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5: Activities 102 Introducing disability 107 Suggested activities commercial films 115 Suggested activities DVD clips 123 Student handouts 132 Stills for stills analysis
6: Further resources 148 Further reading Disability and film Useful websites Disability and education 154 Useful organisations 158 Statistics 162 Films that challenge the status quo 164 Films that raise issues 166 Disability glossary 178 Media glossary 185 Origin of negative words associated with disability 187 More films
189 Appendix 1 Detailed lesson plans commercial films 205 Appendix 2 Detailed lesson plans DVD short films
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INTRODUCTION
1 INTRODUCTION
Why study moving image media? In the late 20th and the 21st centuries, moving image media dominate the environment in which young people grow up. These media include cinema, television, video/DVD, computer games, CD-ROM, the internet and so on. They represent a shared understanding of the world and society around us, rather like that of the Aboriginal ‘dream world’. They form a repository of images and a Frida (2002, Julie Taymor, USA/Canada) huge, and growing, visual lexicon, that are not reality but are very influential on people’s consciousness. How we filmmaking, is an essential part of being make sense of the world outside our a citizen in today’s world. Therefore, family, our emotions, our social this book is of key interest to teachers responses and culture are all deeply for aspects of Citizenship and Personal, influenced by this image world. Social and Health Education (PSHE), as well as for Media Studies in schools. The composite of images created by Much of the work outlined in the filmmakers forms a complex mirror of Suggested activities and Detailed lesson how we gain a sense of morality and plans is also relevant to English and self. Filmmakers, in the main, reflect sometimes other subjects, such as and reinforce prevailing stereotypes History or Biology. that dominate society. This book deals with one aspect of this distorted Inclusion stereotyping, that of ‘difference’ due to There is growing inclusion in UK disability. There are many ways in schools, meaning that disabled which people can be different: children/students expect, and are expected, to take part fully in the • through culture and ethnicity; curriculum and social life of mainstream • through social class, power and resources; • through belief and religion; • through gender and sexuality; • through physical and mental impairment.
There is an overlapping of prejudices towards characters who are different in two or more ways in many films. Learning how to ‘read’ moving image media, and analyse the potentially distorting effects of the techniques of Sixth Happiness
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schools (DfES Action Plan 1998). part of schools’ wider approach to There are increasing numbers of equality; disabled children in every class who • Look at some examples of how need to see themselves reflected disabled people and their allies have positively in the curriculum and the portrayed disability in a range of moving image media around them. It’s non-Hollywood or non-commercial important that they and their films. classmates and teachers learn to be aware of how oppressive many Distorted images? portrayals of disability in moving image The portrayal of disabled people in media are, and how they reinforce moving image media has been negative attitudes. persistently distorted. From the first Beyond this, teachers in the UK all have silent movies, where disabled people a duty to challenge negative featured as figures of fun, evil or pity, stereotypes of gender, race, ability and to the present day, when non-disabled disability in the curriculum materials actors portraying a disabled character they use. In England, this duty is laid receive Oscar nominations, moving out in the General Inclusion image media have failed to show the Guidance of Curriculum 2000. The reality of disabled people’s lives. The Scottish Executive and Welsh Assembly negative images of disability in these have introduced similar requirements. media, although false, have become so familiar that people believe they show Aims of this book the reality of disabled people’s lives. This book supports the short films and The non-disabled audience accepts film clips on the bfi DVD Disabling unquestioningly these false images Imagery? (attached at back), and is because it is more comfortable to do so available directly from bfi Education. It than to face their deep-seated fear of also deals with a range of mainstream difference. films that are readily available on video/DVD. The aim is to help teachers inform and educate young people about film and disability; and, drawing on their sense of fairness, to develop their critical ability to challenge negative portrayals of disability and the attitudes they reinforce.
The book aims to: • Examine critically how commercial, Western – predominantly Hollywood – cinema, has portrayed disabled people; • Develop some ways of thinking about disabled people from a The Phantom of the Opera (1925, human rights-based approach as Rupert Julian, USA)
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One disabled commentator examining organisational, environmental, social Western culture said: and attitudinal barriers that prevent << Disabled people all people with impairments being included experience oppression as a in mainstream society. This ‘social result of the denial of our model’ view is rarely seen in moving reality. If our reality is not image media. You can find out more reflected in the general about these different models in the culture, how can we assert section ‘Medical model’ v. ‘social model’. rights? If non-disabled people (Page 19) would rather not recognise disability, or only recognise The reason why disability is represented specific forms, how can they in moving image media in the recognise our experience of stereotypical ways listed above is our bodies? If we do not suggested by Paul Darke: ‘appear’ as real people, with the need for love, affection, << The entertainment value of friendship and the right to a disability imagery is an often good quality of life, how can forgotten aspect of the non-disabled people give any persistence of negative meaning to our lives? Jenny images... The entertainment Morris, Channel 4, Pride content of such images helps Against Prejudice 1991.>> to explain why civil rights for disabled people have been slow Disability in film is most commonly in coming. Entertainment viewed as being ‘not normal’ physically works by creating a simplified or mentally. Disability is seen as an world where problems are impairment of the body or mind caused individualised by the loss or long-term non- (and, as such, are only functioning of a physical, sensory or solvable by the individuals mental part or system. Films usually affected) and where social show an individual response to problems and groups are disability, with the disabled person: marginalised and deemed to • struggling to overcome the be responsible for their own impairment; suffering and salvation … • finding a cure; Consequently, society is • being an object of pity; absolved of any responsibility • being a passive victim; while, at the same time, • having a chip on his or her shoulder it is left unchallenged and and becoming an evil, aggressive unaffected. Paul Darke, avenger. Framed bfi 1997. >>
This view of disability is known as In moving image media, disabled ‘medical model’ thinking. There is an people, or disability, are often used to alternative, ‘social model’, which convey visual metaphors. These help to considers disability to be the build up distorted views of disabled
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people’s lives which, in reality, are as ordinary and diverse as everyone else’s.
Disability and moving image genres Think about films that you know. How many feature disabled people? What sort of picture do they paint in the collective consciousness of what it is like to be a disabled person in Western society? Here are some examples:
• Horror films Many key characters have an impairment, for example: the monster in Frankenstein (1931, James Whale, USA), the evil alter ego in Dr Jekyll and Mr Hyde (1941, Victor Fleming, USA); burned Freddie in Nightmare on Elm Street (1984, Wes Craven, USA); the amputated apparition in Candy Man I Dr. Strangelove (1992, Bernard Rose, USA); hare-lipped Francis Dolarhyde in Red Dragon (2002, Brett Ratner, USA/Germany). In these personal tragedy of having an films, having an impairment seems to impairment. The disabled person is be synonymous with bad deeds or evil. made to manage on non-disabled or ‘normal’ terms. His/her ability to do so • Thrillers What messages are the creates a feel-good factor in the able- disabled characters in thriller films used bodied viewer; or the character’s to convey? Think of Dr No (1962, inability to cope reinforces negative Terence Young, UK), with his two false thinking and arouses pity, for example: hands; Bloefeld or Jaws in Goldfinger Reach for the Sky (1956, Lewis Gilbert, (1964, Guy Hamilton, UK); The UK), with Kenneth Moore as Douglas Penguin, The Wriggler or Two-face in Bader – a double amputee; The Theory the Batman films; Captain Ahab in of Flight (1998, Paul Greengrass, UK), Moby Dick (1956, John Huston, USA), featuring Helena Bonham-Carter as or blind Suzy Hendrix in Wait Until Dark someone with motor neurone disease; (1967, Terence Young, USA). Being Shine (1996, Scott Hicks, Australia), disabled in these films seems to signify where Geoffrey Rush is David Helfgott, either a flawed character, or being a a musician with mental health issues. victim. • Comedy In the early days of film, • Dramas In many disability-focused disabled people were used as the fun films, disabled characters are used to factor in numerous one-reelers. More demonstrate their triumph over the recent examples include: Dr
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Strangelove (1963, Stanley Kubrick, plot device (in other words, to serve as USA) – demonic, and a wheelchair-user, the pretext for the story, the whose own hand frequently tries to ‘explanation’ for a character’s strangle him; A Fish Called Wanda personality or actions, or to arouse a (1988, Charles Crichton, USA) – particular emotion), often reinforcing stuttering; Dumb and Dumber (1994, negative stereotypes. The consequences Farley Bros, USA) – people with of this are far-reaching and damaging learning difficulties; See No Evil, Hear to the lives of disabled people. No Evil (1989, Charles Hiller, USA) – a blind man and a deaf man. Disabled The discrimination disabled people face people’s impairments and the situations in employment, leisure, housing, they get into are a cause for mirth. education, relationships, sex, transport and in the media in general can’t all be Person or plot device? laid at the door of moving image media. There are exceptions. Four Weddings However, outdated and distorted ideas and a Funeral (1994, Mike Newell, UK) about disabled people are continually is a comedy which includes a disabled recycled in these media and bolster the person as a central, rounded character, negative attitudes that lead to not a stereotype (the Hugh Grant discrimination, eg in the six months character’s Deaf brother). Coming after Disney’s Hunchback of Notre Home (1978, Hal Ashby, USA) is largely Dame was released in the UK, disabled shot from a wheelchair-user’s point of people reported the word ‘hunchback’, view and is empowering for disabled which had gone out of use, was being people. Frida (2002, Julie Taymor, used in a derogatory way towards USA/Canada) showed the artist living them. The British Scoliosis Society her life and expressing herself, with her wrote to the then Minister of Disabled impairments as part of her personality People, Nicholas Scott, complaining that and art. since the film came out there had been more than a hundred attacks on people Despite these good examples, the vast with scoliosis. In the six months majority of films that include images of previously, there had been none. disabled people use them simply as a
However, outdated and distorted ideas about disabled people are continually recycled in these media and bolster the negative attitudes that lead to discrimination
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2 WAYS OF THINKING ABOUT DISABILITY The history of attitudes to disabled people
Historical outline Themes 09 Ancient Greece and Rome 09 Olympic Games 10 Feudal and medieval Europe 10 Witches 11 The Renaissance 10 The Bible 12 The 19th century 11 Folklore 14 Early 20th century 11 Entertaining the crowds 15 The Third Reich 12 Pirates 16 20th century rights movements 13 Supporters of eugenics 17 The 21st century 13 Some famous victims of eugenics 14 Cartoons 14 Character assassination 14 Charity 15 Propaganda films Historical periods can be read on the 16 Themes today left, overarching themes on the right. 18 The Disability Arts Movement
Moving image media continually draw on attitudes and representations of disabled people from the past, which have been fossilised in myths, literature, theatre, folklore, biography and history. Having a clear understanding of where thinking about disability has come from is important in order to see that underlying negative attitudes and stereotypes have been reinforced by society and religion over many centuries. Here, you can read about some of the historical attitudes to disability which have shaped the prevailing attitudes of Western society today. These attitudes have been perpetuated in many cultures around the world.
HISTORICAL OUTLINE THEMES
Ancient Greece and Rome Olympic Games In the West, ideas about the human The Olympic Games, held in Ancient body have been dominated by Ancient Greece, celebrated physical prowess Greek and Roman ideas of the ‘body and perfection, as they still do, today. beautiful’. This ideal, represented by The Greek gods were supposed to live the perfect physique of classical on Mount Olympus, near Athens, and sculptures, such as the discus-thrower, the games honoured them. was widely admired, particularly amongst the patrician (ruling) classes.
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HISTORICAL OUTLINE THEMES
The statue of the discus thrower shows an The modern Olympics began in 1896. idealised male figure practising sport. Today, a separate Paralympics is held, The philosopher, Aristotle, advised which, although it celebrates the getting rid of a child if it was imperfect. achievements of disabled athletes, is Greek law even dictated that a newborn still segregated from the Olympics. baby was not really a child until seven days after birth, so that an imperfect Witches child could be disposed of with a clear In medieval times, witchcraft became conscience. From these beliefs arose linked with disabled people. During the the enduring idea that ‘good’ looked ‘Great Witch Hunts' of 1480–1680, the beautiful and the deformed and Malleus Maleficarum, a book also known disabled were ‘bad’. as 'The Hammer of Witches', went to 70 editions in 14 languages. It told how to Feudal and medieval Europe identify witches by their impairments, In feudal and medieval Europe, most by ‘evidence’ of them creating disabled people were accepted as part impairments in others, or by them of the family or group, working on the giving birth to a disabled child. land or in small workshops. But at times of social upheaval, plague or Between eight and 20 million people, pestilence, disabled people were often mainly women, were put to death as made scapegoats as sinners or evil witches across Europe. A good people who brought the disasters upon proportion of these were disabled. society. The Bible One reaction to this was that during The Bible has been one of the most times of plague, thousands of people, influential books in Western culture and called flagellants, wandered around it contains many negative references to Europe beating themselves to try to disabled people, eg: the Book of make themselves more ‘holy’ so they Leviticus, Chapter 21, says that if you didn't get the plague. It was believed are a disabled person you can't be a
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HISTORICAL OUTLINE THEMES
[Feudal and medieval Europe continued] [Bible continued] that if you were penitent you would not priest or take communion; in the New become ill or disabled. This horror of Testament, it says renounce sin and you becoming disfigured or different was can ‘take up thy bed and walk’ (Luke, extremely powerful. If you were Chapter 5); and disability is seen as a different you were somehow marked punishment from God, ‘be cured if you and this strong prejudice continues to sin no more,’ in John, Chapter 9. the present day. Folklore In the 15th century, black magic and Ideas linking disability with evil fill the evil forces were felt to be ever-present. folklore of Britain and Europe. The Martin Luther, founder of Protestantism, Brothers Grimm collected the oral speaking of congenitally impaired stories of northern Europe and turned children, said: them into their Fairy Tales. For <
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HISTORICAL OUTLINE THEMES [Entertaining the crowds continued] One of the many tour. In 18th century London, people profile portraits of visited ‘Bedlam’ (the Hospital of St Mary the Duke of of Bethlehem) to laugh at the insane. Urbino. Circuses and freak shows continued the tradition. A Freak Show is still in operation on Coney Island, USA. This curiosity/fear of the different confirms the non-disabled viewer in the security of his or her own ‘normality’. The highly successful horror film genre is founded on this phenomenon.
The 19th century Pirates The 19th century saw greater Originally accepted for their part in segregation of disabled people. The plundering treasure to help build workforce had to be more physically empires, by the 19th century pirates uniform to perform routine factory were considered to be unacceptable operations. Disabled people were robbers and raiders. At this time, they rejected. They were viewed as ‘worthy were often portrayed as disabled and poor’, as opposed to work-shy evil, with eye patches, wooden legs and ‘unworthy poor’, and given Poor Law hooks, for example R.L. Stevenson’s Relief (a place in the Workhouse or Long John Silver, or J.M. Barrie’s money from public funds). Disabled Captain Hook. In fact, pirates had a people became more and more simple social security system long dependent on the medical profession for before anyone else. They all had shares cures, treatments and benefits. in the crew’s common purse so, if one was injured and disabled, he was given In the last part of the 19th century, a money for his needs and was unlikely to growing number of scientists, writers go on seafaring. and politicians began to interpret Darwin’s theories of evolution and natural selection for their own ends. These ‘eugenicists’ believed that they could improve the quality of the human race by selective breeding. They argued that people with impairments, particularly those born with one (a congenital condition), would weaken the gene pool of the nation and reduce competitiveness.
Increasingly, disabled people were shut
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HISTORICAL OUTLINE THEMES [The 19th century continued] away in single-sex institutions for life, Supporters of eugenics or sterilised. Separate special schools Winston Churchill MP was a supporter of and day-centres were set up that the British Eugenics Society, as were denied disabled and non-disabled Sidney and Beatrice Webb, founders of people the day-to-day experience of the Labour Party, and many other living and growing up together. influential intellectuals of the left and right. As Home Secretary at the time the Mental Deficiency Act of 1913 (see Historical outline, Early 20th century, on the left) finally became law, it is recorded in Hansard that Winston Churchill said:
<< The unnatural and increasingly rapid growth of the feebleminded classes, coupled with a steady restriction among all the Disabled boys in an early Barnardo’s home. thrifty, energetic and superior stocks, constitutes a race Eugenicists campaigned for and won danger. I feel that the source these measures using false science. from which the stream of Mary Dendy, an active eugenicist madness is fed should be cut campaigner in the 1890s, in Feeble off and sealed up before Mindedness of Children of School Age, another year has passed. >> asserted that children classified as mentally handicapped should be: Other eugenics supporters included authors D.H. Lawrence, H.G.Wells and << ‘detained for the whole of Aldous Huxley, and the economist John their lives’ as the only way to Maynard Keynes. ‘stem the great evil of feeble- mindedness in our country.’ >> Some famous victims of eugenics This led to a Royal Commission on Under the Mental Deficiency Act, two of Mental Deficiency, which was taken over the Queen Mother’s cousins were by eugenicist thinking. incarcerated, as was the ‘lost prince’ – the Queen’s uncle. (The 2002 BBC TV These theories became important at a film, The Lost Prince, by Steven time when industrialised countries, such Poliakoff, told his story). As a boy, he as Germany, France, Britain and the was diagnosed as an epileptic and shut USA were competing to create empires. away from the rest of the family until It was important to empire builders to his death. feel superior to other races.
