students ‘fogometric’ fog simulation so that the the theatre, because these movies are NH to read and to discuss what Joyce characters could move through that meant to be watched in the cinema. 2 Arrastia, Rob Letterman and in 3D. I think movies are funnier, scarier, sad- Conrad Vernon have to say (below) We shot it differently. The difference is der in a movie theatre with a group of R – C – COOH about the production of Monsters that in the past you’re walking round people than by yourself. vs. Aliens as a 3D film and about a set and you’re looking for shots and – Rob Letterman H going to the cinema, then have you’re looking through a viewfinder them use Worksheet 11: Writing and everything’s kind of flat. In our • Organise for students to work in a film review as a guide to help version our viewfinder wasn’t flat; we small groups to discuss patterns them to comment on the filmmak- were literally walking round a set and they see emerging from literary and CH3 ers’ opinions as part of writing a saying, ‘oh wow, we could shoot it like filmic stories involving monsters, review of the film. this and this cup is a foreground ele- science and heroes and to create ment’. So it directly influenced how we a poster or digital presentation that When I heard about it I was really shot the film because it’s a different explores their conclusions. nervous because I thought that, as medium and we were looking for dif- cool as it sounded, it was really going ferent ways to share that storytelling. to interfere with my basic job of telling It would have been a different looking- the story and just editing in general film if we’d only been doing it in 2D. and the creative aspects of editing. – Rob Letterman NH2 NH R – C – COOH 2
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H References
NH2 R – C – COOH Christine Evely, Robots study guide, the_50s_.htm http://www.lessonplanet.com/search? CH3 ATOM. keywords=space+science+experimen H http://www.horrorfilmhistory.com/ ts&rating=3 index.php?pageID=1950sa NH DreamWorks 2 http://www.funtrivia.com/playquiz/ Aliens and UFOs http://www.dreamworks.com/ quiz17439413f8838.html R – C – COOH http://science.howstuffworks.com/ http://en.wikipedia.org/wiki/ http://en.wikipedia.org/wiki/List_of_ alien-physiology.htm DreamWorks_Animation monsters H http://science.howstuffworks.com/ufo. http://animation.about.com/od/ http://www.unmuseum.org/ htm industryprofiles/p/dreamworks.htm notescurator/monstermovies.htm Properties of matter CH3 http://library.wcsu.edu/dspace/ http://books.google.com. bitstream/0/198/1/Thesis+Project.pdf au/books?id=QHg7m_ http://www.col-ed.org/cur/sci/sci95.txt ESR54C&printsec=frontcover http://www.col-ed.org/cur/sci/sci137. Historical http://www.marvel.com txt
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http://www.filmsite.org/filmh.html http://www.sciencebob.com/experi- Science ments/polymer.php http://en.wikipedia.org/wiki/History_ of_cinema http://www.col-ed.org/cur/science. http://www.scitech.org.au/index. html php?option=com_content http://vlib.iue.it/hist-film/Index.html &task=view&id=172&Itemid=132 NH http://kids.niehs.nih.gov/lunar/home. 2 http://filmsound.org/ htm http://sciencesquad.questacon.edu. film-sound-history/ au/squad_activities/slime_borax_ R – C – COOH http://space.about.com/od/backyard- slime.html http://frank.mtsu.edu/~smpte/timeline. science/Backyard_Science_Experi- H html mentsProjects_For_Adults_and_Kids. http://sciencesquad.questacon.edu. htm au/squad_activities/slime_cornflour_ http://www.cln.org/themes/history_ slime.html film.html http://www.csiro.au/resources/DIY- CH3 Science.html http://www.fatlion.com/science/slime. html Monsters http://www.hometrainingtools.com/ articles/science-projects/acat_earth- http://en.wikipedia.org/wiki/ space-science-projects.html Monster_movie http://spacescience.nasa.gov/educa- http://www.newi.ac.uk/rdover/other/ tion/educators/links/
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SCREEN EDUCATION R – C – COOH 23 H H NH 2 CH3 R – C – COOH Worksheet Monsters and Aliens H 1 in Films Name:
Name of monster or alien What does it look like? What does it do?
