DOCSLIB.ORG

Introduction

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

THE WORLD AROUND US Introduction Celebrating cinema as a ’passport to the world’, this strand includes films from Iran, France, Africa, New Zealand, Tibet and Mongolia. This resource aims to give these films a context, and to challenge children to think about how the language of film is a universal language that helps us to understand and accept different cultures. The resource will address aspects of P.S.H.E. and Citizenship as well as Literacy, Science and Geography. ©Film Education 2006 1 THE WORLD AROUND US Aliens of the Deep 3D Running Time: 50 minutes Cert: U Suitable for: KS1/2 Literacy, Geography, Science Synopsis A team of young scientists and marine explorers guide us through a journey to some of the Earth's deepest, most extreme and unknown environments in search of the bizarre and alien creatures that live there. Looking at ecosystems, intensely hot oases and oversized sea- creatures, you are invited to consider these strange life forms and decide what they could represent. Film Facts The director of Aliens of the Deep, James Cameron, directed the box office smash, Titanic in 1997. In this documentary, he worked with a team of NASA scientists to explore the Mid-Ocean Ridge, a submerged chain of mountains that band the Earth and are home to some of the planet's most unusual life forms. Pre-viewing activities 1. Where do you think the Earth’s ‘deepest, most extreme and unknown environments’ could be? Look at a globe or in an atlas to find out where the Earth’s deepest oceans, highest mountains and hottest deserts are. 2. Search the internet for information about the Mid-Ocean Ridge. 3. Cameron’s team of scientists and explorers are made up of: • an expedition leader • marine animal physiologists • pilots • a marine seismologist • astrobiologists • an astronaut • astronomers / planetary scientists • a science observer Find out what these people do. Which one of these jobs would you like to do? Post-viewing activities 1. Draw a picture of your favourite underwater creature. 2. Aliens of the Deep is a documentary. What are the differences and similarities between a documentary and a film like Charlie and the Chocolate Factory? 3. Which of the creatures would you use to feature in an adventure movie? Why? Write a story outline of your film starring the alien of the deep that you chose. ©Film Education 2006 2 THE WORLD AROUND US The Apple Running Time: 84 minutes Cert: U Subtitled Suitable for: KS2 Literacy, Geography, P.S.H.E. and Citizenship Synopsis Director Samira Makhmalbaf’s fascinating bittersweet Iranian film, this poetic and dramatic tale tells of two sisters who, after twelve years of imprisonment by their own parents, are finally released by social workers to face the outside world and all its beauty and wonderment for the first time. Film Facts Set in Iran, this film is based on real events, and the principal characters play themselves. An eighteen-year-old Iranian woman, Samira Makhmalbaf, directed it. Pre-viewing activities 1. If you were hidden away from the world against your will, what would you miss the most? Write a list, giving reasons for your choices. 2. Find out where Iran is and five facts about its recent history. Post-viewing activities 1. Why do you think the girls’ parents locked them up for twelve years? 2. The girls in the film have to learn how to make friends. What guidelines would you give them? How do they do it in the film? ©Film Education 2006 3 THE WORLD AROUND US The Cup Running Time: 93 minutes Cert: PG Suitable for: KS2 Literacy, Geography, P.S.H.E. and Citizenship Website: www.the-cup.com/start.html Synopsis This is the first motion picture ever to emerge from the tiny central Asian country of Bhutan. It gives an insight into life behind the cloistered walls of the Chokling Monastery. Two young exiled Tibetan refugees arrive at the monastery/boarding school. Soccer enthusiast Orgyen soon arouses a soccer fever amongst students. During the 1998 World Cup, Orgyen and several companions sneak out of the monastery by night and make their way to a shop in the local town where they can watch the matches. They are punished for this, while the head of the monastery faces difficulty in bringing Buddhism into modernity. Film Facts The Cup is the first film ever produced by the tiny Himalayan kingdom of Bhutan. It is based on a true story. The soccer games featured in the movie are from the 1998 World Cup in France. The first game is the quarter-final between France and Italy (France won on penalties), and the second is the final in Paris where France beat Brazil 3-0. Pre-viewing activities 1. The two main characters of the film are refugees. Find out what the word ‘refugee’ means. 