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Kahlil Gibran's the Prophet Curriculum Guide Curriculum Guide For the Film Kahlil Gibran’s The Prophet Journeys in Film www.journeysinfilm.org Journeys in Film : Kahlil Gibran’s The Prophet Educating for Global Understanding www.journeysinfilm.org Journeys in Film Staff Joanne Strahl Ashe, Founding Executive Director Eileen Mattingly, Director of Education/Curriculum Content Specialist Amy Shea, Director of Research Roger B. Hirschland, Executive Editor Ethan Silverman, Film Literacy Consultant Journeys in Film Board of Directors Joanne Strahl Ashe, Founder and Chairman Erica Spellman Silverman Diana Barrett Julie Lee Michael H. Levine Authors of this curriculum guide Jack Burton Anne Engles Kathryn Fitzgerald Jonathan Freeman-Coppadge Bengt Johnson Matt McCormick Laura Zlatos With thanks to Lynn Hirshfield and Hamida Rehimi of Participant Media, and to William Nix of Creative Projects Group and Executive Producer of Kahlil Gibran’s The Prophet Copyright © 2015 Participant Media, LLC. All Rights Reserved. Participant Media Journeys in Film 331 Foothill Rd., 3rd Floor 50 Sandia Lane Beverly Hills, CA 90210 Placitas, NM 87043 310.550.5100 505.867.4666 www.participantmedia.com www.journeysinfilm.org Table of Contents Introduction About Journeys in Film 6 A Letter From Liam Neeson 8 Introducing Kahlil Gibran’s The Prophet 10 A Letter From Salma Hayek 12 Notes to the Teacher 13 Lessons Lesson 1: Who Was Kahlil Gibran? 15 (Art History, Philosophy, Social Studies, English Language Arts) Lesson 2: The Art of Kahlil Gibran 23 (Art, Art History) Lesson 3: On Freedom 32 (English Language Arts) Lesson 4: On Children 41 (English Language Arts) Lesson 5: On Marriage 47 (English Language Arts) Lesson 6: On Work 53 (English Language Arts) Lesson 7: On Eating and Drinking 62 (English Language Arts) Lesson 8: On Love 74 (English Language Arts) Lesson 9: On Good and Evil 80 (English Language Arts) Lesson 10: On Death 90 (English Language Arts) Lesson 11: The Visual Imagery of Kahlil Gibran’s The Prophet 98 (Film Literacy) Journeys in Film : Kahlil Gibran’s The Prophet 5 About Journeys in Film Journeys in Film was founded in 2003 to use the storytell- Many teachers have reported that the Journeys in Film ing power of film to educate our young generations toward program was beneficial to their students: Students gain in a richer understanding of the diverse and complex world empathy and acceptance; their curiosity about the world in which we live. Our goal is to help students develop a beyond their own cultural groups increases. deeper knowledge of global issues and current challenges. In addition to the free film-based lesson plans, Journeys in We aim to mitigate attitudes of cultural bias and racism Film offers professional development to help teachers effec- and to cultivate human empathy and compassion. We strive tively use film as an instructional tool to motivate students to prepare students for effective participation in the world in learning about and engaging with the world. economy as informed global citizens. Journeys in Film transforms entertainment media into edu- cational media by using feature-length, domestic and inter- Our Middle School Program for Global Understanding national narrative and documentary films to engage students To be prepared to participate in tomorrow’s global arena, in active learning. Selected films are used as springboards students need an understanding of the world beyond their for lesson plans in math, science, language arts, visual arts, own borders. Journeys in Film offers innovative and engag- and social studies, as well as on critical current topics: ing tools to explore other cultures and social issues, beyond human rights, poverty and hunger, stereotyping, environ- the often negative images seen in print, television, and film mental sustainability, global health and pandemics, refugee media. For today’s media-centric youth, film is an appropri- issues, gender roles, and the status of girls throughout ate and effective teaching tool. Journeys in Film has carefully the world. Prominent educators on our team consult with selected quality films that tell the stories of young people filmmakers and cultural specialists in the development of living in locations that may otherwise never be experienced curriculum guides. Each guide is dedicated to an in-depth by your students. Students travel through these characters exploration of the culture and issues depicted in a specific and their stories: They drink tea with an Iranian family in film. The guides merge effectively into teachers’ existing Children of Heaven, play soccer in a Tibetan monastery lesson plans and mandated curricular requirements, provid- in The Cup, find themselves in the conflict between urban ing teachers with an innovative way to fulfill their school grandson and rural grandmother in South Korea in The Way districts’ standards-based goals. Home, and watch the ways modernity challenges Maori tra- Our research supports the founding premise that film can be ditions in New Zealand in Whale Rider. a powerful ingredient in a school curriculum. 