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A F St Film Tudy M St Y Gu Tudy Uide A FILM STUDY THE BOY IN THE STRIPED PYJAMAS From Miramax films STUDY GUIDE B C KENNA RSM 1 AIMS OF THE FILM STUDY This study is designed for students in Year 9 or above that level. It is hoped that they will achieve the following skills and learn the information provided about the movie and its background. Be able to research the internet for information and videos Understand the text used in the references and be able to complete successfully the tasks set Learn about the art of film making from exploring the videos on “You Tube” and be encouraged to make an inexpensive, simple home video Appreciate the film set for study Learn the roles of the main members of any big film crew Use the film crew page as a reference throughout the study Learn about Hitler and the Jews Answer questions correctly about the story and characters Write a final chapter about the future of the family Read the information and form opinions about the futility of war and how to contribute to world peace Share ideas about ideal governments and leadership Compare the ratios between combatant and civilian deaths in world conflicts since 1950 Listen to, and appreciate the comments of important members of the film crew concerning the Jewish Holocaust, when viewing the Bonus Features Realise the pressure actors undergo when making a film Study the published evaluations of this film and write their own comments according to set criteria 2 FILM APPRECIATION In order to appreciate any film it is a good idea to know and undderstand something about how it is made. Large movie making is a very complex business which involves many people – sometimes hundreds! However, we can get some idea of this industry by viewing videos about how to make small movies for our own entertainmentt at very limited cost. Modern technology, like the inventions of digital cameraas, computers, simple sound equipment etceteera, make this possible for the interested person. Before beginning the study of The Boy in the Striped Pyjamas exxplore the following internet sites which contain interesting videos. Write the bold black titles in your search bar. 1. Film Making for Beginners – You Tube 2. Professional equipment for making a movie – read the article. Click on “Images” in the left margin to see photos of equiipment. 3. 4Filmmaking.com ‐ In the tool‐bar at the top of the screen you can read various topics e.g. preproduction, production, post‐production tasks. 4. A shorter version about the rrole of film crew members is to be found on the site – www.filmmakers.com.au “Getting together a crew …” Having explored these sites, do the following tasks in your workbook – Copy, paste and label the following: (a) Three different types of cammeras (b) Lighting equipment (c) Camera or microphone on a boom (d) A camera dolly on rails 3 Task 2 Write briefly about the roles of the following important people in a film crew: (a) Film producer (b) Film director (c) Screenwriter (d) Chief camera person 4 CREW LEADERS AND CAST Director: Mark Herman Producer: David Hayman Screenplay: Mark Herman Based On – The Boy in the Striped Pyjamas by John Boyne Asa Butterfield Jack Scanlon Starring: Vera Farminga Rupert Friend Music: James Horner Cinematography: Benoit Delhomme Editing: Jack Ellis Studio: BBC Film, Heyday Films Distributed by – Miramax Films Release Dates – September 8, UK; November7, 2008, USA Running Time: 92 minutes Language: English Budget: $12.5 million Box Office: $40,416, 563 CAST Asa Butterfield as Bruno Jack Scanlon as Shmuel Vera Farminga as Elsa ‐ mother David Thewlis as Ralf – father David Hayman as Pavel – also producer of film Rupert Friend as Lieutenant Kurt Kotler Jim Norton as Herr Liszt – tutor Sheila Hancock as Grandma Richard Johnson as Grandpa Cara Horgan as Maria 5 FILM AWARDS British Independent Film Award: “ Best Actress – Vera Farmiga Chicago International Film Festival “ Audience Award – Mark Herman British Independent Film Award: “ Best Director – Mark Herman “ Most Promising Newcomer – Asa Butterfield Premio Gova ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ True or False Write these statements in your workbook and put T or F at the end of each them. 1. Mark Herman wrote the book The Boy in the Striped Pyjamas. ‐‐‐‐‐ 2. David Thewlis starred as the father in the film. ‐‐‐‐‐ 3. Asa Butterfield was Bruno in the film. ‐‐‐‐‐ 4. Grandpa was played by Richard Johnson. ‐‐‐‐‐ 5. The studio which produced the film was Miramax Films. ‐‐‐‐‐ 6. Sheila Hancock played the part of Grandma. ‐‐‐‐‐ 7. The boy in the striped pyjamas was David Hayman. ‐‐‐‐‐ 8. The film was distributed by Heyday Films. ‐‐‐‐‐ 9. Amber Beattie acted as Gretel. ‐‐‐‐‐ 10. The mother, Elsa, was played by actress Vera Farmiga. ‐‐‐‐‐ 6 HITLER AND THE JEWS (This article has