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HISTORICAL OUTLINE THEMES
An International Congress in Milan, in Similar laws in America led to President 1881, outlawed Sign language, as it Kennedy’s sister being kept in an was feared that deaf people would institution and then having a frontal outbreed hearing people. lobotomy. This led Kennedy to bring about reform during his Presidency, Early 20th century allowing people with learning difficulties In the first half of the century, to live in the community. eugenicist ideas, along with charitable initiatives, led to increased Cartoons institutionalisation or sterilisation of With the development of the printing disabled people. In 37 states in the press in 1480, when most people USA, born-deaf women and anyone with couldn’t read, cartoons became a an IQ (Intelligence Quotient measured popular way to make political and moral on a biased test) under the age of 70 comments. Over the next 500 years, were sterilised in the 1920s and 1930s. personifications of evil, moral weakness Seventeen states still had these laws on and powerlessness were shown as the statute book in the 1980s. caricatured disabled people.
The UK Mental Deficency Act of 1913 Character assassination firmly categorised disabled people, as At various times throughout history, if follows: people wanted to denigrate someone’s “Idiots – persons in whose case there character, they attributed various exists mental defectiveness of such a impairments to them. An early example degree that they are unable to guard is when the Tudor monarchs wanted to themselves against common physical discredit Richard III, having usurped dangers. him from the throne, and fearing a Imbeciles – persons in whose case popular uprising to restore his heirs. there exists mental defectiveness Tudor historians created elaborate which, though not amounting to idiocy, propaganda of Richard as a disabled is yet so pronounced that they are and vengeful mass murderer. The incapable of managing themselves and portrait of Richard that hangs in the their affairs or, in the case of children, National Portrait Gallery has been X- of being taught to do so. rayed and it was proved that his hump Feeble minded – persons in whose case was added to the picture sixty years there exists mental defectiveness after his death. which, though not amounting to imbecility, is yet so pronounced that Charity they require care, supervision and One of the basic precepts of the Judaic, control for their own protection or for Christian and Islamic traditions from the protection of others. Or, in the case earliest times is charity. Charity is of children, that they appear to be normally considered to be a good thing permanently incapable by reason of and in some ways it is, but the such defectiveness of receiving proper attitudes that charity has bred in the
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HISTORICAL OUTLINE THEMES
benefit from the instruction in ordinary past have led to some enduring legacies school. that disabled people find offensive. The idea that giving charity was a way of Moral defective – persons in achieving God’s grace led to pitying or whose case there exists mental patronising attitudes towards disabled defectiveness, coupled with strong people, and the founding of institutions vicious or criminal propensities and who to care for the less fortunate away from require care, supervision and control for society gave rise to unwanted the protection of others.” segregation. Today, disabled people, although some still rely on charity, 50,000 children with communication demand ‘Rights not Charity’. Many of and physical impairments, and more the large charities run by non-disabled than 500,000 adults were incarcerated people persist in using patronising in institutions in the first half of the promotional material. 20th century (many were released in the 1980s). Children with significant learning difficulties were deemed ineducable and those with less significant learning difficulty went to educationally sub-normal schools until 1973.
The Third Reich Propaganda films In Germany, during Hitler’s Third Reich, Hitler’s Germany used film to great there was a series of propaganda films effect to reach the masses. As well as to show how disabled people were feature films, film was used as ‘useless eaters’, a burden on the state, documentary propaganda. The Racial and should be sterilised or got rid of. and Political Office made five films: • Sünden der Vater (Sins of the Feature films, such as Ich klage an (I Fathers, 1935) Accuse) (1941, Wolfgang Liebeneiner), • Abseits vom Wege (Off the Path, which won a prize at the Venice 1935) Biennale, played a crucial role in • Alles Leben ist Kampf (All Life is a justifying to the German population the Struggle, 1937) concept of ‘mercy killing’. This film was • Was du ererbt (What you have seen by 13.5 million Germans by 1945 inherited, 1929) and was very influential, though it is • Erbkrank (Heredity, 1936). This film, recorded that a minority did not agree intended to criminalise, degrade and with its message. See more about dehumanise the mentally and physically propaganda films in Themes (right). impaired, was silent and shot in black and white. The victims were manipulated to make them appear horrific, with superimposed captions of
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HISTORICAL OUTLINE THEMES
[Propaganda films continued] the cost of keeping them alive. Using direct interviews with disabled people, cleverly lit and staged, filmed from below and cut to make them appear very different from ordinary workers, it made the audience sympathise with compulsory sterilisation and, later, mercy killing. By Hitler’s order, it was shown in all German cinemas.
Opfer der Vergangeheit (Victims of the Past, 1937), reworked Erbkrank in a Ich klage an (I Accuse) more polished and professional style. 140,000 physically and mentally disabled adults were murdered in 1939–40 at the hands of the doctors of the Third Reich. The killing of adults was reduced by riots in Germany, led by Archbishop Galen of Munich in 1940, but continued more clandestinely. The killing of disabled children went on until 1945, with over 100,000 dying. These programmes were led from Tiergarten, 4, Berlin and so were known as T4.
20th century rights Themes today movements Many of the prejudiced attitudes that From the 1890s, disabled people have still exist today have their foundations struggled for their rights, for human in these longstanding historical dignity and just to be included. In the influences. 1920s and 1930s, there were hundreds of thousands of First World War Various aspects of medical treatment veterans with no rights at all in the UK, and care in the UK, USA and Europe are campaigning for the ‘Right to Work’ causing great concern to the disability through the National League for movement, eg: the Blind and Disabled. They • Cut-backs in the welfare state, formed the first disability movement in rationing health care; this country, through which disabled • ‘Do Not Resuscitate’ policies (decided people organised collectively against by medical staff) for some disabled discrimination. people; • Growing demands for voluntary In the 1920s, unions of disabled war euthanasia which, in some cases, can
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HISTORICAL OUTLINE THEMES
[20th century rights movements [Themes today continued] continued] be misused to dispose of a veterans were formed all over the UK. ‘burdensome’ disabled person; They held sit-ins in order to get • The prospect of designer babies, legislation enacted to ensure their right using the knowledge gleaned from the to employment. As a result, the Genome Project, further marginalising government brought in a 3% quota people with impairments. system which forced employers to take on registered-disabled employees. This A list of people in history who might not was replaced by the Disability have existed if such policies had Discrimination Act in 1996. operated in the past would include: Beethoven (deaf) In the 1990s, disabled activists in the Toulouse Lautrec (short stature) USA campaigned against euthanasia Stephen Hawking (motor neurone and assisted suicide under the slogan disease) ‘T4 Never Again’ (see The Third Einstein (dyslexic) Reich, above). Byron (club foot) F.D. Roosevelt (polio in both legs and The last 30 years have seen the growth unable to walk unaided). of the Disability Movement, arguing for an end to segregation, and many parents campaigning for human rights for their disabled children. Generally, these movements for social change for disabled people’s rights have not been shown in mainstream films and are hidden from the public gaze. One of only two known pictures of The 21st century Franklin D. Roosevelt in his wheelchair. Disabled people are still struggling for the right to use public transport, get Roosevelt perfected ways of disguising into buildings, go to school or college his impairment, never being with their friends, or to get a job. photographed in his wheelchair, because Although civil rights legislation, such as he believed: the Americans with Disabilities Act (1990) or the << The American public would Disability Discrimination Act never vote for a president (UK 1995), have helped, disabled who was a cripple. >> people still often feel that the dominant culture sees them as different from Winston Churchill (depression) everyone else because of persisting Helen Keller (deaf, blind) stereotypes of disability. Tanny Grey Thompson, athlete (spina bifida)… and many others.
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HISTORICAL OUTLINE THEMES
The Disability Arts Movement This movement has produced a counter-culture over the last 30 years to give expression to the disabled people’s movement. A number of the short films on the bfi DVD Disabling Imagery? that accompanies this book have come from disabled filmmakers who would view themselves as part of this movement. As yet, no commercially distributed feature films have been Disabled people demonstrate for made from this perspective. accessiblility to buses.
Anyone can, at any time, become disabled, or develop a physical or mental impairment. Perhaps people’s need to distance themselves from this harsh reality makes it convenient to rely on received negative attitudes and historical stereotypes of disability. These stereotypical images are less troubling than accepting the individuality, the joy, the pain, the appearance, behaviour and the rights of disabled people.
This could explain why disability equality has been called ‘the last civil rights movement’.
What disabled people want more than anything else is to be accepted for who they are and to have their rights guaranteed in law and in practice.
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WAYS OF THINKING ABOUT DISABILITY
2 ‘MEDICAL MODEL’ V. ‘SOCIAL MODEL’
‘Medical model’ v. ‘social pseudo-scientific significance. It was model’ based on assessments of impairments • The ‘traditional model’ from a deficit point of view against • The ‘medical model’ normality: what one cannot do, instead • The ‘social model’ of what one can do. This has been • Challenging prejudice called ‘medical model’ (or ‘individual • Who is disabled? model’) thinking by the Disabled • Training and legislation People’s Movement over the last 30 • Disabled people fight for years. This is not to deny the very equality necessary role of medical science in keeping many disabled people alive, and reducing their pain and discomfort, A medieval woodcut but it is to argue that disabled people of witches. should not be reduced to just their impairments.
The ‘medical model’ sees disabled people as the problem. They need to be adapted to fit into the world as it is. If this isn’t possible, then they should be shut away in a specialised institution or isolated at home, where only their most The ‘traditional model’ basic needs are met. The emphasis is Traditionally, in many cultures around on dependence, backed up by the the world, people with physical, sensory stereotypes of disability that bring out or mental impairments were thought of pity, fear and patronising attitudes. as under the spell of witchcraft, Usually, the impairment is focused on, possessed by demons, or as penitent rather than the needs of the person. sinners, being punished by God for The power to change disabled people wrong-doing by themselves or their seems to lie with the medical and parents. associated professions, with their talk of cures, normalisation and science. Often, The ‘medical model’ disabled people’s lives are handed over With the Age of Enlightenment in the to these professionals. Their decisions 18th century, came a more scientific affect where disabled people go to understanding of the causes of school; what support they get; where impairment and, with it, a sense of they live; what benefits they are confidence in medical science’s ability to entitled to; whether they can work; and cure, or at least rehabilitate, disabled even, at times, whether they are born people. Some disabled people (often for at all, or allowed to have children social or political reasons) were deemed themselves. incurable and placed in long-stay institutions and special schools (or, In addition, the Disability Movement today, in day-care centres). A notion of points out how the built environment ‘normality’ was invested with great imposes further limitations on disabled
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people. Medical model thinking would creates, lead to a cycle of dependency say these problems are due to the and exclusion which is difficult to break. disabled person’s lack of rehabilitation. The Disability Movement perceives the This thinking predominates in difficulties disabled people experience filmmaking, leisure, work and as the barriers that disable them and education. In schools, for instance, curtail their life chances. These barriers special educational needs are exist in school and higher education, in considered the problem of the finding work and suitable work individual, who is seen as different, environments, accessing leisure and faulty and needing to be assessed and entertainment facilities, using private made as ‘normal’ as possible. and public transport, obtaining suitable housing, or in their personal, family and Increasingly, today, the medical model social life. is being rejected. Many people feel strongly that treating disabled people as needing to be adapted to existing circumstances or, if this is not possible, caring for them in specialised institutions, is wrong.
The ‘social model’ In recent years, the disability movement has advocated a different way of looking at disability, which they call the ‘social model’. This starts from the standpoint of all disabled adults’ and children’s right to belong to
Diagram showing the effects of medical model thinking.
Powerful and pervasive medical model views are reinforced in the media, books, films, comics, art and language. Many disabled people internalise negative views of themselves and develop feelings of low self-esteem and underachievement, which reinforce non- disabled people’s assessments of their worth. The medical model, plus the Disabled people rally together to built environment and social attitudes it demonstrate for their rights.
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and be valued in their local community. difference. Through fear, ignorance and Using this model, you start by looking prejudice, barriers and discrimination at the strengths of the person with the develop which disable some people. impairment and at the physical and These are often reinforced by images in social barriers that obstruct them, the media. Understanding this process whether at school, college, home or allows disabled people to feel good work. The ‘social model’ defines about themselves and empowers them ‘impairment’ and ‘disability’ as very to fight for their human rights. different things: The ‘social model’ approach suggests << “Impairment is the loss or disabled people’s disadvantage is due to limitation of physical, mental a complex form of institutional or sensory function on a long- discrimination, as fundamental to term or permanent basis. society as sexism, racism or heterosexism. The disability movement Disablement is the loss or believes the ‘cure’ to the problem of limitation of opportunities to disability lies in changing society. Unlike take part in the normal life of medically-based cures, this is an the community on an equal achievable goal and benefits everyone. level with others due to physical and social barriers.” (Disabled People’s International 1981) >>
Impairment and chronic illness exist and sometimes pose real difficulties. Supporters of the disability movement believe that the discrimination against disabled people is socially created and has little to do with their impairments, and that, regardless of the type or severity of their impairments, disabled people are subjected to a common oppression by the non- disabled world. Disabled people are Diagram showing the problems as perceived often made to feel it's their own fault by ‘social model’ thinking. that they are different. If some part, or parts, of your body or mind are limited The obsession with finding medically- in their functioning, this is simply an based cures also distracts people from impairment. It doesn’t make you any looking at the causes of impairment or less human. But most people have not disablement. In a worldwide sense, been brought up to accept all people as most impairments are created by wars, they are; in other words, to value hunger, lack of clean water, exploitation
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of labour, lack of safety, and child abuse Who is disabled? and these should be addressed more People who have an impairment and robustly, rather than just responding to experience some form of social the injuries and impairments that result exclusion as a result are disabled from them. people. Many people have impairments, such as those who use glasses or Challenging prejudice contact lenses. They are not usually discriminated against. Whereas, Medical model thinking Social model thinking people who are deaf and use Child is faulty Child is valued hearing aids are usually Diagnosis Strengths and needs defined by self and others discriminated against by barriers Labelling Identify barriers and develop solutions in communication. Therefore, Impairment becomes focus of attention Outcome-based programme designed Assessment, monitoring, programmes of Resources are made available to ordinary disabled people includes people therapy imposed services with: Segregation and alternative services Training for parents and professionals Ordinary needs put on hold Relationships nurtured • Physical impairments; Re-entry if normal enough OR permanent Diversity welcomed, child is included • Sensory impairments (deaf exclusion Society remains unchanged Society evolves people, blind people); (Adapted from Micheline Mason 1994, R. Rieser 2000) • Chronic illness or health issues, including HIV and AIDS; Chart comparing the attitudes of medical • All degrees of learning difficulties; model and social model thinking. • Emotional, mental health and behavioural problems. Social model thinking has important implications for the education system, The definition also includes people with and particularly primary and secondary hidden impairments, such as: schools. Prejudiced attitudes toward • Epilepsy; disabled people and all minority groups • Diabetes; are not innate. They are learned • Sickle cell anaemia; through contact with the prejudice and • Specific learning difficulties, such as ignorance of others. dyslexia; • Speech and language impairments; Therefore, it is appropriate that the • Children labelled as ‘delicate’; challenge to discrimination against • People who identify as ‘disfigured’; disabled people should begin in schools. • People of diminutive stature; The fight for the inclusion of all disabled • People with mental distress. people, however severe their impairments, in one mainstream social Training and legislation system, will not make sense unless Anti-discrimination legislation, such as people understand the difference the Disability Discrimination Act, between the social and medical models 1995, is rights-based. It draws on of disability. social model thinking and requires schools and colleges to anticipate the The social model has now been adopted needs of disabled pupils/students and by the World Health Organisation. make reasonable adjustments to the establishment’s policies, practices and
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Children of a Lesser beginning to be accepted that disability God (1986, Randa discrimination, prejudice, negative Haines, USA) attitudes and stereotypes are not acceptable. The struggles of disabled procedures, so that people to gain civil rights have led to disabled legislation in the USA (The Americans pupils/students are with Disabilities Act 1990); in the UK not placed at a substantial disadvantage (The Disability Discrimination Act or treated less favourably. 1995); and many other countries, including South Africa, India and Australia. The United Nations adopted << “A person has a disability if the UN Standard Rules on he has a physical or mental Equalisation in 1992. impairment which has a substantial and long-term In all these measures, the onus is on adverse effect on his ability to eliminating discrimination by bringing in carry out normal day-to-day enforceable civil rights legislation, activities.” based on the idea that adjustments Definition of disability under need to be made to services, buildings, the Disability Discrimination transport, workplaces, environments, Act, 1995. >> communications and equipment to allow disabled people access. Prejudicial The Disability Rights Commission attitudes and practices are outlawed estimates that there are 9 million and institutional discrimination, in the people in the UK who come under this form of organisations which exclude definition: 6.9 million of working age disabled people, is being challenged. and 1.1 million under 24 years of age (5–6%). However, negative attitudes, stereotypes and distorted portrayals of A range of recent statistics identify that disabled people’s lives still predominate disabled people are discriminated in commercial films. The increasing against, and highlight the need capacity of the world media system to proactively to change policies, practice recycle moving image media means and procedures, as well as to include in that, despite worthy legislation, the school curriculum the study of how negative views are continually society has portrayed and treated reinforced through film. disabled people in the past and today. For more details, see the data in Check out the Disability Rights Statistics. Commission website for guidance and a Code of Practice www.drc-gb.org. Disabled people fight for equality Disability equality training for education In the last 30 years, disabled people professionals is available from have campaigned for and won a human Disability Equality in Education rights-based approach to disability. It is www.diseed.org.uk Tel: 020 7359 2855.