SCREEN EDUCATION 24 NH 2 CH3 R – C – COOH H Worksheet 2 Blast off! Name:
To create a rocket that would take you to outer space, you would need to know some basic principles of rocketry. Try this simple experiment to get you started.
You will need Procedure 5. Slide the balloon to the bottom of 1. Thread the string through the the string. straw. 6. Hold the string taut, then release - one drinking straw 2. Tie one end of the string to some- the neck of the balloon to allow the - a piece of string a few thing solid, like the top of a fence. air to escape. metres in length 3. Blow into a balloon to inflate it, 7. Carefully observe what happens - a balloon and hold the neck of the balloon to and draw arrows on the diagram to - masking tape prevent the air from escaping. show the direction of the escaping 4. Attach the balloon to the straw us- air and the direction of the bal- ing masking tape. loon’s movement.
What did you find out? Can you use the word ‘opposite’ in your answer?
Think about this: In simple terms, rockets carry fuel that is ignited. When ignited, the fuel produces gases that are released through the rear of the rocket. This produces a force that drives the rocket in the opposite direction. How does this relate to your experiment?
SCREEN EDUCATION 25 NH 2 CH3 R – C – COOH H Worksheet 3 Magneto Name:
Do magnets have super You will need powers? Magnets are pieces - Two bar-shaped magnets - Nails of various sizes, including one very large nail and a of metal that can attract other range of small tacks made from different types of metals pieces of metal. See what you can - Paper clips discover about the properties of - Elastic bands and other small objects, such as spoons, magnets. erasers, pencils, ring pulls from aluminium cans, etc
Procedure:
1. Rule up a table like the one below and record which objects are attracted by the magnets.
Object What material do you think the object is made from? Is it attracted to the magnet? Yes/No
What did you learn?
2. Find out if both magnets have equal power by carrying out experiments with paper clips. You could count how many paper clips each magnet can attract in the form of a chain. What did you find out?
3. Experiment with both magnets to learn more about their properties. Magnets have two poles: a N (north) and S (south) pole. Different poles pull together or attract, and like poles push away or repel. Take it further. Find a way to turn a nail into a magnet and describe it below.
SCREEN EDUCATION 26 NH 2 CH3 R – C – COOH Searching for H Worksheet 4 Micrometeorites Name:
In Monsters vs. Aliens, Susan’s life You will need is changed when she is hit with - a large piece of thick white paper or matter from outer space. Meteorites fall to plastic, approximately 1m x 1m Earth every day. However, finding them can be difficult, as most are - magnet the size of dust or small stones. Larger meteorites also fall each - Magnifying glass or a microscope day, but most land in the oceans that cover seventy per cent of the (preferably a microscope) Earth’s surface. - six to eight objects to act as weights Procedure:
1. Select a clear day without wind and when rain has not been forecast. 2. Spread the paper or plastic on the ground in an area where there are no overhanging trees or bushes. Place weights around the edges to keep it flat. 3. After four to five hours, carefully lift the sheet of paper or plastic, taking care that any collected matter does not fall off the sheet. 4. Lift the edges of the sheet and gently shake collected matter into its centre. 5. Hold the magnet under the sheet and use it to shift anything that is attracted to it away from other matter. Discard matter that is not attracted to the magnet. 6. Use the magnifying glass or microscope to examine any matter that was attracted to the magnet.
Draw any dark, round particles with pitted surfaces that you see in the box below. These may well be ‘micro-meteorites’.
Think about this: If a meteorite is stony or metallic matter that has fallen to the earth’s surface from outer space, a ‘micro-meteorite’ is a tiny meteor. Each day, billions of tiny particles fall to Earth. How many ‘micro-meteors’ do you think you found? Why do you think this?