2. The two refugees in the film are from Tibet. They find refuge in a monastery in India. Find Tibet and India on a map. How far away from each other are they? How far away are they from the UK? ©Film Education 2006 4 THE WORLD AROUND US 3. The film’s tagline is: ‘Buddhism is their philosophy. Soccer is their religion.’ Research the main ideas behind Buddhism. Are there any links that can be made between Buddhism and football? Post-viewing activities 1. Soccer is said to bring the world together. No matter where you are from, you can enjoy a game of football. What is it about the game that is so special? 2. The Cup is based on a true story. Whilst the characters are played by actors, we see life going on in the background that is ‘real’. List some of the real events that you saw. 3. Describe how the monks lived without modern technology. How does their life compare to yours? ©Film Education 2006 5 THE WORLD AROUND US Deep Blue Running Time: 91 minutes Cert: PG Suitable for: KS1/2 Literacy, Science, Geography Website: www.deepbluethemovie.com/main.html Synopsis A unique documentary, based on the BBC series ‘Blue Planet’, Deep Blue allows a fascinating view of the world’s oceans. The filmmakers have captured images of species that have never been seen before, all in their natural habitats. The film emphasises the diversity of the planet and the importance of furthering our understanding and preservation of it for the future. Film Facts The documentary Deep Blue is based on the BBC series ‘Blue Planet’ which was aired in 2001. Over twelve million people watched the series when it first aired in the UK. It has since been screened in over fifty countries. The underwater photography set new standards, both for its beauty and for never-before- photographed sequences of ocean life. Recently discovered species were shown for the first time, and behaviour that had hitherto never been witnessed was captured on film. Pre-viewing activities 1. Find out how much of the Earth is covered in ocean. 2. Imagine a species of ocean creature that has never been seen before. What will it look like? Draw a picture. Post-viewing activities 1. What can you do to help preserve our oceans for future generations? 2. Before the age of the cinema, natural historians would have to record details of the natural life by making notes and drawing diagrams in a notebook. What does the film Deep Blue show you that could not be recorded in a notebook? 3. Describe the most interesting species of animal that you saw in the film. Whilst you are describing it, think about the five senses: sight, sound, touch, taste and smell. ©Film Education 2006 6 THE WORLD AROUND US Deep Sea 3D Running Time: 50 minutes Cert: PG Suitable for: KS1/2 Literacy, Science, Geography Website: www.imax.com/deepsea/ Synopsis This undersea adventure offers up-close exploration of the planet’s deepest unknown oceans. Introducing some of the most strange and unusual beings on the planet, filmgoers will glide underwater with exotic, dangerous and colourful creatures with explanations offered about this exciting underworld. Issues such as survival, dependency and relationships are looked at as each animal relies on another in order for all of them to thrive. Film Facts The fact that this is a 3D IMAX® film means that the audience can get a real insight into the mysterious world of the deep sea. Whilst watching through your 3D specs, you experience waves rushing towards you and the feeling of being momentarily engulfed in the ocean; a jellyfish field appearing to fill the whole theatre; a shark powering towards you and predators pouncing from behind rocks and devouring their prey. Pre-viewing activities 1. What type of creature do you think could be one of the planet’s most ‘strange and unusual beings’? Draw what you imagine this deep-sea creature to look like. 2. Find out how 3D vision works at an IMAX® theatre. How do you think it will be different to going to see a film at a regular cinema? Post-viewing activities 1. Write about the most exciting part of the movie for you. 2. Deep Sea uses 3D to its maximum potential. What other subjects do you think would be good filmed this way? ©Film Education 2006 7 THE WORLD AROUND US Eight Below Running Time: 120 minutes Cert: PG Suitable for: KS2 Literacy, P.S.H.E. and Citizenship, Geography, Science, History Website: http://disney.go.com/disneyvideos/liveaction/eightbelow/ Synopsis Inspired by a true story, Eight Below is an action-adventure about loyalty and the bonds of friendship set in the extreme wilderness of Antarctica.
Recommended publications
  • 1. Canongate 1.1. Background Canongate's Close Proximity to The