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WAYS OF THINKING ABOUT DISABILITY
2 STEREOTYPES
Stereotypes Stereotype Defying stereotypes: the way forward 2. Victim or an object of violence Examples Stereotypes are groups of attitudes • Deaf Christine, cruelly deceived by which have little or no basis in reality two men in In the Company of Men and yet persist in cultures. Stereotyping (1997, Neil LaBute, USA); reduces the individuality and character • Wheelchair-using Marty in Steven of people to false social constructs. This King’s Silver Bullet (1985, Dan Attias, leads to name-calling and violence USA); towards the subjects of stereotyping, • Wheelchair-using Blanche, victimised undercutting the humanity of the by her sister in Whatever Happened to victims. Baby Jane? (1962, Robert Aldrich, USA); There are ten main stereotypes of • Blind Suzy Hendrix, terrorised by drug disabled people: smugglers in Wait until Dark (1967, Terence Young, USA). Stereotype 1. Pitiable and pathetic; sweet and Stereotype innocent; a miracle cure 3. Sinister or evil Examples Examples • Charity adverts (eg one child in a • Shakespeare’s hunchbacked and school group ‘under the shadow of vengeful Richard III (1955, Laurence diabetes’); Olivier, UK; and 1996, Richard • Poor Tiny Tim in A Christmas Carol Loncraine, UK); (1938, Edwin L. Marin, USA); • Pirates with wooden leg/eye • David Merrick, the ‘saintly sage’ with patch/hook in Stevenson’s Treasure huge growths on his face and scoliosis, Island (1920, Maurice Tourneur, USA); exhibited as a freak in The Elephant • Dr. Strangelove (1963, Stanley Man (1980, David Lynch, UK); Kubrick, USA) features a mad, • Porgy, whom Bess rejects because he wheelchair-using scientist; has a physical impairment, in • Evil Dr. No, with his two false hands in Gershwin’s Porgy and Bess (1959, Otto the Bond film, Dr. No (1962, Terence Preminger/Rouben Mamoulian, USA); Young, UK); • Pollyanna, shown as a sweet and • The pirate captain in Hook (1991, pitiable disabled girl in Steven Spielberg, USA); Pollyanna (1920, Paul Powell, USA; • Terrifying Freddy in Nightmare on Elm 1960, David Swift, USA); Street (1984, Wes Craven, USA); • The blind flower seller in City Lights • Bitter and vengeful Mr Glass with his (1931, Charlie Chaplin, USA); brittle bones in Unbreakable (2000, M. • Clara, who uses a wheelchair, but Night Shyamalan, USA). walks when she gets to the mountains in Heidi (1937, Allan Dwan, USA); • Colin in The Secret Garden (1949, Fred M. Wilcox, USA).
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Stereotype Stereotype 4. Atmosphere – curios or 6. Laughable or the butt of jokes exotica in ‘freak shows’, and in Examples comics, horror movies and • In many early films, such as The science fiction Automobile Accident (1904) or the over Examples 100 films featuring ‘Crettini’; • A whole cast of genuinely disabled • All the men who are short people in people was used to create horror in Time Bandits (1981, Terry Gilliam, UK); Freaks (1932, Tod Browning, USA); • Dumb and Dumber, featuring two • The facially disfigured Phantom, in men with learning difficulties in Phantom of the Opera (1925, Rupert laughable situations (1988, Charles Julian, USA); Crichton, USA); • The deaf, dumb and blind kid in • The lead character is a man with Tommy (1975, Ken Russell, UK); learning difficulties in Forrest Gump • All the ‘baddies’ who have tics and (1994, Robert Zemeckis, USA); disabilities in Dick Tracy (1990, Warren • Lee Evans feigning cerebral palsy in Beatty, USA); There’s Something About Mary (1998, • Cousin Lyman, a short hunchback who Peter Farrelly/Bobby Farrelly, USA); causes trouble in The Ballad of the Sad Mr. Magoo, the shortsighted butt of Café (1991, Simon Callow, UK/USA); jokes in cartoons and film (2001, Walt • The one-armed man in The Fugitive Disney, USA). (1993, Andrew Davis, USA). Stereotype 7. Having a chip on their Stereotype shoulder/ aggressive avenger 5. ‘Super-crip’/ triumph over Examples tragedy/noble warrior • The Claw, who is twisted and evil, in Examples Dick Tracy (1947, John Rawlins, USA) • A spinally-injured veteran coming to because he has lost a hand; terms with his impairment in The Men • Captain Ahab in Moby Dick (1956, (1950, Fred Zinnemann, USA); John Huston, USA); • Physically-impaired Douglas Bader • Laura in The Glass Menagerie (1987, walking without sticks and flying in Paul Newman, USA); Reach for the Sky (1956, Lewis Gilbert, • Captain Hook, the wicked pirate in UK); Hook; • A war veteran coping with his injuries • The vengeful, hook-using, black ghost again in The Best Years of Our Lives in Candyman (1992, Bernard Rose, (1946, William Wyler, USA); USA). • Christy Brown writing in My Left Foot (1989, Jim Sheridan, UK); • Blind Mathew Murdock has radar-like senses he uses to fight evil in Daredevil (2003, Mark Steven Johnson, USA); • The last item on the TV news, eg a blind man climbing a mountain.
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Stereotype Stereotype 8. A burden/outcast 10. Incapable of fully Examples participating in everyday life • The disabled wife who feels she is a Examples useless burden in Ich Klage An (I • The absence of disabled people from Accuse) (1941, Wolfgang Liebeneiner); everyday situations, and not being The disabled child whose parents shown as integral and productive consider euthanasia in A Day in the members of society. When they are Death of Joe Egg (1971, Peter Medak, shown, the focus is on their UK); impairments: • The facially disfigured boy in Mask • Deaf people in Children of a Lesser (1985, Peter Bogdanovich, USA); God (1986, Randa Haines, USA); • The ‘In-valids’ who are not of perfect • The true story of the prince hidden genetic design in Gattaca (1997, from society and his family in The Lost Andrew Niccol, USA), Prince (2002, Steven Poliakoff, BBC TV). • The TV series Beauty and the Beast, set in subterranean New York, the (Based on Biklen and Bogdana, 1977. Morlocks in the X-Men comics or X2, Amended by R. Rieser and M. Mason: (2003, Bryan Singer, USA), in which Disability Equality in the Classroom, 1992). characters with impairments live apart from society; Find out more about these and many other • Despised outcast, Quasimodo, in The films on the Internet Movie Dabtabase (IMDb) Hunchback of Notre Dame (1923, at www.imdb.com Wallace Worsley, USA; 1998, Walt Disney, USA). Defying stereotypes: the way forward Stereotype 9. Non-sexual or incapable of a << Disabled people should be worthwhile relationship shown as an ordinary part of Examples life in all forms of • Marlon Brando’s disabled veteran in representation, not as The Men; stereotypes or invisible. >> • Clifford Chatterley is impotent in Lady Chatterley’s Lover (1981, Just Jaeckin, This was the verdict of 150 key UK/France/ Germany); image-makers at the Invisible • Ron Kovic, disabled war veteran in Children Conference 1995. Born on the Fourth of July (1989, Oliver Stone, USA); In films, disabled people rarely have a • Paralysed Jan in Breaking the Waves character other than as defined by (1996, Lars Von Trier, Denmark). variations of the stereotypes above. The following guidelines have been offered by disabled people as a starting point for portraying them in a non- stereotyped way.
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WAYS OF THINKING ABOUT DISABILITY
2 DISABILITY, DIVERSITY AND EQUAL OPPORTUNITIES 1. Shun one-dimensional Disability, diversity and characterisations. Portray disabled Equal Opportunities people as having complex personalities • Institutional discrimination capable of a full range of emotions. • Discussing Equal Opportunities in 2. Avoid depicting us as always the classroom receiving. Show us as equals, giving as • Developing an Equality Policy in well as receiving. schools 3. Avoid presenting physical and mental characteristics as determining Power in society, and in the world, has personality. always been distributed unevenly. This 4. Refrain from depicting us as objects is reflected in moving image, as in of curiosity. Make us ordinary. Our other cultural artefacts. In most impairments should not be ridiculed or societies in the world, access to higher made the butt of jokes. socio-economic class is still restricted 5. Avoid sensationalising us, especially by social status, wealth, privilege, as victims or perpetrators of violence. education and profession. 6. Refrain from endowing us with superhuman attributes. Worldwide, resilient social structures 7. Avoid Pollyanna-ish plots that make remain largely intact for the benefit of our attitude the problem. Show the the powerful few, while the many live in barriers we face in society that keep us poverty. Moving image media often from living full lives. allow ordinary people to glimpse the 8. Avoid showing disabled people as world of the powerful few and fantasise non-sexual. Show us in loving about achieving it for themselves, while relationships and expressing the same also reinforcing why they are not range of sexual needs and desires as entitled to expect equality. non-disabled people. 9. Show us as an ordinary part of life in Images of the Western free market all forms of representation. economy lifestyle have sometimes been 10. Most importantly, cast us, train us a spur for social change: in soviet and write us into your scripts, Russia, Communist Eastern Europe or programmes and publications. apartheid South Africa, for example. However, overthrowing existing orders (From a leaflet that was produced by R. has not necessarily benefited ordinary Rieser for the 1 in 8 Group, formed after the people, as the rich and poor have Invisible Children Conference, 1995. Several tended simply to become more individuals in the media committed to polarised in these societies. In the new challenging the portrayal and employment of world order, where world markets are disabled people.) dominated by multinational companies, the International Monetary Fund (IMF), The World Bank and World Trade Organisation, this growing polarisation between rich and poor seems likely to continue, with all the social problems it creates.
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Institutional discrimination amongst employers or employees), Seeing images of an unattainable there is institutional discrimination. lifestyle can create a sense of injustice These establishments have a direct in the viewer, which may turn into influence on the media industry. From prejudice or discrimination towards funding for films that challenge the those perceived to be preventing access status quo, to employment of minority to a better job/life/status. These could groups, the institutions affect whether include women, different racial, minority films get made and distributed to a ethnic or religious groups and disabled wider audience. people. This process has often been encouraged by those in power to help Kes maintain the status quo, and is one of the root causes of racism, sexism and disabilism.
A current UK example is the prejudicial treatment of asylum seekers by politicians and others. The UK has a shortage of labour and takes fewer asylum seekers than most European countries, yet sentiments against them are stirred up by their portrayal in the Occasionally, films that challenge this press and on TV. status quo emerge and are seen as both powerful and dangerous. Some According to a major new survey of well-known ones are Kes (UK, 1969, public attitudes, Profile of Prejudice Ken Loach), which shows how state (June 2003) www.stonewall.org.uk: schools fail working-class children; • Asylum seekers, refugees, travellers Mississippi Burning (1988, Alan Parker, and Roma people are the groups the USA), about the fight to find the racist public is most prejudiced against. murderers of three civil rights workers • Those who hold one prejudice are in a town which is cajoled by the Ku much more likely to be prejudiced Klux Klan into covering up the crime; against other minority groups. Schindler’s List (USA, 1993, Steven • Television is the primary influence Spielberg), the story of how a Nazi on the formation of prejudicial businessman saved hundreds of his attitudes. Jewish factory workers from concentration camps; and City of God Prejudice and discrimination towards (2002, Katia Lund/Fernando Meirelles, women (sexism), or towards people Brazil) about Brazilian street children, with alternative sexuality – gay, lesbian, the gangs they form and the poverty bisexual or trans-gendered – can be and crime they are forced into. For a just as potent and oppressive. Once list of other films that challenge such prejudices become built into the prevailing attitudes, see Films that structures of society (the police, challenge the status quo. (See page judiciary and education system, 162.)
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Discussing Equal off for having a relationship with a Opportunities in the white woman a hundred years before. classroom He returns to a downtown Chicago Schools in the UK are committed to housing estate to attack and mutilate Equal Opportunities and are required to white women with his prosthesis, or have a strong anti-racist strategy. The hook. The film plays to the racism, need to challenge racism is well sexism and disabilism of the audience understood by pupils and staff. to create horror. For a list of other films Challenging sexism, disabilism and that would be useful for discussions homophobia is not always given the about prejudice in the classsroom, see same importance. Experience over the Films that raise issues.(See page 164.) last thirty years shows that a whole- school approach involving all staff, Developing an Equality pupils, parents and governors is the Policy in schools most effective way to change school Many young people who do not find culture. racism acceptable still engage in sexism, homophobia or disabilism, by Moving image media texts can play a name-calling or bullying. All schools crucial part in developing this culture of need to have an ethos where all equality, by encouraging students/pupils children feel welcome and safe. The to go beyond their instinctive reactions school should challenge racism, and explore issues of identity, disabilism, sexism and all forms of nationalism, normality, and prejudices prejudice and promote equality through of all sorts. measures such as these: • Teachers need to promote an ethos in The Bone Collector all classes where children feel able to talk about their lives and feelings, Oppressions are where the class are encouraged to not separate support one another and work entities, but collectively. The effects of racism, interact with including anti-semitism, disabilism, each other. The oppression of disabilism sexism, homophobia and prejudice, may interact with racism, sexism or should be explained and discussed so homophobia. Some films challenge the children develop empathy, are able these oppressions and others just to challenge discrimination and include exploit them. For example, The Bone those who may feel excluded, Collector (2000, Phillip Noyce, USA), supporting them within and outside the challenges stereotypes through Denzel classroom. Young children can be Washington’s character, who is disliked taught this by drawing on their great by his police chief because he is a sense of fairness. clever black man and a disabled person • Being aware of harassment is with quadriplegia; whereas Candyman essential. It can take many forms, from (1992, Bernard Rose, USA), reinforces moving slightly away from a child on prejudices as it tells of the apparition of the carpet to physical attack. Seemingly a black man who had his hand chopped minor incidents should be discussed and
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brought out in the open so the victim is equality that give dignity to working- supported and the whole class class people, so that they do not feel understands the effects. they need to look to extreme right-wing • Understanding that children have groups to reinforce their identity. different styles of learning and multiple • Drawing parallels between racism, intelligences and need different styles of sexism, disabilism and discriminatory teaching and learning in our classes. practices, based on social class: to Valuing the teaching of art, music, foster solidarity between boys and girls, drama, dance and PE as much as other black and white, disabled and non- subjects, and understanding that skill disabled, working class students. and achievements in these areas, and Challenge the use of normative testing the consequent self-esteem, lead to in relation to race, class, gender and greater ability to achieve in all subjects. disability. • All members of staff should challenge • Exploring opportunities throughout stereotypical and prejudiced comments the curriculum to promote anti-racism used in lessons, the playground and the and inclusion, eg visits to community surrounding environment. For example, organisations, circle time, circles of challenging name-calling; reporting and friends, use of the media, visiting clearing offensive graffiti. speakers from local minority ethnic • Supporting pupils who encounter communities and disabled people’s harassment in the community, organisations. understanding that children who live in • Displaying work from all pupils with fear cannot learn. Supporting and achievements in any areas of the campaigning for families who face curriculum in and outside the school. deportation. Ensuring the materials and content of • Using opportunities, through lessons cover a wide diversity of assemblies, to deal with issues of different cultures and people. prejudice eg Kick Racism out of • Purchasing and reviewing resources, Football; understanding why people are such as books, posters and ICT disabled or refugees; Jewish Resistance software to ensure they are inclusive. to fascism in the East End; disabled • Providing accessible school structures people struggling for their rights. where pupils, parents and staff have a • Using opportunities to celebrate the voice. richness and diversity of different • In studying media images, ensure cultures eg Black History Month, images from different cultures are Refugee Week, Eid (from an anti-racist available (see Bollywood and disability). perspective). being aware that multi- • It is important that all staff fully cultural education on its own does not understand all these issues so that they challenge racism; European Disabled put them into practice daily in all areas People’s Day (3rd December) from a of the curriculum. If teachers feel ill- rights, not charity, perspective, equipped or uncomfortable to deal with International Women’s Day (8th March). these issues, they should hold staff Make sure to include white working- meetings and seek INSET opportunities. class children, eg teaching about the These points were developed for schools by writing, art and struggles for social Susie Burrows and Michael Vance of Hackney
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TEACHING WITH MOVING IMAGE MEDIA
3 TEACHING WITH MOVING IMAGE MEDIA About teaching with empowered, the cinematographer, moving image media Haskell Wexler, devised a special • Introducing the techniques camera dolly. This meant that the • Teaching techniques camera was at the same height as the wheelchair users, not looking down on Moving image media are exciting, them from high camera angles, instilling meaningful and accessible, an artform a sense of powerlessness. By contrast, in their own right, and can be explored in Whatever Happened to Baby Jane? on many levels. In order to maximise (1962, Robert Aldrich, USA) and its potential for learning, it’s important Hitchcock’s Rear Window (1954, USA), to recognise that the moving image has the helpless wheelchair victims are its own language and complexities made to appear even more powerless which can be read and interpreted to by high-angle shots with the camera develop deeper understanding. looking down on them.
This section introduces teaching Introducing the techniques techniques and questions which will The techniques described in Teaching help teachers and pupils to develop new techniques 1–8 are designed to help skills in interpreting moving images as you unravel the codes and conventions texts, allowing access to the important of the moving image, and enable you to issues within them and, with particular use a wider range of moving image reference to the issues of disability texts in the classroom. As you unpick addressed in this pack, insights into the layers of meaning, you will help other people's lives and experiences. pupils develop their general skills as more critical and knowledgeable readers of the moving image.
The techniques aren’t age-specific so you can use them with any age-group, depending on the topic, the moving image text you want to base them on, and how far you want to take each activity. You may feel that Techniques 7 and 8 are inherently more sophisticated and thus more appropriate for Key Stage 4.