been largely extracted from Encarta Encyclopedia – THE BETTERMANN ARCHIVE) HITLER AT NUREMBERG At Nuremberg, a city in south central Germany, Fuhrer Adolf Hitler brain‐ washed battalions of German soldiers and the Nazi political party during the 1930’s decade. He convinced the German faithful that they were the most superior race in the entire world and Germany deserved much more than they had. They needed more living space and a higher standard of living than they were presently experiencing. Hitler was a powerful, emotional speaker, who could move the hearts and minds of most of his listeners. By 1938, Hitler had the best trained army in the world, and in the final year of the 30’s his armies set out to invade and conquer countries in Europe and Britain. HITLER’S RACIAL POLICIES In 1933, Hitler set out racist policies to purify Germany of what he considered dangerous to the German people. That is ‐ other races of people whom he considered inferior; those who would damage the perfection of his nation, “the world’s master race.” He particularly condemned dark skinned people and the Jews. First, Hitler’s Government provided marriage loans to the “right kind” of Germans to encourage them to marry and have “superior” children. The Jews were forbidden to engage in Government employment. They were deprived of German citizenship, therefore could not vote at elections. That made them powerless. They were forbidden to own cars. Their children were thrown out of State Schools and many rich Jews had their property taken from them by the Government. Hundreds of Jews moved from Germany to other countries in Europe. On November 9, 1938, Nazi mobs killed dozens of Jews, smashed thousands of windows in Jewish neighbourhoods, set fire to their houses and burnt down their places of worship. Following that date, the Nazis sent more than 30,000 Jews to concentration camps. Elderly, sick and frail Jewish people, along with children were killed by poison gas in specially constructed buildings, and those who were fit were treated like slaves and made to work for the German war effort. And so began the Jewish Holocaust! 7 VIEW THE FILM View the film in three sittings of approximately 30 minutes each and write answers to the questions after each section. Questions about section 1. Name the members of the family. Why did the family move to the country? At the farewell party, what did you discover about Grandma and her attitude towards her son’s promotion in the German army? How would you describe the new home in the country? View Section 2 and answer the following: Bruno’s father said about the farm workers, “They are not really people, Bruno.” What did he mean? Gretel said the Jews were “vermin.” What did she mean? Give the real reason why Lieutenant Kotler (Kurt) became so violent when Pavel spilt the wine? What did Elsa realise when Kurt said “They smell worse when they’re burning!” View Section 3 and answer the following: What effect did the knowledge of the gas chamber and the crematorium have on Elsa? Provide the excuse that Ralf gave Elsa for not telling her about the real purpose of “The Farm”? Why was Kurt dismissed from his post and sent to the front‐line of battle? Why did Bruno want to go with Shmule into the camp? What happened to the boys and the Jewish men in the “shower”? Share how you would continue the family story. Discuss their future relationships and Ralf’s army career after the death of Bruno. Write a final chapter to this story. 8 A COMPARISON OF DEATH RATES BETWEEN CIVILIANS AND ARMY PERSONNEL IN SOME WORLD CONFLICTS FROM 1950 TO THE 2011, (A TOTAL OF 61 YEARS) According to a 2001 study by the International Committee of The Red Cross, the civilian‐to‐soldier deaths in all wars fought since the middle of 1950, there have been 10 civilian deaths for every 1 soldier! Not all war and conflict statistics will be given below, only a selected few. The Korean war: The civilian‐soldier death ratio is 36:10 The Vietnam war: civilian–soldier death ratio was 2:1 The Gaza Strip: civilian‐soldier ratio 1:1 Kosovo: civilian‐combatant death ratio was 4:1. This is so for Afghanistan. Deaths caused by the coalition forces in the Iraq war – approximately 22,668 military personnel, 13,807 civilians US drone strikes in Pakistan have caused the deaths of civilians. Numbers are between 830 and 1,210. (These civilian –combatant ratios have been compiled from an article in Wikipedia, the free encyclopaedia, under the heading – CIVILIAN CASUALTY RATIO.) Whilst these numbers deal with deaths, they provide no information about the wounded and what effects war has had on the lives of those victims. Hundreds of stories have been told about the wrecked lives of many Australian ex‐ servicemen, their marriages and families, particularly from the Vietnam arena.
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