6 Journeys in Film : Kahlil Gibran’s The Prophet Documentary Films on Contemporary and Historical Topics In addition to our ongoing development of teaching guides for culturally sensitive foreign films, Journeys in Film brings other outstanding and socially relevant films to the classroom. We have identified exceptional narrative and documentary films that teach about a broad range of social issues in real-life settings such as famine-stricken and war-torn Somalia, a maximum-security prison in Alabama, and a World War II concentration camp near Prague. The curriculum guides from Journeys in Film help teachers inte- grate these films into their classrooms, examining complex issues, encouraging students to be active rather than passive viewers, and maximizing the power of film to enhance criti- cal thinking skills and to meet the Common Core standards. Journeys in Film is a 501(c)(3) nonprofit organization and is a project of the USC Annenberg Norman Lear Center, a nonpartisan research and public policy center that studies the social, political, economic, and cultural impact of entertainment on the world—and translates its findings into action. Journeys in Film : Kahlil Gibran’s The Prophet 7 A Letter From Liam Neeson Working in films such as Michael By using carefully selected foreign films that depict life in Collins and Schindler’s List, I’ve other countries and cultures around the globe, combined seen the power of film not only with interdisciplinary curriculum to transform entertainment to entertain, but also to change media into educational media, we can use the classroom to the way audiences see themselves bring the world to every student. Our foreign film program and the world. When I first met dispels myths and misconceptions, enabling students to over- Joanne Ashe, herself the daughter come biases; it connects the future leaders of the world with of Holocaust survivors, she each other. As we provide teachers with lessons aligned to explained to me her vision for a new educational program Common Core standards, we are also laying a foundation for called Journeys in Film: Educating for Global Understanding. understanding, acceptance, trust, and peace. I grasped immediately how such a program could transform In addition to our ongoing development of teaching the use of film in the classroom from a passive viewing guides for culturally sensitive foreign films, Journeys in activity to an active, integral part of learning. Film has begun a curricular initiative to bring outstanding I have served as the national spokesperson for Journeys in documentary films and popular feature films to the class- Film since its inception because I absolutely believe in the room. Journeys in Film has identified exceptional narrative effectiveness of film as an educational tool that can teach and documentary films that teach about a broad range of our young people to value and respect cultural diversity and social issues, in real-life settings such as an AIDS-stricken to see themselves as individuals who can make a difference. township in Africa, a maximum-security prison in Alabama, Journeys in Film uses interdisciplinary, standards-aligned and a World War II concentration camp near Prague. lesson plans that can support and enrich classroom pro- Journeys guides help teachers integrate these films into their grams in English, social studies, math, science, and the arts. classrooms, examining complex issues, and maximizing the Using films as a teaching tool is invaluable, and Journeys in power of film to enhance critical thinking skills, a Common Film has succeeded in creating outstanding film-based cur- Core goal. I am particularly pleased that Journeys in Film riculum integrated into core academic subjects. has developed this guide for Kahlil Gibran’s The Prophet. 8 Journeys in Film : Kahlil Gibran’s The Prophet Please share my vision of a more harmonious world where cross-cultural understanding and the ability to converse about complex issues are keys to a healthy present and a peaceful future. Whether you are a student, an educator, a filmmaker, or a financial supporter, I encourage you to par- ticipate in the Journeys in Film program. (Journeys in Film is a 501(c)(3) nonprofit organization.) Please join this vital journey for our kids’ future. They are counting on us. Journeys in Film gets them ready for the world. Sincerely, National Spokesperson Journeys in Film Journeys in Film : Kahlil Gibran’s The Prophet 9 Introducing the Film Kahlil Gibran’s The Prophet On the imaginary island of Orphalese, the poet and artist from France, Dubai, Poland, Ireland, and the United States Mustafa continues his writing and painting, despite being directed the animation, each with free rein to interpret and under house arrest for many years. He is looked after by illustrate a poem. The animations, all very different from Kamila, a beautiful housekeeper, and Hakim, his friendly each other, nevertheless blend seamlessly into the main guard.
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