Coming Home The first three techniques concentrate on the language of the moving image. In films portraying disability, the They offer ways of encouraging pupils filmmakers’ gaze can often give you a to see how everything in a moving clue as to how they view their subject. image text is saying something, and For example, in Coming Home (1978, contributes to its overall meaning. Hal Ashby, USA), about a wheelchair Technique 1. Freeze frame, using veteran who becomes concentrates on the visual language of
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moving images. Technique 2. Sound need, at minimum, a VCR with a good and image, helps pupils see how ‘pause’ facility that enables you to view important sound is in the interpretation single frames. A ‘frame advance’ of moving image texts. Technique 3. feature would also be useful. Some of Spot the shots, draws attention to the the follow-up activities also require ICT editing process. Any of these techniques software that can handle moving image can be used from time to time in very materials. short sessions to build up pupils’ critical awareness of how moving image texts work, and your confidence in using the Teaching techniques 1–8 technique. • 1 Freeze frame • 2 Sound and image Techniques 4. Top and tail, and 5. • 3 Spot the shots Attracting audiences deal with the • 4 Top and tail ways in which moving image texts are • 5 Attracting audiences produced and circulated to audiences. • 6 Generic translation Whatever your subject area, it’s • 7 Cross media important to point out to pupils that • 8 Simulation any moving image text need not necessarily be taken at face value. They should think about where a film or TV programme comes from and whose interests it may serve. You could use Top and tail quickly and informally whenever you use a video, to establish the habit of checking out a text’s sources.
Techniques 6. Generic translations, 7. Cross-media comparisons and 8. Simulation offer more substantial classroom activities to explore ways to make changes to moving image texts and relate them to other media. In subject-specific contexts, these can form the basis of coursework pieces at Key Stage 4, or for class projects to explore an issue or topic.
Media jargon has been avoided as much as possible, but the techniques necessarily introduce some simple and useful technical terms, which are explained in the Glossary of media words. To use the techniques you will
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1. FREEZE FRAME TECHNIQUE KEY LEARNING QUESTIONS OBJECTIVES
Use the video pause • Why is the shot Pupils should learn that: button to help the class composed like this? What • Every element of a discuss each shot of a difference would it make visual image can carry short moving image text if it were composed meaning. or extract (e.g. 60 differently? • Visual images can be seconds long) by looking • Why is the camera ‘read’ like other texts. at and discussing: positioned in this way? • The position of What difference would it elements within the • What they can see in make if it were image, the colours used, the ‘frozen’ image; how somewhere else? and the lighting can all the elements of the • What difference does it affect interpretation. image are positioned in make if the order of • Camera distance (e.g. the frame; how lighting shots is different or some close-up, long shot etc.), and colour affect what is are missing? camera angle and camera seen. movement all affect • Distance between meaning. camera and subjects; • The number and order camera angle; movement of shots affect meaning. of the camera during a shot. • How many shots there are and how the sequence of shots builds up information and ideas or impressions
Possible follow-up Use a storyboard or moving image software to change the order of the sequence or eliminate some shots.
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2. SOUND AND IMAGE
TECHNIQUE KEY LEARNING QUESTIONS OBJECTIVES
• Cover the video screen About music Pupils should learn that: and ask pupils to listen • What kind of music is • Moving image sound carefully to the sound this? What feelings/ tracks can have four track of a short moving images does it suggest to elements: music, sound image sequence and you? effects, voice and silence. describe exactly what All of these contribute to they hear. Pupils should About sound effects meaning. Sound effects identify the type of text •What exactly can you are of two types: they think it is and hear and what might it ‘atmosphere’ (i.e. identify and describe all represent? continuous sound) and the sounds. ‘spot effects’ (i.e. short • They should then guess About words sounds). at the content and style • What is said and what • Sound, particularly of the images in the can you tell about the music, can set the ‘mood’ sequence. speaker(s) from their of a text and establish its • Finally, show the voice(s)? generic identity (e.g. complete sequence and comedy, thriller). invite discussion about About silence • Sound can often do how sounds and images • Why do you think the more to ‘pin down’ the affect each other. sequence is silent at this meaning of a sequence point? What might be than visual images. It Possible follow-up going on? can affect not only the • Try out any or all of: way viewers interpret the different music, different About the final viewing images, but also what sound effects, a different • What difference does they actually think they voice reading the same the sound make to the can see. words, or different sequence? What • Off-screen sounds can words; or eliminate any difference would it make help to create the of these elements. if some elements were impression of three- • Discuss how this affects missing? dimensional space. the ways the images can • Silence can also have a be interpreted. powerful effect on the interpretation of a sequence.
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3. SPOT THE SHOTS
TECHNIQUE KEY LEARNING QUESTIONS OBJECTIVES
• After their first viewing • How long is this Pupils should learn that: of a short moving image sequence? How much • The number, sequence sequence, pupils guess at ‘story time’ does it and duration of shots in a the number of shots represent? moving image sequence used. • What new information all contribute to its • On second viewing, or impression is each new meaning and are created they mark each change in shot giving? in the editing process. shot, scene location and • What information or • Screen time and ‘story sound (use pause button impression does each time’ are usually if necessary). change in sound give? different. The editing • On third viewing, they • Why is this kind of shot process ‘manages’ the look carefully at how the transition used? What story time. shot transitions are difference would it make • Each new shot should created (e.g. cuts, mixes, if another type of provide new information fades, wipes etc.) and transition were used? or impressions. Shot whether the sound • Why are the shots of changes are not merely transitions happen at the this length? Does the ‘to keep viewer interest’. same places. They should overall time-scheme of • The pace and rhythm of also time each shot. the shots build up a editing and the types of rhythm or a pattern? transition used also Possible follow-up What is the effect of this? contribute to meaning. • Create a script or • Sound transitions may storyboard to support not match shot their analysis of the transitions. in drama sequence. Variations on especially they may the sequence can then be anticipate them and this hypothesised eg can maintain or develop eliminating shots or moods, such as changing the order of the suspense. sequence. If the software • Certain kinds of shot is available, pupils could sequence are highly digitize and re-edit the conventional e.g. shots to try out different shot/reverse shot in a sequencing and timings. conversation or interview; or a character looking off-screen is likely to be followed by a shot of what they are looking at.
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4. TOP AND TAIL
TECHNIQUE KEY LEARNING QUESTIONS OBJECTIVES
• Show the title sequence • Is this a cinema film or Pupils should learn that: of any moving image text a TV Programme? • Title sequences identify and use any of Basic • Who is it for and how the text and ‘sell’ it to Techniques 1 to 3 to help can you tell? audiences; they may be pupils identify its genre • Is it fact or fiction? very explicit about the and intended audience, • What is it about? text’s genre, content, and to predict its content • Who made it? audience and purpose or and ‘message’. • Who owns it? they may disguise this to • Show the production • Why might it have been provoke curiosity. credits at the beginning made? • Information about who and/or end of a moving • What roles were made a text, who image text and discuss involved in making it? financed it, and who the information they owns it, can alert you to provide about the source the interests it represents and ownership of the and those it may not text, how it was represent, or may produced, and how it was misrepresent. distributed to audiences. • Many roles may contribute to the production of a moving image text and can affect its content, style and meaning. • A moving image text is likely to be produced by one company and distributed by another.
Top and Tail. ‘Shrek’ (2001) Start of film: ogre reads a fairy story about a bewitched princess in a tower, guarded by a dragon, waiting to be rescued by a handsome prince. The ogre derides the story and tears it up. This sets the satirical tone. The titles appear on parts of the scene while the ogre bathes in mud and cracks the mirror with his appearance to the music: ‘Only Shooting Stars Break the Mould’. End of film: party scene with fairytale characters singing along to ‘I’m a Believer’. Credits roll, then disco scene. Analysis of this? E.g. suggests a happy ending?
From the start of this animated feature the satirical style lampooning the traditional Disney tale is set. The film starts with the ogre reading a fairy story about a bewitched princess in a tower, guarded by a dragon waiting to be rescued by a handsome prince and the ogre deriding it and tearing it up. The titles appear on parts of the scene while the ogre carries out his bathing in mud in the swamp and cracks the mirror with his appearance to the musical accompaniment of “Only Shooting Stars Break the Mould’. After the ogre gets the princess with her changing permanently into an ogress. The last scene is a party back at the swamp with a host of fairy tale characters such as witches, Three Little Pigs, Snow White and the Seven ’Dwarfs’, Three Blind Mice, Pinocchio, Three Bears and many others singing along to ‘I thought love was only true in fairy tales’ led by Donkey ( Eddie Murphy). This is followed by a disco scene after the credits. Disabling Imagery? 36 35200_Disability Guide 11/7/06 1:32 pm Page 37
5. ATTRACTING AUDIENCES
TECHNIQUE KEY LEARNING QUESTIONS OBJECTIVES
• In pairs or groups, • What methods were Pupils should learn that: pupils collect information used to promote this text • Most moving image about how a text has to audiences? texts compete for been marketed and • Why were these audiences in a busy circulated to audiences methods used and not commercial market. e.g. TV listings, others? • Moving image texts can educational resource • Who helped promote be promoted in many catalogues, video this text, and why? different media. catalogues, shop • Did audiences respond • Marketing and displays, websites, film as the producers promotional strategies posters, advertisements, intended? If not, why are central to most of the trailers, TV ratings, not? moving image industry. cinema box office • Was media controversy Most media producers information, reviews, deliberately fostered? Did and distributors are part press releases, news it help or harm the text? of larger conglomerates items. How? and can call upon a range • Groups or pairs present of different companies to their findings (e.g. as live help promote their presentations, poster products. montages etc,) to the • Audience responses are rest of the class, measured and fed back identifying key issues into future production affecting the success or and promotion strategies. failure of a text to find its • Most moving image audience and convey its production and message. distribution is expensive and risky.
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6. GENERIC TRANSLATION
TECHNIQUE KEY LEARNING QUESTIONS OBJECTIVES
• Pupils ‘translate’ a • What can you tell in Pupils should learn that: moving image text e.g. print that you cannot tell • Meaning can change documentary, TV news or show in moving when information is item, TV or film images? presented in different commercial, scene from a • What can you tell or forms or transposed to feature film, into a print show in moving images another medium. genre, such as a that you cannot tell in • Each medium has its newspaper item, a print? own language, magazine feature, an • Which medium do you conventions and genres. extract from a novel, a think is best for the • Moving image is more short story or a poem. story/information/ideas appropriate for some • Pupils translate a print you are conveying? Is a kinds of content or text into moving image real ‘translation’ ever structure, and print is form, first as script or possible from one more appropriate for storyboard, and then, if medium to another? others. possible, as video (a brief extract or ‘try-out’ of one scene). 7. CROSS- MEDIA COMPARISONS
TECHNIQUE KEY LEARNING QUESTIONS OBJECTIVES
Pupils can use Basic • What elements stay the Pupils should learn that: Techniques 1–6 to: same and what changes • Groups, issues, values or • Compare the treatment (and how?) for the ideas will be represented in of an issue in two different audiences? different ways according to different media and/or for • How do print and the form, genre and two different audiences. moving image intended audience. • Compare a key moment respectively manage • Print texts are open to a from a fictional print text ‘literary’ features, such as range of moving image in two different moving time, character, setting, adaptations. image adaptations. motivation etc.? • Both documentary and • Compare treatments of • What is gained and drama can present a theme the same theme in factual what is lost in each form? effectively; the boundary and fictional forms. between fact and fiction can be hard to draw.
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8. SIMULATION
TECHNIQUE KEY LEARNING QUESTIONS OBJECTIVES
Pairs or groups of pupils • Who is the audience for Pupils should learn that: are placed in role as the new version? • Most moving image producers of an existing • Why have you chosen texts are produced within moving image text, used this age-group/audience? editorial and institutional in any subject curriculum, • What in the existing constraints: time, budget, and asked to produce text will not appeal to, or context, purpose etc. plans for how they be understood by, its new • Content and form will would: audience? vary according to • Modify or reconstruct it • What aspects of the audience and purpose. for a different age-group; text can you use to sell it • Addressing a different • ‘Sell’ the text to a to its new audience? audience can add ethical different audience; • What methods would or legal factors which will • Challenge it critically be most appropriate to affect what can and from a particular point of reach that audience? cannot be said or shown. view; • From what point of • A critical challenge to • Produce an alternative view are you arguing an existing text must text. against the text ,or for a have good evidence to different version? back it up, which can The plans should be • What evidence are you come from both within presented to the teacher using to back up your the text itself and from or another group acting argument? other sources. as Commissioning Editor • Alternatives are or Executive Producer. possible.
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TEACHING WITH MOVING IMAGE MEDIA
STLLS ANALYSIS
Stills analysis Saumya (l–r). - Kandukondain, Kandukondain Action/Mood : The women look - Gallivant worried, anxious and pitying. They are - Wait Until Dark facing Major Bala, who is supported by - Born on the Fourth of July his friends. Major Bala looks angry. This - The Men is the first time Bala and Meenakshi - Forrest Gump meet. Party guests in the background - The Hunchback of Notre Dame look on as if something to draw their - The Elephant Man attention has just occurred. Bala’s - Children of a Lesser God impairment (he is an amputee) is - Shrek shown by him supporting himself on the - Frida chair, and having his arm around his - Scent of a Woman friend’s neck. - My Left Foot Place and purpose in film: near the - Coming Home beginning; features the main - Sixth Happiness characters; sets up the key dynamic of (Available as a pdf from website and Bala and Meenakshi’s interaction, which on page 132.) is slowly resolved in the film. Disability focus: Disabled person as pitiable.
Film: Kandukondain Kandukondain (1999, written/directed by Rajiv Manon, India) This film breaks the stereotyped pattern of Indian cinema with the beautiful girl eventually falling in love with and marrying the disabled man. Film: Gallivant (1996, Andrew Kötting, UK) Type of shot: long shot Andrew Kötting tells us he made Location: a party Gallivant to show his daughter, Eden, Characters: widowed mother (on the and her grandmother, Gladys, getting to right of the four women in the know each other as they travel round foreground, left of centre) and her the coast of Britain, exploring people three daughters, Kamla, Meenakshi and and places.
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Type of shot: medium long-shot from posing as a policeman to frighten Suzy a low angle. and get her to tell him about a doll Location: outside, on a beach. (filled with drugs) he believes is in her Characters: Eden (left) and her possession. grandmother, Gladys. Action/Mood: Shot 1 shows a Action/Mood: An intimate scene of a tentative but independent blind woman little girl and an elderly woman who is in her kitchen finding out the time by holding her hand, a bucket, a spade touching a clock. Shot 2, in the living and a kite. The elderly woman is room, shows the same woman with a showing great care and interest in the man in gloves, coat and hat holding the little girl. They are framed by the sky telephone up to the woman’s ear The and, low down, the horizon. The little situation looks threatening and girl is looking down and appears to be worrying. The woman appears very interested in something on the concerned; the man looks ominous, an beach. effect heightened since the audience Place and purpose in film: near the knows the woman cannot see him. beginning, introducing these as the Place and purpose in film: near the main characters in the film; the shot beginning. Shot 1 establishes that the shows one of the main emphases of the woman is blind but is able to cope. Shot film: members of different generations 2 shows how her blindness is exploited of a family getting to know each other. by the people who want to scare her, Disability focus: communicating with and helps impress on the audience how Eden, who has a rare syndrome and frightening it must be to be unable to communicates through Sign language. see your adversary. Disability focus: Disabled person as Film: Wait Until Dark victim. (1967, Terence Young, USA) Film: Born on the Fourth A blind woman is subjected to terror in of July (1989, Oliver her own apartment. Stone, USA) A hawkish American super-patriot Type of shot: becomes disabled by war. The film is in Shot 1: medium many ways an allegory for the changes shot. Shot 2: that took place medium two- in America in shot. the wake of Location: Both the Vietnam shots are inside War. the woman’s apartment. Type of shot: Characters: medium long- Shot 1: the blind shot. The shot woman, Suzy is from a low Hendrix; Shot 2: angle, so the Suzy and a man central,
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wheelchair-using character is level with camera. He is squeezing the arm of his the viewer. fiancée, Ellen, who is looking at him Location: A demonstration outside the and flinching. Something is wrong 1972 Republican Convention, USA. between them. Could it be that Bud is Characters: The lead character, Ron thinking he has failed as a man because Kovic, and other demonstrators. he will not be able to make love to his Action/Mood: In the foreground, Ron wife now he is in a wheelchair? Kovic in his wheelchair proudly holds an Place and purpose in film: three- American Flag. He is being pushed by a quarters through the film. This shot fellow demonstrator. Next to him is expresses Bud’s initial negative reaction another veteran in a wheelchair, partly to being disabled and how it affects his obscured by the flag. They all look very relationship with Ellen. Gradually, he is determined. helped by his friends and by counselling Place and purpose in film: near the and comes to see that there is a more end of the film, when Ron has worked positive way forward (although the through living with his impairment. The question of sexual relations remains shot makes it clear that Ron has unanswered). become a committed anti-war protestor, Disability focus: disabled people as which brings him dignity and pride, in asexual and bitter. contrast to his earlier disillusionment at being disabled by war. Disability focus: How protest and the fight for rights confer dignity on this wheelchair-using war veteran.
Film: The Men (1950, Fred Zinnemann, USA) A veteran disabled in war becomes isolated and bitter until cajoled out of Film: Forrest Gump his solitude by his (1994, Robert Zemeckis, disabled fellows. USA) The unlikely adventures of a man with a Type of shot: medium long-shot. learning difficulty becomes an allegory Location: in the corridor of an for American history over the last fifty institution. years. Characters: the lead character in the film, Bud Wilozek, and his fiancée, Type of shot: long shot. Ellen. Location: on a bench waiting for a bus. Action/Mood: Bud is in his wheelchair, Characters: the lead character, Forrest three-quarters turned away from the Gump.