Investigate and list the properties of meteorites on the back of this sheet.
SCREEN EDUCATION 27 NH 2 CH3 R – C – COOH H Worksheet 5 Plot Outline Name:
Monsters vs. Aliens
SETTING/S CHARACTERS
PROBLEM/S OR CONFLICT
EVENTS
RESOLUTION
SCREEN EDUCATION 28 NH 2 CH3 R – C – COOH H Worksheet 6 What’s the problem? Name: ?
Who is the character?
What is each key problem? Why does the problem occur? Who is involved? How is the problem solved?
SCREEN EDUCATION 29 NH 2 CH3 R – C – COOH Worksheet Character descriptions. Part 1 H 7 Name:
GINORMICA (a.k.a. SUSAN MURPHY) Draw each character
On the day she was supposed to marry local weatherman Derek Dietl, Susan Murphy is hit by a meteor from outer- space. This somewhat meek and unassertive small town girl is suddenly five stories tall and unimaginably strong. Despite her size and strength, she doesn’t see herself as a monster, and desperately wants to return to her previously uneventful life. But as she’s thrust into a series of extraor- dinary circumstances with the other monsters, she comes to realize that the true source of her power is the strength of her character.
DR. COCKROACH, Ph.D.
During an experiment intended to endow humans with the genetic longevity of a cockroach, a teleportation device malfunctions (as they often do). Luckily, the brain of the ingenious, if slightly mad scientist is left intact, but sadly, inside the head of a giant cockroach. Dr. Cockroach, Ph.D., is a man/cockroach of sophistication and charm, if easily distracted by rotting food. He is capable of building ingenious things. Sadly, like his teleportation device, they usually have a few unfortunate side effects.
THE MISSING LINK
Half-ape, half-fish, Link is the missing link between pre- historic man and our undersea ancestors. The ancient fish man was in the process of evolving – basically from his lagoon to the shore – when he was hit smack by the Ice Age and instantaneously frozen. Eons later, he was thawed and tried to return to his lagoon, unfortunately it was now a resort and he had no choice but to terrorize the patrons. After fifty years in a secret military prison, he’s still full of macho bravado. But when he attempts to fight the alien robot, he quickly discovers he’s seriously out of shape. He can’t swim as fast or climb as high as he used to. But this proud monster eventually regains his mojo and helps to defeat the alien menace.
B.O.B.
The amorphous and semi-opaque B.O.B. is the result- ing cross between a genetically-altered tomato with a chemically-altered, ranch-flavored dessert topping. He is an indestructible gelatinous guy with an insatiable appetite. B.O.B. might not have a brain – literally, he has no brain – but he is the heart of the team, even though, technically he doesn’t have a heart either. He may not be the brightest monster around but in the end it’s B.O.B. who has the simplest and smartest plan.
SCREEN EDUCATION 30 NH 2 CH3 R – C – COOH Worksheet Character descriptions. Part 2 H 7 Name:
INSECTOSAURUS Draw each character
Nuclear radiation turned a baby grub into a 350-foot-tall monster, who immediately laid waste to Tokyo. He didn’t mean to be so destructive, he was actually just using the skyscrapers to teethe. He speaks in unintelligible roars which only his good friend Link can understand. With his massive size and the ability to shoot silk from his nostrils, he’s a formidable grub.
GALLAXHAR
Part-humanoid, part-squid and all-alien, Gallaxhar is the ultimate megalomaniac who destroyed his own planet so that he could rebuild it somewhere else in his own image. He is roaming the galaxy in search of the most powerful substance in the universe, Quantonium. With it, he can complete his evil plan, to take over the universe – earth first – with clones of himself.
THE PRESIDENT
Serious, dignified and only somewhat dense, The Presi- dent does not want to go down in history as the president in office when the world came to an end. So he quickly agrees with General Monger’s plan to have monsters fight the aliens. If they win, he’ll look like a genius, and if they lose … well no one will miss them.