    1. Canongate 1.1. Background Canongate's Close Proximity to The

    Edinburgh Graveyards Project: Documentary Survey For Canongate Kirkyard --------------------------------------------------------------------------------------------------------------------- 1. Canongate 1.1. Background Canongate’s close proximity to the Palace of Holyroodhouse, which is situated at the eastern end of Canongate Burgh, has been influential on both the fortunes of the Burgh and the establishment of Canongate Kirk. In 1687, King James VII declared that the Abbey Church of Holyroodhouse was to be used as the chapel for the re-established Order of the Thistle and for the performance of Catholic rites when the Royal Court was in residence at Holyrood. The nave of this chapel had been used by the Burgh of Canongate as a place of Protestant worship since the Reformation in the mid sixteenth century, but with the removal of access to the Abbey Church to practise their faith, the parishioners of Canongate were forced to find an alternative venue in which to worship. Fortunately, some 40 years before this edict by James VII, funds had been bequeathed to the inhabitants of Canongate to erect a church in the Burgh - and these funds had never been spent. This money was therefore used to build Canongate Kirk and a Kirkyard was laid out within its grounds shortly after building work commenced in 1688. 1 Development It has been ruminated whether interments may have occurred on this site before the construction of the Kirk or the landscaping of the Kirkyard2 as all burial rights within the church had been removed from the parishioners of the Canongate in the 1670s, when the Abbey Church had became the chapel of the King.3 The earliest known plan of the Kirkyard dates to 1765 (Figure 1), and depicts a rectilinear area on the northern side of Canongate burgh with arboreal planting 1 John Gifford et al., Edinburgh, The Buildings of Scotland: Pevsner Architectural Guides (London : Penguin, 1991).
  • The Uses of Animation 1

    The Uses of Animation 1

    The Uses of Animation 1 1 The Uses of Animation ANIMATION Animation is the process of making the illusion of motion and change by means of the rapid display of a sequence of static images that minimally differ from each other. The illusion—as in motion pictures in general—is thought to rely on the phi phenomenon. Animators are artists who specialize in the creation of animation. Animation can be recorded with either analogue media, a flip book, motion picture film, video tape,digital media, including formats with animated GIF, Flash animation and digital video. To display animation, a digital camera, computer, or projector are used along with new technologies that are produced. Animation creation methods include the traditional animation creation method and those involving stop motion animation of two and three-dimensional objects, paper cutouts, puppets and clay figures. Images are displayed in a rapid succession, usually 24, 25, 30, or 60 frames per second. THE MOST COMMON USES OF ANIMATION Cartoons The most common use of animation, and perhaps the origin of it, is cartoons. Cartoons appear all the time on television and the cinema and can be used for entertainment, advertising, 2 Aspects of Animation: Steps to Learn Animated Cartoons presentations and many more applications that are only limited by the imagination of the designer. The most important factor about making cartoons on a computer is reusability and flexibility. The system that will actually do the animation needs to be such that all the actions that are going to be performed can be repeated easily, without much fuss from the side of the animator.
  • Fiche Pédagogique