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Action/Mood: Forrest sits alone, with foreground and a Parisian crowd just some trees behind him. He has a features in the distance. seriously short haircut, when this was Action/Mood: Quasimodo is a dark, not a fashion statement, a sky-blue deformed figure seen in profile framed shirt uncomfortably buttoned up at the by dark walls. He is alone and neck, white socks with coloured hoops secretive, looking out on the light and and a pair of bedraggled training shoes. life of the streets of Paris. He has a large box of chocolates on his Place and purpose in film: after suitcase. He looks straight ahead with Quasimodo has come down from his his hands in his lap. belfry and has been mocked by the Place and purpose in film: this is the crowd. The shot establishes Quasimodo opening shot of the film. Forrest’s as disfigured, sinister and alone. The appearance suggests a ‘geeky’ teenage distant crowd and sunlit streets mentality in an adult body, indicating emphasise his solitude and isolation, that he has a learning difficulty. You get and the fact that he keeps an eye on the impression he is isolated and what’s going on in the city. friendless as he is alone on his bench. Disability focus: a disabled person as Disability focus: A person with a sinister, isolated and segregated. learning difficulty being an isolated loner.
Film: The Hunchback of Notre Dame (1939, William Dieterle, USA) A film of the classic French novel by Victor Hugo. Film: The Elephant Man (1980, David Lynch, UK) Type of shot: long shot. The true story of a Victorian freak, Location: a dark, shadowy doorway or exhibited for money by a doctor. window alcove, looking out over a street scene of historic Paris. Type of shot: medium, low angle. Characters: Quasimodo, ‘The Location: on board a ship, cloudy Hunchback’, is silhouetted in the background.
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Characters: John Merrick, ‘The Elephant Man’. John Merrick had a rare condition called proteus syndrome that deformed his face, head and limbs and caused his skin to hang in thick folds. So he was treated like a freak. Action/Mood: Merrick is huddled alone. His face is covered by a piece of material with eyeholes cut out and the folds at the front of his face look like the outline of an elephant’s trunk. He wears a hat and a cloak gathered about him. Although you cannot see his Action/Mood: both characters are expression, he seems mysterious, sideways to the camera. Sarah is strange, alone and sad. speaking with her hands, making Place and purpose in film: This is on intricate signs to communicate using a boat after Merrick had been American Sign Language to James, who kidnapped by his former fairground is facing her and making less refined exploiter and taken to France and is signs back. Strong lighting on their returning to notoriety in England. This hands against the black background shot builds up the audience’s fearful puts the dramatic emphasis on their and curious expectations of eventually communication. Their faces are intent seeing a freak man who ‘looks like an and concentrating elephant’. It also suggests Merrick’s Place and purpose in film: halfway sadness and isolation, building up some through the film. The shot shows how sympathy for him. lively communication in Sign language Disability focus: A disabled person as is, and also illustrates in the story how freakish, creepy and an object of James, who is an oralist and anti Sign- curiosity. language, gradually comes to see what signing means to Sarah and her friends, Film: Children of a Lesser though not before they move in God (1986, Randa Haines, together and break up because of USA) James’s hang-ups about relying on Sign The debate between oralism and language for communication. signing for deaf people is played out in Disability focus: a strong and a love story between a deaf girl and a independent deaf person. teacher in a deaf school. Film: Shrek (2001, Type of shot: medium, two-shot. Andrew Adamson/Vicky Location: in a room. The background is Jenson, USA) black with no objects visible. Fairytale stereotypes turned on their Characters: the main characters, heads in a funny, animated film. Sarah (a deaf girl), and James Leeds (a hearing teacher in a school for the Type of shot: medium. deaf). Location: outside at sunset, sitting on
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Film: Frida (2002, Julie Taymor, USA/Canada) The life story of Brazilian artist, Frida Kahlo.
Type of shot: a long shot, from a medium-high angle. Location: an open courtyard in a warm, South American country. Characters: the artist, Frida Kahlo, her sister and her baby being held by a servant. Action/Mood: in the middle ground is a tree trunk, with meadows and trees in a wheelchair and, sitting sideways in it, the background. Frida is painting the portrait of a Characters: Shrek, the ogre, and beautiful young woman, who is posing Fiona, a princess. for her. The artist is working on canvas Action/Mood: A large, green ogre is on an easel and behind her is a table holding the hand of a young, beautiful with paints and brushes. In her left woman wearing a coronet and hand is a palette and in her right, a therefore, obviously, a princess. His brush. Off to the left is an older woman hand is large and clumsy but clasps her sitting down holding a baby. She tiny hand gently. They are looking into appears to be smiling or laughing as each other eyes, like lovers. The picture the baby fingers her face. evokes the idea of Beauty and the Place and purpose in film: Near the Beast. Although the ogre is large and beginning of the film when the young ugly, he looks sad and compassionate. Frida is recovering from her accident Place and purpose in film: Three- which left her with a permanent quarters through the film, though Shrek impairment. Here she is developing her still feels he cannot express his true painting to take her portfolio to meet feeling to Fiona. This shot shows that the famous artist and muralist Diego the princess and Shrek are falling in Rivera. The still shows Frida as an love. It contrasts the big, ugly ogre and artist, in her wheelchair but active and the classic ‘beautiful princess’. It seems intent on her painting. The characters to establish that the two are opposites who could never come together, although the film belies that cliché in the end. The sunset is significant as the audience knows, by now, that at sunset Fiona turns into an ogre. The ogre’s gentle behaviour and kind expression arouse the audience’s sympathy. Disability focus: stereotyping and judging people by their looks without getting to know them.
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seem relaxed and the atmosphere along just as well as a non-disabled creative and friendly. person in the world as it is. Disability focus: a powerful image of a disabled person fulfilling her creativity Film: My left Foot (1989, and expressing herself. Jim Sheridan, UK) The true story of Christy Brown, who Film: Scent of a Woman had cerebral palsy and learned to write (1992, Martin Brest, and draw with his left foot. USA) Type of shot: Blinded ex-colonel, Frank Slade, wants Shot 1: to kill himself, but is shaken out of his medium long- self-indulgence by a young man he shot. Shot 2: meets. medium long- shot. Type of shot: Location: medium long- Shot 1: in shot. church. Shot Location: on a 2: inside a dance floor. Other house, on the people are floor of a watching from room. tables in the Characters: background. Shot 1: Mrs. Characters: the Brown and her lead character, son, Christy. Shot 2: Christy Brown. Colonel Frank Action/Mood: Shot 1: Mrs Brown is Slade, dancing praying, kneeling in a church pew. with a woman in black (whom he has Behind her and on the floor of the aisle never met before, and asked to dance lies Christy, at about 10–12 years old, in a restaurant). looking up at her. Christy’s mum looks Action/Mood: Frank, blinded in action thoughtful and determined, and is and bitter, looks debonair dancing the praying. She believes if she prays hard tango, cheek to cheek, with a young enough he will be cured. Christy looks woman in a black cocktail dress. He is serious and rather helpless in his prone authoritatively leading with his eyes position. Shot 2: the same boy now has open. The young woman has her eyes no boot or sock on his left foot and is closed. This is an unlikely situation for a holding a piece of chalk between his blind person to be in. toes and writing a letter on the floor. Place and purpose in film: in New Christy’s left hand is clenched into a fist York when he is still trying to impress and his lips are pressed together, the Chris O’Donnell character and teach showing he is putting a lot of energy him what he knows of the world before and concentration into his efforts. His his intended suicide. body is lit, but the details of the room Disability focus: a disabled person as fade into the background. ‘super-crip’, unrealistically able to get Place and purpose in film: while
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Christy is still growing up in Dublin Shot Place and purpose in film: halfway 1: establishes that Christy’s mum felt through the film, when Luke has moved the only hope of a cure for her son was into his own adapted flat and Sally’s intervention from God. But her husband is in Vietnam. Shows how a practical, serious expression shows her deep, loving relationship has grown up strength of character and determination between Sally and the disabled veteran to help him. Shot 2: shows Christy whom she first visited in a veteran’s concentrating to show the world that he hospital. can think, and communicate using his Disability focus: a very positive image left foot. of love and passion between a disabled Disability focus: divine interventions and a non-disabled person. do not work, but a way can always be found to communicate with a disabled Film: The Sixth Happiness person. (1997, Waris Hussein, UK) Based on the autobiographical book, Film: Coming Home (1978, Trying to Grow, by Firdaus Kanga, about Hal Ashby, USA) a boy with brittle bones growing up. The impact of the Vietnam War on returning ‘vets’ and the women they Type of shot: medium shot. returned to. Location: in a bedroom, on the bed. Characters: the main character, Brit, and the lodger he has an affair with. Action/Mood: Brit’s short body is in stark contrast to the fully developed body of his lover. They are looking into each other’s eyes. It is a tender moment. Place and purpose in film: when Type of shot: medium shot. Brit is a Location: outdoors, in sunshine. teenager, a Characters: two of the main lodger moves characters, Luke Master (a disabled into their flat veteran) and Sally Hyde (the wife of to help pay another veteran). the rent after Action/Mood: Luke sits outdoors in his Brit’s father has killed himself. This is a wheelchair with Sally sitting sideways strong image that challenges on his lap. They are looking lovingly at stereotypes in several ways: love each other. Luke has his arms round between men, love between non- Sally and Sally has one arm round disabled and disabled and love between Luke. They look like any ordinary couple Parsee and Hindu. enjoying the sunshine and each other’s Disability focus: stereotype-busting company, except that he is in a story of a man with brittle bones living wheelchair. his life to the full.
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TREATMENT OF DISABLED PEOPLE IN MOVING IMAGE MEDIA
4 TREATMENT OF DISABLED PEOPLE IN MOVING IMAGE MEDIA Disability in moving image media: a history Martin Norden identifies four eras in the representation of disability in moving image media in his book: The Cinema of Isolation: A History of Physical Disability in the Movies (1994, New Jersey, Rutgers University Press).
First period: before World War 2 In this period disabilities are seen as freakish. One third of films made before The Hunchback of Notre Dame (1923, 1919 featured disabled characters, Wallace Worsley, USA) mainly because of the visual appeal of difference in silent movies. Whale, USA) led to physical deformity • The Automobile Accident (Gaumont, and villainy becoming synonymous. 1904, USA) is typical. A disabled actor and his non-disabled look-alike After the First World War, many films do a ‘before’ and ‘after’, as a car featured cures to impairments which, in runs over his legs, leaving them reality, were incurable. This was separated from his body. perhaps due to the increase in impairment caused by the War. From Another early comedy genre features 1912 to 1930, there were 430 feature faking disability. films with disability themes. Of these, • The Beggar’s Deceit (1900, Cecil M. 150 or 35% had characters who Hepworth, UK) has a disabled eventually gain or regain the use of beggar propelling himself along the their sight, hearing, legs etc through pavement, gaining alms and corrective operations, God’s will or sympathy from passers-by until a sheer good fortune. suspicious policemen taps him on the shoulder, at which he springs up The enormous success of Lon Chaney is and runs. a prime example of the rise of freakishness. He specialised in roles The characters Crettini (Italy), Borieau such as Blizzard, a gangster driven to (France) or Foolshed (UK, USA) evil by the loss of his legs in The featured in at least a hundred films in Penalty (1920, Wallace Worsley, USA); the early 1900s, in which the audience Blind Pew in Treasure Island, laughs at someone with learning Quasimodo in The Hunchback of Notre difficulties. After 1908, the reworking of Dame, the Phantom in Phantom of the many classic stories eg Treasure Island Opera (1925, Rupert Julian, USA), the (1920, Maurice Tourneur, USA; 1934, Armless Wonder in The Unknown Victor Fleming, USA); The Hunchback of (1927), and Dead Legs in West of Notre Dame (1923, Wallace Worsley, Zanzibar (1928), both by Tod Browning, USA); and Frankenstein (1931, James USA.
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This led to a huge growth in the horror Second period: movie genre. immediately post-World • The film Freaks (1932, Tod War 2 Browning, USA) used real disabled At this time, films about disability performers from circus sideshows. become more rehabilitative. Many have The producer was told by the studio plots revolving around returning to ‘top the horror of Frankenstein’. veterans, some of whom were disabled. This was part of a wider movement to Over this period, some of the enduring make films about social issues, which stereotypes of disabled people in film did well at the box office. In the USA were established. and Europe, the generation that had • The ‘sweet innocent’ or pitiable fought the War wanted their aspirations character, eg A Blind Woman’s Story for a more just society reflected in the (1908, USA); Tiny Tim in A films they made and saw. Christmas Carol (1938, Edwin L. Marin, USA); The Two Orphans • Pride of the Marines (1945, Delmer (1911, USA); Daves, USA) is based on the true • The ‘noble warrior’ – showing story of Al Schmid, who was blinded disabled veterans and their by a Japanese grenade. He returns problems with adjusting to life, eg to the US embittered, before family The Four Horsemen of the and friends convince him to shake Apocalypse (1921, Rex Ingram, off his self-imposed isolation. The USA), featuring a blind veteran; The film argues that individuals can’t Big Parade (1925, King Vidor, USA), make it on their own and addresses in which a soldier who has lost a leg issues of discrimination. Al’s Jewish goes back to France to find his friend, Lee Diamond, says: sweetheart; and The Dark Angel (1935, Sidney Franklin, USA) – a << “Sure, there’ll be guys who love triangle with a self-effacing, won’t hire you even when they blinded officer, who hides from his know you can handle a job. former lover, so his non-disabled There’s guys that won’t hire friend can be with her. me because my name is • The ‘obsessive avenger’ eg Long Diamond instead of Jones. John Silver in Treasure Island; ‘Cause I celebrate Passover Captain Hook in Peter Pan (1924, instead of Easter. Do you see Herbert Brenon, USA); and Captain what I mean? You and me, we Ahab in The Sea Beast (1926, need the same kind of world; Millard Webb, USA). One we need a country to live in commentator points out: where nobody gets booted << From the first horror films around for any reason.” >> to modern-day renderings, physical and mental disabilities However, Al remains an isolated have been shown to connote character, and unrealistically begins murder, violence to recover his sight in the end. and danger. >> • Till the End of Time (1946, Edward
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Dmytryk, USA) is about three ex- marines, two of them disabled, changing their attitudes to themselves. • In The Best Years of Our Lives (1946, William Wyler, USA), non- professional actor, Harold Russell, who lost both hands in the War, won two Oscars: one for acting and one for bringing hope to ex-servicemen. Through a mixture of subjective and objective shots, director Wyler avoids a pity reaction to Russell’s character, Homer Parish, and subtly shows him getting back together with his girlfriend Wilma, not through pity, but through love.
The Men (1950, Fred Zinnemann, USA)
These were followed by Home of the Brave (1949, Mark Robson, USA); The strongly in, for example: Men (1950, Fred Zinnemann, USA) and Bright Victory (1951, Mark Robson, • Dick Tracy’s Dilemma (1947, John USA), all in a similar vein. This concern Rawlins, USA), based on Chester with wider social issues, but still only Gould’s comic strip. This film featuring individual solutions, is contrasts the clean-cut, non- reflected in films, such as: disabled Tracy with ‘The Claw’, a fur thief who kills people with his • Alfred Hitchcock’s Spellbound (1945, prosthetic hook. According to Tracy, USA), which uses subjective or The Claw acquired his hook when a ‘point-of-view’ shots, flashbacks and coastguard cutter rammed him a dream sequence designed by during illegal operations in the Salvador Dalí to portray mental Prohibition. When, eventually, the health impairment. The suspense private eye tracks The Claw down in comes from psychoanalyst, Ingrid an electrical substation, The Claw Bergman, falling for Gregory Peck, raises his hook to strike the hero who may be a killer, but, being an and touches the electrical amnesiac, can’t remember. This has apparatus, electrocuting himself. strong similarities to the techniques used in The Lost Weekend (1945, Third period: from the Billy Wilder, USA), which tackled the 1950s to late 1960s taboo subject of alcoholism. The portrayal of disabled people in films degenerates at this time. This But the old stereotypes still feature backwards move was given impetus by
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the McCarthy ‘witchhunts’ in the USA, Keller learning to communicate with when many filmmakers were the help of Annie Sullivan, also subpoenaed to attend the House Un- shows a disabled person ‘triumphing American Activities Committee to over tragedy’. identify their friends as disloyal to the USA. Nearly all left-wing filmmakers The trouble with this stereotype is that and actors were denounced as it makes disabled people feel they can Communists and barred from working. only be accepted if they prove they are People responsible for the films with better than non-disabled people, and it social comment that came out at the encourages non-disabled people in their end of the War were blacklisted, and view that disabled people are of little the Studios in Hollywood went into self- value unless they behave like ‘super- censorship mode. This meant going crips’. back to a range of movies influenced by the previous stereotypes. A rash of Dr No films about civilian disabled people overcoming their impairment were 1962 saw the made, eg: beginning of a bad habit of featuring • Bad Day at Black Rock (1954, John disabled baddies in Sturges, USA), was a Western, in the extremely which Spencer Tracey played the popular James mysterious one-armed John Bond films. This Macreedy. Alone and unaided, he has continued in depicts the stereotype of ‘super- every Bond movie crip’, as he uncovers what happened since. to Japanese Americans during World War 2 in the town. • Dr No (1962, Terence Young, UK) • In the UK, Kenneth Moore played featured the maniacal Dr No with Douglas Bader in the unabashed his two false hands. ‘triumph over tragedy’ ‘bio-pic’, Reach for the Sky (1956, Lewis Other films followed Bond’s example. Gilbert, UK). • Sunrise at Campobello (1960, • Dr Strangelove (1963, Stanley Vincent J. Donehue, USA) follows Kubrick, USA) featured Peter Sellers F.D. Roosevelt from contracting as the mad, wheelchair-using, ex- polio, to walking ten steps, to Nazi scientist advising the President making a speech to launch his as the world moves toward nuclear political career. The reality was that destruction. Roosevelt conducted his Presidency from his wheelchair, although he Hollywood also recycled some of the concealed this from the American best-known classic stories featuring people. characters with impairments during this • The Miracle Worker (1962, Arthur period: Penn, USA), about deaf-blind Helen
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• Peter Pan (1953, Hamilton physically impaired and tubercular Luske/Clyde Geronimi/Wilfred Ratso Rizzo. Ratso has lived on the Jackson, USA), featuring disabled streets for years and he befriends Captain Hook, was remade as a and mentors the cowboy before Disney cartoon. dying. • Treasure Island (1954, Ewald André • Tell Me That You Love Me Junie Dupont, USA), with Long John Silver Moon (1970, Otto Preminger, USA) and Blind Pew, was remade for the tells the story of three disabled sixth and seventh times. people coming out of an institution and setting up home together, and In Britain, Hammer Horror movies their adventures in relationships pumped out a steady stream of films involving race and sexuality. featuring disabled anti-heroes. • The Ballad of the Sad Café (1991, Simon Callow, UK/USA), another Fourth period: since the Carson McCullers adaptation, late 1960s features a powerful matriarch During this time period, there is a swing (Vanessa Redgrave) who, through to a more enlightened, tolerant stance, her general store and café, holds linked in the USA to the returning her hometown in the palm of her Vietnam War veterans and, in Britain, hand. Her life is disrupted by her to a left-wing liberalism in the film returning ex-con husband, with industry. Audiences for films featuring whom she fights. Cousin Lyman, a aspects of disability were large enough short hunchback, also visits. In a to encourage filmmakers to produce a totally unrealistic scene, Cousin stream of such films over the next forty Lyman swoops down on the feisty years. They mainly feature civilian Redgrave as if flying, and thereby disabled characters who sometimes go breaks her spirit. beyond the earlier stereotypes, while reinforcing others. Some examples are: However, negative representations of disabled characters echoed past • The Heart is a Lonely Hunter (1968, portrayals. There are several examples Robert Ellis Miller, USA), features in films adapted from comic books: several deaf characters, including Singer (Alan Arkin), the main Pruneface from character. He is still portrayed as Dick Tracy. isolated, a saintly, deaf sage, but he does help out a whole range of • Batman other characters. The film is based (1989, Tim on a novel by Carson McCullers, Burton, USA), whose books tend to have a pre- eg the Penguin; occupation with the grotesque. or Batman • Midnight Cowboy (1969, John Forever (1995, Schlesinger, USA) features John Joel Voight as the Texan cowboy in New Schumacher, York and Dustin Hoffman as the USA), eg the
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Riddler or Harvey Two Face – one side that the injuries he sustained in a bad, one side good. car accident are permanent. The • Dick Tracy (1990, Warren Beatty, judge decides he can grant his USA), in which all the baddies sport request. impairments: Al Pacino as Big Boy has a hunchback, Dustin Hoffman mumbles with a speech impairment, and many others have facial disfigurements: Pruneface, Shoulders, Stooge, The Rodent, The Brow, Little Face and No Face (this last being Breathless Mahoney – Madonna – disguised to take control of the city).