GENERAL W.R. MONGER
For gruff, grizzled General Monger, actions speak louder than words, but an all-out, full-weapon assault speaks loudest of all. He considers the monsters in captivity be- yond hope, but when Gallaxhar’s robot defeats every form of defense the country has, he is left with little choice but to release them and hope for the best. Eventually, the monsters earn his respect, and he, theirs.
DEREK DIETL
Susan’s fiancé (before she becomes Ginormica), Derek is good-looking and on the shallow end of the pool. His immediate dream is to become Fresno’s most watched, on-air news anchorman – so much so that he scraps their plans for a Paris honeymoon to fly to Northern California for an audition. His way or no way, Derek never considers Susan’s feelings … until she returns as Ginormica to give him a piece of her mind.
SCREEN EDUCATION 31 NH 2 CH3 R – C – COOH H Worksheet 8 Cornflour slime
Name: Wear protective clothing for You will need this activity Procedure - a large plastic bowl - 300g cornflour (made from corn) 1. Place cornflour in the bowl. - food colouring, colour of your choice 2. Stir continuously, adding water gently and a little at a time until all - spoon the cornflour is wet. - plastic snap lock bag 3. Add two to three drops of food colouring to the mixture. 4. Continue adding water while stirring, until a thick slime forms.
What did you learn about making slime?
Make a fist and quicklyp unch the surface of the slime. How did the slime feel?
Make a fist again but this time, push itgently and slowly into the slime. Write and draw to show what happened. How did the slime look and feel?
What did you find out?
SCREEN EDUCATION 32 NH 2 CH3 R – C – COOH H Worksheet 9 Borax slime Name: Wear protective clothing for NB Teachers may choose to demonstrate this activity rather than allow students to engage this activity in it. Read the safety warnings on the borax container before proceeding. Rubber gloves should be worn, as borax is a poisonous, corrosive chemical.
You will need Procedure 1. Place 3 teaspoons of PVA glue in a plastic cup. - 1 pair of rubber gloves 2. Measure 100ml of water, pour it into the plastic cup holding the PVA and - 1 teaspoon borax (sodium stir. tetraborate) 3. Continue stirring the PVA solution and add 2 – 3 drops of food colouring. - PVA glue 4. Almost fill the other cup with water, and stir in 1 heaped teaspoon of - water borax to make a borax solution. - plastic teaspoon or icy-pole stick 5. Stir 1 teaspoon of the borax solution into the cup with the coloured PVA - 2 disposable plastic cups solution to create the slime. You may need to add more borax solution, - measuring jug but take care not to add too much or the slime will go hard. - food colouring 6. N.B. You must rinse your borax slime thoroughly before removing the - plastic snap lock bag gloves to play with it.
Did you notice any changes in the temperature of the mixture while you were creating the slime? Why might this have happened?
Stretch your slime slowly. Stretch your slime quickly. What happens? How far can you stretch your slime? What did you learn?
SCREEN EDUCATION 33 NH 2 CH3 R – C – COOH H Worksheet 10 DreamWorks 3D technology
Name:
Find out when 3D films were first projected in a cinema. How did viewers react? Why?
Explain how red and cyan glasses enable viewers to see a film in 3D.
How does DreamWorks 3D technology claim to enhance the viewer experience, making it better than previous attempts at 3D.
Do you think there is a future for 3D films? Why or why not?
SCREEN EDUCATION 34 NH 2 CH3 R – C – COOH H Worksheet 11 Writing a film review
Name:
Read and discuss this information and then write a review of Monsters vs. Aliens.