    Fiche Pédagogique

    Comment engager une classe dans un film ? Comment préparer une classe au visionnement du film choisi, mettre les élèves en appétence ? Quels prolongements pédagogiques envisager ? Princes et princesses, de Michel Ocelot, France, 2000 Couleur. Durée : 1h10 Synopsis Dans un cinéma désaffecté, deux enfants, un garçon et une fille, imaginent des aventures. Chaque conte se déroule en un lieu et un temps différents : - « La Princesse des diamants » : le monde du merveilleux avec une princesse ensorcelée et un prince devant trouver tous les diamants d'un collier pour la délivrer. - « Le Garçon des figues » : en Égypte ancienne, au temps des pharaons, un jeune paysan offre à une reine-pharaon des figues qui ont mûri miraculeusement l'hiver sur son figuier. - « Le Château de la Sorcière » : au Moyen Âge, un jeune homme affronte une sorcière qui s'avère moins redoutable que ses assaillants. - « Le Manteau de la vieille dame » : au Japon pendant la période Edo, dans l’univers du peintre Hokusaï, un voleur veut dépouiller une vieille femme de son manteau précieux. - « La Reine cruelle et le montreur de fabulo » : dans un univers de science-fiction, comme une projection en l’an 3000, des prétendants doivent se soumettre à une épreuve fatale pour épouser une reine. - « Prince et Princesse » : au Moyen Âge, un prince et une princesse s'embrassent et se transforment en animaux. Ce court métrage aborde la dualité masculin-féminin. Ombres chinoises, Film d’animation, Contraste, Théâtre d’ombres, Conte, Couleur, Mots clés Espace du cinéma/espace du conte, Niveaux de fiction : cinéma et fiction dans la fiction, Alternance de séquences : mise en abyme, Silhouettes Le titre Emettre des hypothèses sur le titre « Princes et Princesses » (emploi du pluriel).
  • Building Stones of Edinburgh's South Side

    Building Stones of Edinburgh's South Side

    The route Building Stones of Edinburgh’s South Side This tour takes the form of a circular walk from George Square northwards along George IV Bridge to the High Street of the Old Town, returning by South Bridge and Building Stones Chambers Street and Nicolson Street. Most of the itinerary High Court 32 lies within the Edinburgh World Heritage Site. 25 33 26 31 of Edinburgh’s 27 28 The recommended route along pavements is shown in red 29 24 30 34 on the diagram overleaf. Edinburgh traffic can be very busy, 21 so TAKE CARE; cross where possible at traffic light controlled 22 South Side 23 crossings. Public toilets are located in Nicolson Square 20 19 near start and end of walk. The walk begins at NE corner of Crown Office George Square (Route Map locality 1). 18 17 16 35 14 36 Further Reading 13 15 McMillan, A A, Gillanders, R J and Fairhurst, J A. 1999 National Museum of Scotland Building Stones of Edinburgh. 2nd Edition. Edinburgh Geological Society. 12 11 Lothian & Borders GeoConservation leaflets including Telfer Wall Calton Hill, and Craigleith Quarry (http://www. 9 8 Central 7 Finish Mosque edinburghgeolsoc.org/r_download.html) 10 38 37 Quartermile, formerly 6 CHAP the Royal Infirmary of Acknowledgements. 1 EL Edinburgh S T Text: Andrew McMillan and Richard Gillanders with Start . 5 contributions from David McAdam and Alex Stark. 4 2 3 LACE CLEUCH P Map adapted with permission from The Buildings of BUC Scotland: Edinburgh (Pevsner Architectural Guides, Yale University Press), by J. Gifford, C. McWilliam and D.
  • Challenge in the Mist by Graham Turner Richard III Society, Inc. Vol

    Challenge in the Mist by Graham Turner Richard III Society, Inc. Vol

    Richard III Society, Inc. Vol. 42 No. 1 April, 2011 Challenge in the Mist by Graham Turner Dawn on the 14th April 1471, Richard Duke of Gloucester and his men strain to pick out the Lancastrian army through the thick mist that envelopes the battlefield at Barnet. Printed with permission l Copyright © 2000 In Richard’s Footsteps, 2010 Ricardian Tour Cover In This Issue Challenge in the Mist by Graham Turner Prints of this painting, and others of Richard III and In the Footsteps of King Richard III: 2010 the Wars of the Roses, are available from Studio 88 • Ricardian Tour, Pam Butler …3 www.studio88.co.uk • Studio 88 Ltd, PO Box 568, Aylesbury, Bucks. HP17 8ZX, England • phone/fax Towton Battlefield: Richard’s Cross to +44 (0)1296 338504. Bear, G. Peter Algar …14 York Minster stained glass of Richard III’s coat of In Memory of Frank Murph, arms. Public domain image from WikiMedia Commons (wikimedia.org) Mary Miller …15 ©2011 Richard III Society, Inc., American Branch. No The Duke of Gloucester and Edward V’s part may be reproduced or transmitted in any form or Convocation, Annette Carson …16 by any means mechanical, electrical or photocopying, recording or information storage retrieval—without American Branch -- Academic Support written permission from the Society. Articles submitted Laura Blanchard …17 by members remain the property of the author. The Ricardian Register is published four times per year. Ricardian Reading, Myrna Smith …21 Subscriptions are available at $20.00 annually. In the belief that many features of the traditional accounts of AGM: FIFTY YEARS OF LOOKING the character and career of Richard III are neither FOR RICHARD, Nita Musgrave …37 supported by sufficient evidence nor reasonably tenable, the Society aims to promote in every possible way A Word from the Editor …38 research into the life and times of Richard III, and to Pull-out inserts–center of Register: secure a re-assessment of the material relating to the period, and of the role in English history of this monarch.
  • Greyfriars Bobby Differentiated Reading