Euthanasia The ongoing pre-occupation with euthanasia, or ‘the life unworthy of life’ featured in a number of films in this The Bone Collector period, such as: • The Bone Collector (1999, Phillip • Johnny Got his Gun (1971, Dalton Noyce, USA). At the beginning of Trumbo, USA), based on his 1939 the film, Rhyme (Denzel anti-war novel and shot almost Washington), a top New York entirely from the character, Joe’s, detective who sustained a major viewpoint. Only slowly do the spinal injury four years earlier, audience realise that Joe has no wants ‘a final adjustment’, enlisting limbs or face, nor can he hear, see a doctor friend to help. When he or speak, having been hit by a shell gets involved in solving a series of on the last day of the First World ingenious murders with a young War. Eventually, by banging his detective (Angelina Jolie) and the head in Morse code, Joe gets one of killer tries to kill him, he fights back the nurses to convince the doctors with all his ingenuity. The film ends he is not a ‘vegetable’, but they will with a hint that he and Jolie are not concede to his request for starting a relationship, and all death. thoughts of euthanasia gone. • A Day in the Death of Joe Egg (1971, Peter Medak, UK), in which a More enlightened young English couple struggling to portrayals raise a disabled child contemplate A number of films stand out as ‘mercy killing’. It is given a darkly memorable for the sympathetic humorous treatment. approach taken by the filmmakers to • In Whose Life is it Anyway? (1981, their disabled subjects. The films below John Badham, USA), a paralysed are all examples of more enlightened sculptor wants to die after he learns moving image portrayals.
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• A very powerful film evoking persuade Raymond to give him half feelings of pity, The Elephant Man the money. Raymond’s many (1980, David Lynch, UK) was shot in autistic tendencies (unlikely, black and white. It tells the true realistically, to be found in one story of David Merrick, who had a autistic person) include rigid and very rare condition that led to huge unchangeable habits, which Charlie growths on his skull and face, and is forced to accommodate. As a scoliosis (curvature of the spine). result of his new relationship with He is exhibited as a side-show freak his brother, Charlie is forced to in Victorian London. He’s rescued by reassess his own life. Dr Treves (Anthony Hopkins) of the London Hospital, who offers Merrick a home and exploits him in a different way, as a medical curiosity. John Hurt, who plays Merrick, brings out the humanity of the character by singing, reciting psalms and by his perfect manners. This gives him the air of a saintly sage. (See a still from this film in Stills analysis).
Merrick continues as a freak today – he is still preserved in formaldehyde in the London Hospital for viewing by medical My Left Foot students. • My Left Foot (1989, Jim Sheridan, Rain Man UK) is based on the life-story of Christy Brown, who had cerebral • Rain Man palsy and wrote his story with his (1988, Barry left foot. The film is set in working- Levinson, class 1950s and 1960s Dublin and USA) won shows Christy learning to write and many paint with his left foot. He is shown Hollywood as witty, wrathful, drunk and accolades. It frustrated. The film also shows the features the powerful impact of parents, selfish, avaricious Charlie Babbit particularly mothers (Brenda (Tom Cruise) and his autistic elder Fricker), when they believe in and brother, Raymond (Dustin Hoffman), support the potential of their whom Charlie did not know existed disabled children against a negative until his father died and left $3 world. million in trust for Raymond. Raymond lives in an institution and In My Left Foot, Christy was played by Charlie takes him out on a cross- Daniel Day Lewis. A method actor, Day country odyssey, hoping to Lewis spent months with disabled
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people in a wheelchair, contorting his to piano playing, supported by his body and learning to paint with his foot, love of Gillian (Lynn Redgrave). before filming began. The paintings in the film were all done by Day Lewis • Similarly, A Beautiful Mind (2001, using this method. When the film came Ron Howard, USA) was about the out, disabled people raised the issue of mathematician John Nash (Russell casting, saying that Christy should have Crowe), and shows how his mind is been played by an actor with cerebral taken over by delusional figures. It palsy. However, it is likely that without follows his lifelong personal battle to a ‘name’ like Day Lewis, this film would co-exist with them and still carry on never have been made. It certainly with his mathematics. raised consciousness of disability amongst the general public. All these, plus others, such as Gaby – A True Story (1987, Luis Mandoki, USA/Mexico), about the struggles for inclusion of a girl with cerebral palsy; The Waterdance (1991, Neal Jimenez/Michael Steinberg, USA), which was written as well as directed by Jimenez, a wheelchair user, and based on his experiences in a rehabilitation hospital; Passion Fish (1992, John Sayles, USA), about the personal change impairment brings; and Shine Philadelphia (1993, Jonathan Demme, USA), which dealt with HIV/AIDS in a Bad habits continue sympathetic manner, are evidence of a One unfortunate trend that emerged in more enlightened attitude, though the the 1990s was for a protagonist to problem of disability is still seen as an pretend to be disabled to elicit the stock individual one (see ‘Medical model’ v. response from other characters: ‘social model’).
Mental health Recently, some films have broken new ground by showing a sympathetic approach to mental health: • Shine (1996, Scott Hicks, Australia) tells the true story of David Helfgott (Geoffrey Rush). He’s an Australian piano prodigy with a history of mental health issues, driven by his overbearing father, who was a concentration camp survivor. The film shows Helfgott’s journey back The Usual Suspects
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• Kevin Spacey’s character in The • See No Evil, Hear No Evil (1989, Usual Suspects (1995, Bryan Singer, Arthur Hiller, USA) encourages the USA) has cerebral palsy and is audience to laugh at a blind and a ignored by the gang he’s a member deaf man (Gene Wilder and Richard of. He recounts, in flashbacks, an Pryor) and their misadventures. amazing story featuring an underworld kingpin, who turns out Scent of a to be himself as he really is – not Woman disabled. This flaws one of the cleverest, best-acted and most • Scent of a influential thrillers of the 1990s, Woman (1992, relying upon the stereotyped Martin Brest, responses of the rest of the gang USA) features and the police. blind ex- • Lee Evans in There’s Something Colonel, Frank About Mary (1998, Peter Harris (Al Farrelly/Bobby Farrelly, USA) Pacino) driving pretends to have cerebral palsy to across New get Mary’s sympathy. This was York at speed somewhat offset by the inclusion of and wanting to Mary’s brother and friends as people kill himself. His friendship with a with learning difficulties, played by young man (Chris O’Donnell) shakes people with learning difficulties, and him out of his self-indulgence. (See Danny Murphy, a wheelchair user. an analysis of this still in Stills • In The Score (2001, Frank Oz, USA) analysis.) a young man (Edward Norton) sets • Unbreakable (2000, M. Night up a robbery in the Custom House, Shyamalan, USA). At 1m 85cm (6 by pretending to be a cleaner with feet 2 inches), Sam Jackson cerebral palsy to make him seem unbelievably plays a man with innocent to the guards. He double- brittle bones, called Mr. Glass crosses his partner, the more (people with brittle bones do not experienced and older thief (Robert grow to anywhere near this height). DeNiro), who was persuaded by his Mr Glass is obsessed with comics ‘fence’ (Marlon Brando) to work with and their indestructible super- Norton in his home town of heroes and evil anti-heroes. He Montreal, although both things transfers this obsession to his own break his ‘rules’. However, life, seeking out his antithesis in the experience wins out in the end. ‘unbreakable’ Bruce Willis character. Mr Glass contrives all sorts of Cure, death, vengeance, mirth and murderous mass accidents to try to tragedy have continued as themes right find him and break him. Apart from up until the present day, often in Mr Glass being improbable, the entertaining and otherwise well-made filmmaker also fails to convince you films: that the Willis character is actually ‘unbreakable’.
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• Red Dragon (2002, Brett Ratner, of Men (1997, Neil LaBute, USA). USA/Germany), in which the hare- Passed over for promotion and lipped, isolated protagonist with a dumped by their girlfriends, Chad chip on his shoulder, Francis and Howard want revenge. Out of Dolarhyde (Ralph Fiennes), is a town for six weeks on a business multiple murderer of whole families. trip, they fix on beautiful, deaf Throwing in a blind woman who Christine, who works in the typing unknowingly has a relationship with pool, as their victim. They get her the killer, this formulaic thriller to fall in love with one of them by reinforces these old stereotypes in a trickery and then drop her, new millennium. destroying her fragile self- • Daredevil (2003, Mark Steven confidence. Though much praised by Johnson, USA) is a sci-fi action the critics, it is worth considering thriller, based on a Marvel Comics the negative impact this film must character. Mathew Murdock (Ben have had on people’s view of Affleck) is the blind lawyer devoting disabled people as victims. himself to bringing wrongdoers to justice, since his father was killed The Disney organisation has continued by gangsters. Murdock is blind after its long tradition of reinforcing negative being struck by a truck, but what stereotypes of disability, eg in Peter Pan no-one knows is that he was also (1953, Hamilton Luske/Clyde doused in unusual radioactive Geronimi/Wilfred Jackson, USA) with chemicals, raising his other senses vengeful Captain Hook; and Snow White to such a keen pitch that they act and the Seven Dwarfs (1937), the like radar. This reinforces the dwarfs being figures of fun isolated in wrongly-held idea that blind people the forest. Disney then took Victor have developed some sixth sense, Hugo’s classic, Notre Dame de Paris and but does at least show a disabled produced: person as a super-hero. This compensatory ‘super-crip’ • The Hunchback of Notre Dame stereotype is not unusual in films (1998, Walt Disney, USA). In this based on comic books, such as Hulk cartoon, Disney chose to have (2003, Ang Lee, USA); or X-men Esmeralda go off with the non- (2000, Bryan Singer, USA). disabled Phoebus rather than the hunchback, Quasimodo, who loves In the her. Quasimodo has to go off with a Company little girl. In Victor Hugo’s classic, of Men Esmeralda falls in love with Quasimodo, but is hung by the good Another people of Paris for frequenting the disturbing ‘spawn of the devil’. film was: Mr Magoo, the visually-impaired man • In the who is a figure of fun, was made into a Company full-length cartoon feature film by
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Disney in 1997, but this flopped. The • X-Men (2000, Bryan Singer, USA) is Hunchback of Notre Dame II (2002, based on the Marvel Comics Walt Disney, USA) was recently released characters, featuring Professor as a video only. Perhaps these recent Charles Xavier (Charles Stewart), failures and straight-to-video films may who is a wheelchair user and genius suggest that the popularity of this kind telepath, and runs the ‘good’ of film is waning. mutants. Magneto (Ian McKellen) is his enemy, and a mutant who wants Science fiction to eliminate humans. All the This genre allows filmmakers to play mutants are able to manipulate around with ‘normality’ and what is aspects of the environment or meant by it. Recent examples include: people with their supernatural powers. In X2 (2003, Bryan Singer, • Extreme Measures (1996, Michael USA), an attempt is made to Apted, USA) is a thriller with science eliminate all mutants by Stryker fiction elements about an (Brian Cox). While Stryker is trying unscrupulous Doctor Myrick who is to destabilise Xavier’s mind through seeking a cure for spinal injury by a medium, he makes him experimenting on live homeless hallucinate that he can walk to people. Various wheelchair users go further erode his identity as a along with his plan. A young disabled person. But the good Trauma Room doctor, Luthan (Hugh Doctor Xavier prevails and co- Grant), becomes suspicious and, bit existence is assured between by bit, uncovers the plot, putting his mutants and humans. own life in danger. • Gattaca (1997, Andrew Niccol, Disabled people as ordinary USA), which is set at some point in There are now many more moving the future when everyone is image media which just include genetically designed, and Vincent characters who are disabled people in (Ethan Hawke) is an outsider of an incidental way (without stereotypes). natural birth, called an ‘In-valid’. Some coming from Hollywood are: Determined to break free of his genetic destiny, Vincent meets • Fried Green Tomatoes (1991, Jon Jerome (Jude Law), a ‘Valid’ who Avne, USA), which features an old has sustained a spinal injury and woman in a wheelchair who takes uses a wheelchair, and is prepared the audience back with her to sell his genetic material for cash. recollections. Also, a young boy in Vincent uses Jerome’s hair, blood the flashbacks loses his arm in a and urine samples to forge a new train accident without this having identity. This film is a reminder that any real plot significance, other than even in a genetically ‘cleansed’ acknowledging that accidents which future, with all the impacts on cause impairment can occur at any human life and freedom shown in time. the film, impairment is part of the • The Fisher King (1991, Terry human condition. Gilliam, USA), which deals with
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mental illness and depression in a being set in an institution, the matter-of-fact manner. inhabitants (disabled people with • ER – The Emergency Room, a TV physical impairments) conduct their series that has for a number of lives with passion and commitment years featured a disabled senior at night in the corridors. The film doctor who uses a crutch. Apart features all disabled actors. They from an episode early on, this has not only have to cope with their not been remarked upon or used for physical limitations, but with their dramatic effect. She’s just there, rage about the constraints these along with a number of disabled impose, and their difficulties in users of the hospital. dealing with the relatively clueless • Clear and Present Danger (1994, ‘whole’ people who administer the Phillip Noyce, USA), in which Jack Centre. At the same time, they Ryan (Harrison Ford), CIA Assistant manage skilfully to wrest every Director, is supported by a minor ounce of enjoyment out of life, in character in the office who is a quite surprising ways. This movie wheelchair user. Hardly worth a has many disturbing scenes, some comment, if it wasn’t so uncommon of them of an explicitly sexual for a wheelchair user to be included nature, but it tells the tales of the without any other plot reason. individuals in it with a humour and honesty which is free from the However, more films featuring non- sentimentality usually associated stereotyped disabled characters have with such stories. Perhaps this is tended to be made away from because the director himself once Hollywood, such as Shine (already resided at such a Centre and is a mentioned above). Some others are: disabled filmmaker. • Four Weddings and a Funeral (1994, • City of Joy, (1992, Roland Joffé, Mike Newell, UK), in which the Hugh USA/UK/France), set in a Calcutta Grant character’s brother is deaf slum, where disabled actor, Nabil and played by a deaf actor (David Shaman, gives an excellent Bowyer). supporting performance. • Scallagrigg (1994, BBC TV), telling • The Piano (1993, Jane Campion, the story of a boy with cerebral NZ/UK/USA), which features a palsy put in a mental handicap Scottish woman (Holly Hunter) with hospital, and some young disabled a speech impairment, who travels to people’s search for him 60 years on. New Zealand for an arranged • Antonia’s Line (1995, Marleen marriage with a landowner (Sam Gorris, NL/Belgium/UK), about three Shepherd). She is subjected to cruel generations of women and the sexism and disabilism by him and community Antonia builds around finds solace in a bizarre erotic her, including two people with relationship with a character played learning difficulties who have a by Harvey Keitel. relationship, have sex and get • Langer Gang (Corridor) (1993, married. Yilmaz Arisan, Germany). In spite of • Go Now (1995, Michael
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Winterbottom, UK) is a vibrant, a wheelchair user, which is unsentimental comedy drama of a incidental to her role in this dark young man who discovers he has comedy. multiple sclerosis, and of the • The Theory of Flight (1998, Paul woman who loves and supports him. Greengrass, UK) tells an unlikely As his impairment gradually tale of a reprobate artist (Kenneth develops, Nick (Robert Carlyle) is Branagh) on community service unable to engage in male bravado with Jane, who is a wheelchair user and sport. He gets depressed, but with a progressive neuro-muscular comes through it to find a new way condition. Jane wants to lose her of relating to Karen (Juliet Aubery). virginity ‘before it’s too late’. Although mawkish at times, at least it recognises that disabled women have sexual yearnings. • Notting Hill (1999, Roger Michell, UK/USA) included a wheelchair- using character. • Iris (2001, Richard Eyre, UK/USA) is a sympathetic film about the writer, Iris Murdoch, and her degenerative impairment of Alzheimer’s disease. It is not sentimental, just a realistic recognition of the impact the Antonia’s Line disease has.