1. Introducing the film 3. Opinions It is helpful to begin a film review with important informa- Your opinions about the film are the most important part tion such as: of the review. You might say whether you think the film is telling a believable story, by commenting on how the - title of the film director has created the film. You might comment on the - name of the director/s dialogue and action in the script; the performances or - duration of the film acting of the cast; the look of the film or its production - live action or animation? design – in this case the use of 3D; how the camera has - country of production been used (shots, angles, camera movement); whether - year of production sound (soundtrack, sound effects, silence) has been - b/w or colour? used effectively to help tell the story and the effective- - screening language (language of subtitles, if any) ness of the editing. - rating. You might also comment here about the use of 3D more 2. About the film specifically in relation to the cinema-going experience.
The opening paragraph usually gives a summary or 4. Concluding the review synopsis of the film. It generally includes characters’ Your final paragraph will sum up your opinions about the names and, in brackets, the actors in these roles (or the film. It is usual to explain whether you would recommend voices for an animation). You might also comment on the it to other people, and if so who you think would enjoy it personalities of main characters and their roles in the film and why. and give some information about the main settings of the film. An important part of your film review is providing Adapted from Christine Evely, Writing a film review, Aus- a brief description of the things that happen in the film. tralian Centre for the Moving Image, 2005. You need to include main events without giving away any surprises or the ending of the film.
SCREEN EDUCATION 35 NH2 R – C – COOH NH2 CH 3 CH3 R – C – COOH H
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This study guide was produced by ATOM. (©ATOM) [email protected]
NH For more information on Screen Education 2 magazine, or to download other free study guides, R – C – COOH visit
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SCREEN EDUCATION R – C – COOH 36 H H Please make sure to check with an adult supervisor before attempting this experiment.
Name the Science Laboratory Safety Signs A. B. C. D.
E. F. G. H.
I. J. K. L.
n o p a e W l a c i g o l o i B = L , c i x o T = K , l a c i m e h C c i x o T = J , e g a t l o V h g i H = I , e v i t c a o i d a R = H , n o i t a i d a R = G
, n o i t a i d a R g n i z i n o I - n o N = F , h s a w e y E = E , s e v i s o l p x E = D , e v i s o r r o C = C , n o p a e W l a c i m e h C = B , d r a z a h o i B = A : s r e w s n A
FROM APRIL2 Please make sure to check with an adult supervisor before attempting this experiment. 1. Get a plastic soda bottle, scissors, soil, and seeds. 2. Ask an adult to remove the label, cut the bottle in half, cut two slits in the top half, and poke holes in the bottom. 3. Put soil in the bottom, plant your seeds, and water until moist. 4. With the top of the bottle back on, find a sunny spot for the greenhouse. Don’t forget to water regularly. 5. When your seeds sprout, give yourself a pat on the back!
Wacky Optical Illusion
Are the lines straightorcurved?
. t h g i a r t s y l t c e f r e p e r a s e n i l e h t l l A : r e w s n A
INSECTOSAURUS: Transformed by nuclear radiation from a 1-inch (2.54-centimeter) grub to a 350-foot (106.68-meter) monster with a taste for Japanese cities. A Push your arms against the THE MISSING LINK: door frame and count to 30. Super strong, agile amphibian with a weakness for the ladies. B Then step away from the door frame and inhale while holding DR. COCKROACH, PH.D.: The greatest mind on the planet protected by an C your arms by your side. indestructible exoskeleton.
B.O.B.: Accidentally created by the mixture of a genetically altered D tomato and a ranch-flavored dessert topping.
GINORMICA: Hit by a meteor filled with a strange substance that caused her to E
grow into a 49-foot-and-11-inch-tall (15.21-meter-tall) woman.
A = 5 , C = 4 , E = 3 , D = 2 , B = 1
FROM APRIL2 Please make sure to check with an adult supervisor before attempting this experiment. 1. For this experiment, you will need a clear jar (with lid), water, vegetable oil, food coloring, glitter, salt, and a flashlight. 2. Fill 3/4 of the jar with water, then add a few drops of food coloring and some glitter. 3. Fill the rest of the jar with vegetable oil—it will float to the top because it is lighter than water. 4. After the two liquids separate, get ready: Shine your light from behind the jar and pour in the salt. 5. Watch as the oil latches on to the salt as it’s coming down and then rise back up after the salt dissolves. Fantastic!