    Greyfriars Bobby Differentiated Reading

    Greyfriars Bobby John Gray, known as Jock, lived in Edinburgh around 1850. He was a nightwatchman with the Edinburgh City Police. Jock had a little Skye Terrier to keep him company as he went on his rounds through the streets at night. He called his watchdog Bobby. Jock became ill and died on the 15th February, 1858. He was buried in Greyfriars Kirkyard in Edinburgh. People living near the Kirkyard saw that Bobby refused to leave his master’s grave. The keeper of Greyfriars tried on many occasions to send Bobby away. In the end, he gave up and, it is said, he made a shelter for Bobby at the side of Jock’s grave. The story of the faithful dog spread throughout Edinburgh. It is reported that every day, people would gather at the Kirkyard waiting for Bobby to leave the grave and go to the same inn that he had gone to with his master, where he was given something to eat. In 1867, a new law was passed that said all dogs should be licensed in the city or they would be destroyed. The Lord Provost of Edinburgh decided to pay for Bobby’s licence and presented him with a collar. The collar can be seen today at the Museum of Edinburgh alongside Bobby’s feeding bowl. The people of Edinburgh took good care of Bobby, but still he remained loyal to his master. For fourteen years, this faithful dog kept watch and guard over his master’s grave until he himself died in 1872. Bobby was buried close to his master in Greyfriars Kirkyard and his headstone reads Greyfriars Bobby - died 14th January 1872 - aged 16 years - Let his loyalty and devotion be a lesson to us all.
  • Princes Et Princesses

    Princes Et Princesses

    princes2:princes2 3/08/09 13:58 Page 1 Princes et Princesses Michel Ocelot, France, 2000, couleurs Sommaire Générique, résumé .................................................... 2 Biofilmographie .................................................... 3/6 Autour du film........................................................ 4/7 Le point de vue de Xavier Kawa-Topor : L’ombre amoureuse ou la petite fabrique des images.... 8/16 Déroulant ............................................................ 17/23 Une image-ricochet .................................................. 24 Promenades pédagogiques .............................. 25/29 Bibliographie ........................................................... 30 Annexe ...................................................................... 31 Ce Cahier de notes sur… Princes et Princesses a été réalisé par Xavier Kawa-Topor. Il est édité dans le cadre du dispositif École et Cinéma par l'association Les enfants de cinéma. Avec le soutien du Centre national de la Cinématographie, ministère de la Culture et de la Communication, et la Direction générale de l’enseignement scolaire, le SCÉRÉN-CNDP, ministère de l'Éducation nationale. princes2:princes2 3/08/09 13:58 Page 2 2 — Générique - résumé Générique Résumé Princes et Princesses, Michel Ocelot, À la tombée de la nuit, entre des immeubles d’une ville moderne, France, 2000 une fille et un garçon se rejoignent dans la salle d’un cinéma abandonné. 70 minutes, animation, couleurs. Avec la complicité de l’ancien projectionniste et sous l’œil attentif
  • Scottish Film Locations – Background Information