• The Eighth Day (1996, Jaco van Dormael, Belgium/France/UK), about a man with Down’s Syndrome and a stressed businessman. The disabled man, who has a relationship with another person with learning difficulty, dies in the end by eating chocolates, to which he is allergic. The businessman sorts his life out through knowing the disabled man. • Live Flesh (1997, Pedro Almodóvar, Frida (2002, Julie Taymor, USA/Canada) Spain/France) has a wheelchair- using detective whose adaptations • Frida (2002, Julie Taymor, are shown well, but whose wife has USA/Canada) tells the story of artist sex with the criminal who previously Frida Kahlo from before her shot him and made him a accident, which leaves her paraplegic. permanently impaired, to her death • Orphans (1997, Peter Mullan, UK), 30 years later. Throughout, Kahlo’s in which one of the three siblings is art, which reflects her feelings as a
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Mexican, a woman, a socialist and a http://www.dogma95.dk/the- disabled person, is shown in the vow/index.htn context of its creation. (See an analysis of this still in Stills Perhaps because of misunderstanding analysis.) considerations of ‘good taste’ with • The Lost Prince (2002, Steven respect to disabled people and the Poliakoff, for the BBC) featured the oppression they experience, the Dogma Queen’s uncle, John. It was a filmmakers have sometimes used sympathetic view of John, who had disability negatively and so reinforced epilepsy and was shut away on a the stereotyped view of disabled people farm in Norfolk until his death at on screen, particularly director Lars von thirteen, because of prevailing Trier in: prejudices and fears that the public might view the Windsor blood line • Breaking the Waves (1996, as tainted. Denmark). In this film, a permanently paralysed oil-rig The Dogma group worker (Stellan Skarsgård), is The Dogma Group were four Danish married to the naïve Bess (Emily filmmakers who disliked the increasingly Watson), who is recovering from superficial and false reality being shown mental illness and comes from a by commercial films. Their manifesto, deeply religious community. Prior to adopted in 1995, was predominantly his injury, Jan had introduced Bess technical: to the mysteries of sex in their • Shooting must be done on location; marriage bed. Jan persuades Bess • The sound must never be produced to have sex with other men and tell apart from the images or vice him about it. Bess, for her part, versa; thinks this will make God cure her • The camera must be hand-held; husband, and becomes a prostitute, • Any movement or immobility with disastrous consequences and a attainable in the hand is permitted; phony ending: Bess is killed and her • The film must be in colour; special husband walks. lighting is not acceptable; • Optical work and filters are • In The Idiots (1998, forbidden; Denmark/France/Italy/NL), von Trier • The film must not contain superficial has a group of young people living action; in a free-love commune who set out • Temporal and geographical to disrupt bourgeois order by going alienation are forbidden; into shops and restaurants and • Genre movies are not acceptable; ‘spazzing’ (mimicking people with • The film format must be Academy physical and mental impairments) – 35mm. supposedly to find their inner • The filmmaker must refrain from selves. Two characters, Jeppe and considerations of ‘personal taste’, Christina, do develop a more adult ‘good taste and aesthetic relationship through all this, but it is considerations’. insulting to disabled people.
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These films were widely acclaimed, but are viewed as offensive by many disabled people, as their issues and impairments are just being used to make a filmic point. The lesson to draw from this, perhaps, is that to portray a more real cinema, you need to develop a better understanding of your subject matter. It is a political not a technical issue.
Where we are today The Idiots After 105 years, moving image media are more powerful than ever. Images Another film by a member of the are continually recycled and can reach Dogma group which features a negative far into our lives, yet filmmakers are portrayal of a disabled person is: still happily using disabled people as plot devices. It is still rare for disabled • Mifune’s Last Song (1999, Søren characters to be well developed and be Kragh-Jacobsen, Denmark/Sweden) shown as part of all aspects of life, as features Rud, a character with they are in reality. It is even rarer for learning difficulties, as a foil for his disability to be seen as socially city-slicker brother. The brother is constructed by the barriers of attitude, forced to return to his farm home organisation and environment that and to reassess his life by the death prevent disabled people participating of their father. The brother gets equally. Considering how influential together with another urban refugee moving images are, it is an important – a prostitute – but Rud does not and necessary part of education to have a relationship. develop an understanding and critical awareness of these issues amongst pupils and students.
Mifune’s Last Song
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TREATMENT OF DISABLED PEOPLE IN MOVING IMAGE MEDIA
COMMERCIAL FILMS
Commercial films - Richard III - The Men, Coming Home and Born on the Fourth of July - Whatever Happened to Baby Jane? and Wait Until Dark - One Flew Over the Cuckoo’s Nest - Shrek - Forrest Gump - I am Sam - Philadelphia - The Phantom of the Opera - Children of a Lesser God Ian McKellen’s Richard III - Four Weddings and a Funeral - The Hunchback of Notre Dame The quotes in the previous column are some of the critics’ descriptions of Ian In this section, various mainstream McKellen’s Richard III, as he cheats, films featuring disability or a disabled marries and murders his way to the character are presented. These are throne. Millions of people who have good examples to use in the classroom never seen the Shakespeare play will for discussing issues and aspects of see this film and have the oldest disability and moving image media. stereotype of disabled people as evil They can usefully be compared and graphically reinforced. The film is contrasted with the short films and film therefore problematic from disabled clips on the bfi Disabling imagery? DVD. people’s perspective, despite excellent At the end of each film discussed there acting and high production standards, is a link to ideas for activities and/or which make Shakespeare’s play detailed lesson plans based on it. gripping and accessible. Richard III (1996, Richard Loncraine, UK): 105”, Shakespeare’s Richard III drew heavily on a distorted history that sought to Certificate 15 demonise Richard, the last Plantagenet << “Wonderfully evil” King, and justify the usurping of the throne by Henry Tudor (Henry VII). “Charismatic cripple, half Accounts of Richard III written in his Mosley, half Goebbels lifetime don’t describe any impairment. Portraits painted from life were altered “Cripple on the make” >> later to give him a ‘humpback’. Thomas Moore invented a ‘limp’ and ‘withered arm’. Someone supposedly capable of such monstrous crimes was made into a monster.
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TREATMENT OF DISABLED PEOPLE IN MOVING IMAGE MEDIA
becomes caricature. Ian McKellen is a deeply thoughtful actor who does not consider Shakespeare’s text to be sacrosanct. In his book about making Richard III he states,
<< “Before 1990, I had long dismissed the play as not fit for modern consumption.... once modern psychology had questioned the cruel assumption of Shakespeare’s contemporaries that physical deformity was an outward sign of some inner moral turpitude.” >>
However, by studying the play, he Laurence Olivier as Richard III decided that Richard’s wickedness was a result of his reaction to other people’s Some modern historians believe that dissatisfaction with his physical Richard was a just king, but too trusting appearance, especially his mother’s. of those around him, who had shown Even if this interpretation is possible, themselves capable of betraying him. the script doesn’t seem to support it as These historians don’t hold Richard there is no indication of his mother responsible for the string of deaths that rejecting him until after he has killed led to his accession to the throne, and several people she loved, which is think it’s unlikely that he had the explanation enough for her anger and Princes in the Tower murdered. This insults. myth became the basis of Tudor propaganda, written some years after The film provides powerful visual Richard’s death. images of a vengeful, ambitious ‘cripple’. McKellen also adds a visual Shakespeare’s Richard, despite impairment in one eye and a sagging embodying the distorted Tudor view, is face because of Richard’s reference to a rounded and complex character. The being ‘half made-up’ (which, instead, film version directed by and starring could be interpreted as Richard’s Laurence Olivier (1955, UK) relies more internalised oppression). By taking it on Shakespeare’s text and lays less literally, the power of the big screen re- emphasis on Richard’s impairments. In creates the enduring link between the Loncraine film, this distorted history disability and evil.
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By displacing the setting historically, the covering the same rehabilitation film also badly misrepresents the process, they are each very different. growth and effects of fascist movements, which need to be discussed The Men, set and filmed in a real seriously in a proper historical context veterans’ hospital, includes 45 spinally with students. Rather than 1480s injured veterans as extras. Marlon England, the film is set in London in the Brando, as Bud Wilozek, makes his film 1930s, with fascistic rallies, black- debut with a strong performance, shirted stormtroopers and Nazi look- enhanced by staying on the veterans’ alike regalia with white boar insignia ward in his wheelchair for some weeks (Richard III’s coat of arms). Fascism before filming. Bud has refused to see was fundamentally a 20th century his ex-fiancée, Ellen, preferring to get phenomenon, which occurred during a depressed and isolated. His peers cajole time of economic turmoil. It was about and joke him out of his depression, capturing the hearts and minds of the including a powerful scene in a local bar mass of people in an industrialised, where Bud gives vent to his feelings capitalist country to counter the mass against some abusive drinkers and a appeal of socialism. Building a mass brawl ensues. fascist movement required intolerance to all those labelled as different – Jews, Slavs, gypsies, Communists, gays and disabled people were all targeted.
Make sure you prepare the ground by covering the material in the Introducing disability in class guidelines before looking at issues in any specific film.
Suggested activities (See page 108.)
The Men (1950, Fred Zinnemann, USA), 85”, Certificate PG Coming Home (1978, Hal Ashby, USA), 130”, Certificate 15 Born on the Fourth of July (1989, Oliver Stone, USA), 145”, Certificate 15
These three films all focus on spinally injured war veterans in the disabled ‘noble warrior’ tradition. Although The Men
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Dr Brock has his work cut out counselling Bud, but eventually Bud comes to see that he can have a life with Ellie, though the question of a sexual relationship is left unresolved. This probably reflects the era in which the film was made: it includes a strong lecture on post-spinally injured men’s possible sexual non- functioning. Carl Foreman’s script owes a lot to the month he spent in the veterans’ hospital before filming. Many of the Coming Home hospital scenes and views of the ‘vets’ are very realistic, a mixture of deep Bob, heads for Vietnam in 1968, pessimism and optimism. The focus is ‘proper’ wife, Sally Hyde (Jane Fonda), on the individual coming to terms with decides to volunteer for work in a his impairment. The style is almost veterans’ hospital. There, she meets documentary because of the realism of Luke Martin (Jon Voight), a former the setting and the disabled extras. high-school classmate and Marine NCO, Ellen is ambivalent about whether they who has returned from ‘Nam a bitter, can get back together. volatile, spinally injured cynic. As their relationship grows, Sally sees the effect Zinnemann later made the film Julia of the war on the soldiers as they come (1977, USA), starring Vanessa back, inspiring her to rethink her Redgrave, which showed a woman with priorities; Luke’s spirits lift and a a false leg and her girlhood friend (Jane hospital tragedy helps focus his anger Fonda) meeting years later, when Julia towards a meaningful protest. is heavily involved in resistance to the Nazis. Based on a Lillian Hellman story, After a Hong Kong visit with an this is one of the few portrayals in film increasingly withdrawn husband, Sally of a physically impaired woman. Such finds physical love and companionship portrayals seem even more problematic with Luke that she has never known for filmmakers than male disabled with Bob. Luke becomes a deeply characters. involved and thoughtful anti-war campaigner, chaining himself to the Coming Home examines, through Marine recruiting depot and lecturing melodrama, the impact of the Vietnam high school students. Sally leaves her War on the ‘war at home’ between the husband to live with Luke. Bob returns men who fought and the women in their injured from Vietnam and appears to lives. Left alone in Los Angeles when commit suicide by swimming off into her gung-ho Marine Officer husband, the ocean.
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This film broke new ground in its portrayal of a disabled person as a whole human being with a complete repertoire of feelings, emotions, visceral and sexual needs. Ron Kovic (the author of Born on the Fourth of July) was an adviser on the early development of the film and Waldo Salt (the scriptwriter) helped Ron finish his book. Because of the film’s controversial anti-war message, they were not allowed to film in a veterans’ hospital, but filmed in a civilian hospital for spinally injured people instead.
Waldo Salt talked to hundreds of veterans while writing his script. This certainly gives the film its ‘cinéma vérité’ style. The opening scene zooms in on Luke lying down, while other veterans speak off-screen: Born on the Fourth of July
<< “I have to justify being his trilogy of films about Vietnam paralysed. I have to justify (Platoon, 1986, USA, and Heaven and killing people, so I say [fighting Earth, 1993, USA, being the others). in Vietnam] was OK. But how Stone co-wrote the script with Kovic – a many guys you know can make disabled veteran, anti-war campaigner the reality and say ‘What I did and leader of the disability movement was wrong, and what all this in the USA. The film tells the true story other shit was, was wrong, of Kovic (Tom Cruise), a patriotic, all- American, small-town athlete, who man?’ and still be able to live shocks his family by enlisting with the with themselves ‘cause they’re Marines to fight in the Vietnam War. crippled for the rest of their f***in’ life?’” >> Once overseas, Kovic’s enthusiasm turns to horror when he accidentally The film is not only empowering for kills one of his own men in a firefight. disabled people, but was a great His downfall is furthered by a bullet in success, winning eight Oscars. the spine that leaves him paralysed from the chest down. He returns home, Born on the Fourth of July is based on spends a nightmarish stint in a Ron Kovic’s book of the same title, and veterans’ hospital and follows an was directed by Oliver Stone as part of increasingly disillusioned path as a
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wheelchair user, which ultimately finds In The Men and Born on the Fourth of him, drunk and dissolute, buying sex in July, the audience is left with the a Mexican brothel that caters for stereotype that these men are not veterans. capable of fulfilling sexual relationships. Only Coming Home gives the lie to this. However, Kovic slowly pulls his life The idea of disabled men’s sexual together, becoming an outspoken anti- dysfunctioning has been the basis of war activist, leading disabled veterans many films, from Lady Chatterley’s in besieging, and being forcibly ejected Lover (1981, Just Jaeckin, from, the 1972 Republican National UK/France/Germany) to Whose Life is it Convention in Chicago, along with other Anyway? (1981, John Badham, USA), protestors. Ron finds acceptance when where assisted suicide is the convenient he speaks against the war at the 1976 answer for a spinally injured sculptor Democratic Convention. who argues he is ‘dead already’.
Ron’s conversion from hawkish super- Make sure you prepare the ground by patriot to impassioned anti-war covering the material in the Introducing protestor in reality took many years. In disability in class (See page 102) many ways, the film uses Ron’s life guidelines before looking at issues in (born on the same day as the USA) as any specific film. an allegory for the changes in America in the wake of the Vietnam War and the Suggested activities (See page 112.) painful coming-to-terms the country had to undergo. Ron comes across as a Detailed lesson plans (See page 198.) complete human being, not defined solely in terms of his impairment, and Whatever Happened to this is strongly enhanced by the work of Baby Jane? (1962, Robert Richardson, the Robert Aldrich, USA), cinematographer. Though the highly 134”, Certificate PG mobile, often dizzying, camerawork Wait Until Dark (1967, Terence Young, USA), does include a few brief, objectifying 107”, Certificate 15 shots of Ron (mainly from his mother’s The helpless disabled ‘victim’ stereotype and girlfriend’s perspective), they are can be seen in these two films, far outweighed by the numerous low although both have a twist at the end, camera angles from the ‘vet’s’ point of which counterbalances it to a degree. view, which bestow a sense of heroism on Ron, and frequent tight close-ups of Whatever Happened to Baby Jane? is a his face. The shots strongly encourage film about two middle-aged show-biz the audience to identify with Ron and to sisters. The audience, and just about understand the range of his experiences everyone in the film, is led to believe and emotions. that, years ago, ‘Baby Jane’ Hudson (Bette Davis) accidentally hit her sister
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Wait Until Dark
Another seemingly helpless victim is blind Suzy Hendrix (Audrey Hepburn) in Wait Until Dark. Suzy is independent and resourceful and learning to cope with her visual impairment, caused by a recent accident. Suzy’s life is changed as she is terrorised by a group of Whatever Happened to Baby Jane? criminals who believe she has hidden a baby doll they use to smuggle heroin Blanche (Joan Crawford) with a car into the country. Unknown to Suzy, her while in a drunken stupor, forcing photographer husband (Efrem Blanche to use a wheelchair for the rest Zimbalist, Jnr.) took the doll as a favour of her life. The film reveals much later for a woman (actually, a drugs courier) on that the circumstances surrounding he met on an international flight, when Blanche’s accident were very different. she became afraid of customs officials. It was Blanche, humiliated by her sister He brought the doll to the couple’s New at a party only moments before, who York apartment. tried to run down ‘Baby Jane’ but missed her and struck a stone gatepost, Alone in the apartment (her husband is snapping her own spine. Blanche still away) and with the telephone line cut, took revenge on her sister by fostering Suzy must fight for her life against the her feelings of guilt. Once she learns gang, led by the violent Roat (Alan the truth after twenty-five years, Jane Arkin). The tension builds as Roat, treats Blanche as a prisoner and aided by his gang, impersonates police torments her with unspeakable horrors. officers and friends of her husband in Made on a low budget, this film’s order to win Suzy’s confidence, gaining success relied on the old stereotypes to access to her apartment to look for the become a big box-office success. doll. Suzy is suspicious, challenging the
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idea of blind people not knowing what’s One Flew Over the going on in their environment. The Cuckoo’s Nest (1975, climax of the film, a violent physical Milos Forman, USA), confrontation between Suzy and Roat in 133”, Certificate 15 her darkened kitchen (where, supposedly, the blind woman has the advantage), is one of the most memorable and frightening scenes in cinema history. In the end, Suzy is saved, but not before every ounce of tension has been wrung from the situation of the ingenious, but nevertheless victimised, Suzy. Still, it gives a more positive portayal of blind people than many films that followed later.