Laser A. Carbon-dioxide 1964 1. Marie Curie Rod B. Lightning 1952 2. Charles Darwin C. Phonograph 1877 ABCD E F G H 3. Albert Einstein of Radium D. Discovery 8 Franklin 189 4. Benjamin MATCH THE LETTER WITH THE PLANET Evolution E. Theory of 1859 1. SATURN 5. URANUS Edison 5. Thomas 2. NEPTUNE 6. EARTH F. Battery 1800 3. MARS 7. JUPITER Kumar Patel
6. 4. VENUS 8. MERCURY A = 8 , E = 7 , C = 6 , G = 5 , B = 4 , D = 3 , H = 2 , F = 1 : s r e w s n Relativity A
G. Theory of
1905
: s r e w s n A
D =
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, E =
V 2
G = 3
, B = 4
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7. Alessandro 5 , A = 6 F = 7
FROM APRIL2 PLEASE MAKE SURE TO CHECK WITH AN ADULT SUPERVISOR BEFORE ATTEMPTING THIS EXPERIMENT. 1. For this experiment with static electricity, you will need a wire hanger, wire clippers, pliers, a small glass jar, cardboard, scissors, aluminum foil, cellophane tape, rubber cement, and a plastic comb. 2. Use the clippers to cut a piece of wire from the hanger, and bend one end into a 90-degree angle with the pliers. 3. Trace the mouth of the jar on the cardboard, and use scissors to cut out the circle. 4. Push the straight end of the wire through the middle of the cardboard circle, and fold a strip of foil over the bent end with a tiny piece of tape. 5. Rubber-cement the cardboard to the rim of the jar as well as where the wire goes through the cardboard. 6. Carefully push a tightly crumpled piece of foil on top of the wire. 7. Rub the comb against your hair, and hold it next to the aluminum-foil ball. 8. When the positively charged comb attracts the negative charges in the aluminum foil, the two positively charged ends of the strip will repel each other and fly apart.
Wacky Optical Illusion Q: If the object is larger than Disappearing D ots a meteoroid, what is it called? Can you count th e black dots? A: An asteroid.
Q: How fast can a meteor travel as it enters Earth’s atmosphere? A: As fast as 270,000 kilometers per hour.
Q: How many meteoroids fall to Earth every day? A: Around 25 million.
About 50,000 years ago, the Barringer Meteorite Crater was created when a huge meteorite collided with Earth (in the Arizona desert), leaving a hole approximately 180 meters deep and 1.2 kilometers wide.
FROM APRIL2 Please make sure to check with an adult supervisor before attempt- ing this experiment.
FROM APRIL2 FOLD
FOLD
Please make sure to check with an adult supervisor before attempting this ACTIVITY.
1. GGeteett a containcontaaiaininer, like a mug or a small potted plant. 2.2. CutCut outout thethe pieces and fold the arms along the dotted lines. 3.3. PutPut glueglue onon the backs and stick the pieces on. 4.4. SitSit bacbackback andand admire your own monster!
10 11 • • 12 9• • WHICH OF THESE 8• • 13 ITEMS BELONG 14 7• • IN A LABORATORY? • 15 CIRCLE THE CORRECT ITEMS 6• 16 17 • • • 18 5• 19 20 4 3 • • • 2 2• • 1 22 • • 66 1 23 65 •• • 64 • • 24 • • •25 6 31 • 62 3 30 ••26 • • • • 27 29 2 61• 8 • •32 • 52 51 • • 60 • 56 53 5 • • • 5 9 • 0• 58 • 55 49 57 54 • •33 48 •
• 34 •35 • • 47 • 41 40 • •36 42 • • • 37 46 • 39 • 43 • 45• 44 38
How can
K , J , H , F , D , B , A : s r e w s n
A you help save our planet? Try recycling.
FROM APRIL2
t