    Scottish Film Locations – Background Information

    Scottish film locations – background information ‘Landscape as Inspiration: Scottish Locations in Literary Work and Film’ To view the full project visit the Scran website at www.scran.ac.uk and search for 0919 in project. "Chariots Of Fire" 1 Looking over the West Sands, St. Andrews, Fife, as featured in the film "Chariots Of Fire" (1981). It is on the beach pictured here that the British Olympic Running team are seen training in preparation for the 1924 Olympics in Paris. It is an example where the Scottish landscape is used to realise a place that is elsewhere- the scene is actually meant to be Broadstairs in Kent. "Chariots Of Fire" is the true story of two British track athletes competing in the 1924 Olympic Games. Eric Liddell is a devout Scottish missionary who runs for God whilst Harold Abrahams is a Jewish student who runs for fame and to escape prejudice for his religious beliefs. Extensive use of Scottish locations were used in the making of the film. The 1981 film, "Chariots of Fire" was directed by Hugh Hudson. It starred Ben Cross as Harold Abrahams and Ian Charleson as Eric Liddell. It was a critical and box office. The opening and closing scenes of the runners on the beach at St. Andrews have become an iconic movie moment, helped by the triumphal background music by Vangelis. ©Neil Sinclair "Gregory's Girl" Looking over a football pitch to Abronhill High School, Cumbernauld, North Lanarkshire, as featured in the film, "Gregory's Girl" (1981). This film tells the story of gangling schoolboy, Gregory, who is just beginning to find out about girls.
  • I Love English

    I Love English

    Ülle Kurm * Ene Soolepp I Love English Student’s Book 4 10 SCOTLAND Listen and chant. 1 46 Absolutely. I agree. I’m with you on that. That’s the point. It must be true. I do agree with that. Hang on a minute! That’s not true. I simply can’t accept … Just let me say … It doesn’t mean … I don’t agree with that. 2 a Learn to agree and disagree. You agree You disagree That’s a good point. I understand what you’re saying, but … Absolutely! I don’t accept that … Exactly! I’m afraid, I don’t see it that way. I couldn’t agree more. You’re missing the point. I’m with you on that. That’s ridiculous! No, I don’t agree with that. That’s not true. b Agree or disagree. Add some extra information. 1 Holidays are the best part of the school year. 5 You learn a lot from TV. 2 You’re always late for school. 6 Books are boring. 3 You were rude in your letter to your friend. 7 It’s wise to save. 4 You didn’t study for your last English test. 8 There is no magic in this world. 56 Scotland SCOTLAND 10 Work with a partner. Make up some exchanges. 3 Agree or disagree. Act them out. 47 E x a m p l e 1 A: We’ll never beat them. B: That’s not true. We’ll beat them if we train more. 2 A: This queue is too long.
  • Biography Daniel F

    Biography Daniel F

    Newsletter No 40 Autumn 2012 From the Chair SSAH Research Support Grants I hope you’re all enjoying the summer. This is The Scottish Society for Art History promotes always a busy time for us as we prepare the scholarship in the history of Scottish art and art papers for the next Journal, which this year will located in Scotland. To facilitate this, the SSAH focus on Scottish connections to and research on offers research support grants from £50 to £300 the Pre-Raphaelites. It will include, among to assist with research costs and travel expenses. others, Rossetti’s relationship with animals; the Applicants must be working at a post-graduate eco-socialism of William Morris; attitudes to the level or above and should either be resident in PRB by the Edinburgh Smashers Club; and the Scotland or doing research that necessitates Pre-Raphaelite influence on landscape painter travel to Scotland. Application deadlines: 30 George Wilson. We hope to have the journal November and 31 May. ready in time for our AGM, which this year will be in the splendidly re-designed Scottish To apply please send via e-mail: National Portrait Gallery on 8 December – please note the date in your diaries! a cover letter Another date to keep free if you can is 17 current curriculum vitae November, when we will be holding an a brief project description (300-500 words) afternoon conference at George Watson’s specifying how the grant will be used and College in Edinburgh looking at French artists how it relates to a broader research agenda who worked in Scotland in the late 18th and 19th a budget centuries, and the influence this had on their the name and e-mail address of one work – see below for more information.
  • Les Contes De La Nuit Michel Ocelot Film D’Animation Long Métrage France

    Les Contes De La Nuit Michel Ocelot Film D’Animation Long Métrage France

    DOSSIER PÉDAGOGIQUE Les Contes de la Nuit de Michel Ocelot Dossier réalisé par Azadée Tolooie Table des matières I. POUR MIEUX CONNAITRE LE FILM A. FICHE TECHNIQUE PAGE 3 B. RÉSUMÉ PAGE 4 C. NOTES SUR L’AUTEUR PAGE 4 D. LISTE ET RÉSUMÉ DES CONTES PAGE 5 E. AUTOUR DU FILM PAGE 5 II. POUR TRAVAILLER AVEC LE FILM EN CLASSE A. FICHE PÉDAGOGIQUE - ENSEIGNANT PAGE 10 ACTIVITÉS DE PRÉ-VISIONNAGE PAGE 10 ACTIVITÉS DE POST-VISIONNAGE PAGE 13 B. FICHE PÉDAGOGIQUE - ÉLÈVE PAGE 16 ACTIVITÉS DE PRÉ-VISIONNAGE PAGE 16 ACTIVITÉS DE POST-VISIONNAGE PAGE 18 C. FICHES MATÉRIEL PAGE 21 D. JEUX ET COLORIAGES PAGE 26 SITOGRAPHIE PAGE 33 Dossier pédagogique réalisé par Azadée Tolooie, formatrice et référente pédagogique à l’Alliance Française de Porto Rico. Grâce au soutien de la Délégation Générale de la Fondation Alliance Française aux Etats-Unis. I. POUR MIEUX CONNAITRE LE FILM A. FICHE TECHNIQUE Les Contes de la Nuit MICHEL OCELOT Film d’animation long métrage France. 2011 84 min. Réalisation : Michel Ocelot Scénario : Michel Ocelot Voix : Julien Béramis, Marine Griset, Michel Elias. Production : Christophe Rossignon, Philip Boëffard, Eve Machuel. Durée : 84 minutes Tous publics B. RÉSUMÉ Tous les soirs, un vieux technicien, une jeune fille et un garçon se réunissent dans un petit cinéma pour imaginer, mettre en scène et jouer des contes de leur invention. Nous assistons au choix des per- sonnages et de l’époque, puis à la création des costumes et finale- ment, au conte lui-même. La nuit est le moment idéal pour inventer et conter des histoires fantastiques : loup garou, tam-tam magique, sorciers, fées, princesses et villes d’or ; chaque conte nous fait voyager dans un autre pays et découvrir un univers magique dans lequel tout est possible.
  • Master's Signature

    Master's Signature

    EFFECTIVEESS OF FILMS I PROPAGATIG EVIROMETAL ISSUES- A comparison between live action and animation films A dissertation submitted in partial fulfilment of the requirements for the degree of Master of Science in Communication Department of Media Studies Christ University, Bangalore 2012 Deepa Chandrashekhar Reg.No:1024017 Christ University Bangalore 560 029 Master's Signature This is to certify that I have examined this copy of a master’s thesis by Deepa Chandrashekhar Reg.o:1024017 and have found that it is complete and satisfactory in all respects, and that any and all revisions required by the final examining committee have been made. Committee Members: _____________________________________________________ Dr. Sagarika Golder _____________________________________________________ Date:__________________________________ I, Deepa Chandrashekhar, confirm that this dissertation and the work presented in it are original. 1. Where I have consulted the published work of others this is always clearly attributed. 2. Where I have quoted from the work of others the source is always given. With the exception of such quotations this dissertation is entirely my own work. 3. I have acknowledged all main sources of help. 4. If my research follows on from previous work or is part of a larger collaborative research project I have made clear exactly what was done by others and what I have contributed myself. 5. I am aware and accept the penalties associated with plagiarism. Date: Signature of Student Christ University Abstract Effectiveness of films in propagating environmental issues- A comparison between live action and animation films Deepa Chandrashekhar Chair of the Supervisory Committee: Dr Sagarika Golder Department of Media Studies The thesis aims at finding out which is a better medium to communicate environmental issues.