These two films set up a winning One Flew Over the Cuckoo’s Nest formula for filmmakers, following such films as Union Station (1950, Rudolph McMurphy (Jack Nicholson) thinks he Mate, USA) and leading to Witness in can get out of doing work while in the Dark (1959, Wolf Rilla, UK), prison by pretending to be mad. He has Manhunter (1986, Michael Mann, USA), been dating a 15 year-old and is Afraid of the Dark (1992, Mark Peploe, sentenced to a short term for UK), Jennifer 8 (1992, Bruce Robinson, contributing to the delinquency of a USA), Blink (1993, Michael Apted, minor. Rather than spend his time in USA), Mute Witness (1994, Anthony jail, he convinces the guards that he’s Waller, USA), In the Company of Men crazy enough to need psychiatric care. (1997, Neil LaBute, USA), Blind Terror His plan backfires when he ends up in a (2001, Giles Walker, USA), and Red mental asylum. Once there, his Dragon (2002, Brett Ratner, different way of looking at things begins USA/Germany). to stir the other patients up, to the annoyance of Head Nurse Ratched. Make sure you prepare the ground by covering the material in the Introducing McMurphy supports the other inmates disability guidelines before looking at in being more independent and livens issues in any specific film. the place up – playing cards and basketball, and hi-jacking a bus and a Suggested activities (See page 108.) boat to take them on an outing, but the Head Nurse is after him at every turn. McMurphy is taken out of the ward and, when he returns, he pretends his spirit
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has been broken by the ECT Based on the book by Ken Kesey, this (electroconvulsive therapy – electricity film played an important part in shifting applied to the brain via electrodes) he the attitude of the general public to has received, although he is not really mental illness. subdued. Make sure you prepare the ground by Chief, a large, unspeaking Native covering the material in the Introducing American, seems impassive and simply disability guidelines before looking at observes McMurphy but, finally, is issues in any specific film. stirred enough to throw a water fountain through the window so Suggested activities (See page 112.) McMurphy can get out of the asylum (although the escape fails). Detailed lesson plans (See page 196.)
Eventually, after McMurphy brings a Shrek (2001, Andrew couple of girls into the all-male ward to Adamson/Vicky Jenson, have an all-night party, he’s finally sent USA), 89”, Certificate PG for irreversible treatment by having the front lobes of his brain removed. His return to the ward in this state shocks the other inmates. In the last scene, Chief picks up the water fountain again, throws it through the window and, this time, himself makes a successsful bid for freedom.
This film is about breaking down the ‘them and us’ attitude between mental health system users and everyone else, Shrek which is reinforced by fear and social attitudes and leads to mental health This comic computer animation turns system users being the most many Disney clichés on their head, stigmatised of all disabled people. It especially the one relating goodness to shows well the nature of institutions, how people look. The film has adult which reinforce the original diagnosis humour in the script, but can be related and often do nothing to help people to on a number of levels. come to terms with their problems. McMurphy treats the inmates as regular Shrek (Mike Myers), a likeable, green, guys and they start to behave as if they obese, smelly ogre seems to like living are, though still with their in an isolated and far-away swamp. idiosyncrasies. Lord Farquaad (John Lithgow) is evil and of short stature (drawing on old
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stereotypes in an otherwise stereotype- The audience and Donkey by now know challenging film) and maintains the that every evening at sunset Fiona other characters are ‘fairytale trash who turns into a female ogre and stays like are poisoning my perfect world’. His that until sunrise. The only way to knights are dispossessing and displacing break this spell is for Fiona to kiss her all the fairytale people who live round true love. Donkey convinces Shrek to about. The displaced characters enlist go after Fiona. Enlisting the dragon, Shrek to help them. Shrek begrudgingly who has arrived at the swamp for love befriends a loquacious Donkey (Eddie of Donkey, they fly off to Duloc, arriving Murphy). Donkey and Shrek arrive at as the wedding is finishing. Just before Duloc, just in time for a tournament Fiona kisses Farquaad, Shrek declares being held to find a knight to rescue the his love for her. Right then, the sun sets Princess Fiona from a castle tower. After and Fiona turns back into an ogre. The beating all comers, Shrek and Donkey dragon eats Farquaad. Now Fiona and are forced to undertake the rescue in Shrek kiss, the spell is broken and exchange for Shrek getting his swamp Fiona remains... an ogre! Shrek says back. she is beautiful.
The action moves to the castle, where Throughout the film, the Disney-type Shrek and Donkey outwit the fire- clichés of evil ogres and beautiful breathing dragon, who has taken a princesses are turned on their head, fancy to Donkey, and rescue the providing many opportunities to discuss beautiful Princess Fiona. That night, difference and how it is often used in Shrek says to Donkey, when asked why children’s cartoons. he wants to keep everyone out of his swamp: Make sure you prepare the ground by covering the material in the Introducing << The world seems to have a disability guidelines before looking at problem with me. People take issues in any specific film. (See page one look and say I’m a big, 102.) stupid, ugly ogre. They judge me before they even Suggested activities (See page 110.) know me. >> Detailed lesson plans (See page 190.) Fiona, although trying hard to be a fairytale princess, is strong-willed and a kick-boxer. Slowly, she and Shrek begin to fall in love, though neither admits it. Due to a misunderstanding, Shrek fetches Farquaad, who goes off with the Princess to be married.
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Forrest Gump (1994, socks with coloured hoops and Robert Zemeckis, USA), bedraggled training shoes. Forrest’s 142”, Certificate 12 appearance, together with his slow, Southern drawl, suggest an adolescent, nerdy type, even though Forrest is, in fact, a thirty-something adult.
The story, as narrated by Forrest to strangers at a bus stop, unfolds in a series of long flashbacks of Forrest’s life. You learn that, as a boy, Forrest was diagnosed as having a ‘sub-normal’ IQ and that he had a twisted spine and wore leg braces. The intended image of Forrest is now complete: he is an adult trapped in a childlike (simple) stage of Forrest Gump development. Clearly, he has a learning difficulty. An unqualified commercial success, making $323m and winning six Oscars Throughout the film, Forrest wanders in 1995, this film features a man with into situations he doesn’t understand. learning difficulties. Forrest’s story He befriends Jenny, an abused girl of weaves in and out of key moments in his age. When he is bullied by local American history, often apparently youths, Jenny tells him to run and, interacting with well-known events and miraculously, his leg braces fall off and people, providing a satirical look at he becomes a fantastic runner. Then America over the past four decades. folllow a series of coincidences and unconscious interventions in famous The characterisation of Forrest has little events: Forrest teaches a young Elvis to do with the lives of people with Presley how to do his sexy walk; he learning difficulties in the USA and witnesses the protests when the first much more to do with the false black students arrive at the Alabama perceptions of those who run the movie State University; he meets President business. Kennedy; he’s a model soldier in Vietnam and receives the Medal of Forrest (Tom Hanks) is presented in a Honour from President Johnson for way that encourages viewers to infer rescuing some men, including motives from his actions, or his Lieutenant Dan, his officer. Forrest qualities from his appearance. At the inadvertently addresses a rally of the start of the film, Forrest is shown with a Peace Movement and gets involved with seriously short haircut, a shirt the Black Panthers. He becomes a uncomfortably buttoned up at the neck, fantastic ping-pong player and goes on
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the first official US visit to China, naiveté and inability to maintain meeting President Nixon. He appears on adult relationships; national TV with John Lennon and • The Eighth Day (1996, Jaco van reports the chicanery at the Watergate Dormael, Belgium/France/UK), Hotel. where the young man with Down’s Syndrome helps liberate an Forrest leaves the army and buys a overstressed businessman, has an shrimp boat and the embittered affair with a woman with Down’s Lieutenant Dan, now a double amputee, Syndrome, but then kills himself by becomes his first mate. By a fluke, they eating food he knows he is allergic get really rich and own a whole fleet of to. boats. Make sure you prepare the ground by Forrest’s mother dies and he runs covering the material in the Introducing across America, finally getting back disability in class guidelines before together with Jenny who has, looking at issues in any specific film. unbeknown to Forrest, had his son (now (See page 102.) three years old). Finally, Jenny contracts AIDS and dies, leaving Forrest Suggested activities (See page 112.) to look after their son. Detailed lesson plans (See page 200.) The film is funny and entertaining, but would it work without the plot device I am Sam (2001, and unrealistic portrayal of a man with Jessie Nelson, USA), learning difficulties? You feel that a 132”, Certificate U Forrest with a more realistic character would have got in the way of the story. Towards the end of the film, Forrest becomes more sympathetic, but the overriding impression of him is that he is ‘simple’ and a figure of fun.
Other films which use a similar stereotype are: • Of Mice and Men (1992, Gary Sinise, USA) – the character of Lennie, who inadvertently kills someone and is killed by his friend I am Sam and mentor; • Dumb and Dumber (1994, Peter This film gives a much more realistic Farrelly, USA) – Lloyd Christmas and portrayal than Forrest Gump of a man Harry Dunn exhibit the same and ’Dad’ (Sam) with learning
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difficulties, fighting the State to keep and becomes withdrawn and depressed. his daughter. Sam (Sean Penn) clears His interactions with Rita make her tables in Starbucks. On Wednesday question her own parenting skills and nights he meets up with his friends: she begins to see Sam as a friend Ifty, who has Attention Deficit Disorder; rather than a client. Eventually, having Robert who is paranoid; and Brad and first broken his links with Lucy, Sam Joe, two men with learning difficulties moves nearer to her foster parent, (played by two actors with learning Randy, so he can be near his daughter. difficulties) to watch old movies. Sam Lucy takes to climbing out of her has a relationship with a woman, who bedroom and visiting Sam at night. In has his baby. She abandons Sam to the end, Randy and Sam come to look after the baby on his own as they understand that Lucy needs both of leave the maternity hospital. An them. agoraphobic neighbour shows him how to look after the baby and, with her Sam is played very realistically by Sean help, and that of his friends, he Penn and the realism is enhanced by manages to look after his daughter until the two friends, Brad and Joe. Ifty and she is seven. Robert are less successful characters, played for laughs. The film challenges Sam inadvertently gets into trouble with the generally-held view that adults with the police when a prostitute tries to learning difficulties can’t be effective pick him up. They find out about his parents. The negative way the Social daughter and inform Social Services, Services and the courts view Sam is who think she should not stay with also realistic. Sam, as he cannot give her what she needs. The child, Lucy (Dakota Sam loves the Beatles and is an expert Fanning), is a more proficient reader on them and their music, which helps than her Dad by this age and is him navigate through life. The film beginning to ask all sorts of questions skilfully uses cover versions of various Sam can’t answer. When Lucy begins Beatles songs to create atmosphere. intentionally stunting her development so as not to hurt her father, the social Make sure you prepare the ground by worker takes action, removing her from covering the material in the Introducing her father and placing her with foster disability in class guidelines before parents. looking at issues in any specific film. (See page 102.) As the day of the hearing to determine who will parent Lucy looms, Sam gets a Suggested activities (See page 111.) high-powered lawyer, Rita (Michele Pfeiffer), who only takes the case to prove to her colleagues that she takes free cases. Sam loses the first hearing
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with AIDS appears on his face. The papers Andrew has been working on are mysteriously sabotaged and Wheeler abruptly removes Andrew from the case and sacks him. Andrew believes he has been fired because of disability discrimination. He establishes his legal case and plans to fight the firm in court but, because of the firm’s reputation, no lawyer will take Andrew’s case.
Andrew goes to Joe Miller (Denzel Washington), a black lawyer who advertises on TV for personal injury cases. To start with, Miller, who is prejudiced against homosexuals, will not take the case. In a very powerful scene in the library, where the librarian tries to discriminate against Andrew, Joe begins to see that disability discrimination and race discrimination are not that different. Later, at a gay party, Miller feels very uncomfortable Philadelphia with Andrew and his gay lover (Antonio Philadelphia (1993, Banderas), but he sticks with the case Jonathan Demme, USA), and wins it. Andrew deteriorates 125”, Certificate PG through the film, as his AIDS advances, but his determination to prove discrimination keeps him going. Another positive aspect of the film is how This was the first big-budget film to Andrew’s mother, father and grown-up tackle the medical, social and political siblings all accept him for who he is, his issues of AIDS. Andrew Beckett (Tom partner and the validity of his fight. Hanks) is a talented lawyer in a powerful Philadelphia law firm. Andrew Make sure you prepare the ground by has contracted AIDS, but fears covering the material in the Introducing informing his firm about the disease. disability in class guidelines before The firm’s senior partner, Charles looking at issues in any specific film. Wheeler (Jason Robards), assigns (See page 102.) Andrew a case involving their most important client. Andrew begins work Suggested activities (See page 108.) diligently, but soon a lesion associated The Phantom of the Opera
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the lead soprano to resign through a startling sequence of terrors, including sending a giant chandelier crashing down on the opera patrons, permitting Christine to step in. Luring Christine into his subterranean lair, the Phantom confesses his love. But Christine is in love with Raoul de Chagny. The Phantom demands that Christine break off her relationship with Raoul before he’ll allow her to return to the stage of the Opera House. She agrees, but as The Phantom of the Opera soon as the Phantom releases her, she (1925, Rupert Julian, runs to Raoul and they plan to flee to USA), 79”, Certificate 12 England after her performance that night. The Phantom overhears the In this black and white silent movie, conversation and, during her Lon Chaney (‘The Man of a Thousand performance, he kidnaps Christine, Faces’ who built his career on playing taking her to the depths of his disabled characters) stars as Erik, the dungeon. It is left to Raoul and a Secret Phantom, in what is probably his most Service agent to track down the famous and certainly his most horrifying Phantom, rescue Christine and rip away role. It is also his most empathetic role, the Phantom’s mask in a chilling finale. as the audience feels sorry for him at the same time as fearing him. This film Echoing author Mary Shelley’s was made in 1923 and shelved for two sympathetic treatment of the man- years because of concerns that the made monster in Frankenstein, this film audience wouldn’t watch a film of this is unusual in early cinema for length. portraying the complexity of the disabled monster-person. The Phantom The story concerns Erik, a facially has taken to living his subterranean disfigured man, abused all his life, who existence because of the negative wears a mask to cover up his attitudes of his fellow humans. Yet he impairment and lurks around the damp, has all the emotional complexity of any dark passages deep in the cellars of the other person. In desperation, he Paris Opera House. To the public, he is kidnaps his beloved Christine, but when a much-feared fiend who haunts the she rejects him, he and all facially Opera House. Erik secretly coaches disfigured people have their isolation understudy, Christine, to be an opera reinforced. star. Make sure you prepare the ground by The Phantom sets about trying to get covering the material in the Introducing
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disability in class guidelines before because of her strong views on deaf looking at issues in any specific film. culture, but also because she was (See page 102.) sexually molested as a teenager. Eventually, James gets through to Suggested activities (See page 108.) Sarah and the two fall in love, although both have to learn new ways of Children of a Lesser God communicating their feelings. The (1986, Randa Haines, arguments between them about how USA), 119”, deaf people should be educated Certificate 15 continue.
A powerful scene occurs when Sarah leaves Leeds to be with her deaf, Signing friends, where she is completely relaxed and included in the deaf community. Leeds is now the outsider. Leeds has some success with his pupils, despite conflicts with the Principal. The conflict between oralism and deaf culture is not resolved, but the lovers do find a way of living together. Children of a Lesser God The actress, Marleen Matlin, who won Children of a Lesser God is a love story an Oscar for her performance, is a deaf about a hearing speech teacher who person, as were most of the students in falls for a deaf girl working in a school the film. This powerful film was adapted for the deaf. James Leeds (William from a stage play of the same name by Hurt) is an unconventional teacher who Mark Medoff. believes in teaching the students using vibration from rock music, leading them The argument between oralists and the to speak phonetically. He is keen on deaf community is still very much a live ‘oralist’ methods and Sarah (Marleen issue. Children of a Lesser God is very Matlin) will only communicate in Sign useful for raising a discussion about the language. Oralism is the belief that deaf debate around deaf education. One children should learn to speak, lipread criticism, however, is that although it and use radio aids or cochleal implants. was a film about deaf people, it was not Many deaf people, however, want to use subtitled on general release, making it Sign language as their primary means inaccessible to most people in the deaf of communication and have their deaf community. culture accepted and respected. Several other films have tackled the Sarah resists Leeds’ advances, not only issue of communication for deaf people:
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• Johnny Belinda (1948, Jean Four Weddings and a Negulesco, USA) features a Funeral (1994, Mike profoundly deaf girl who lives in a Newell, UK), 116”, remote fishing community and is Certificate 15 raped. A sympathetic local doctor, who teaches her Sign language, is suspected of being the father of her baby. Jane Wyman won an Oscar for her portrayal in this film, which was sympathetic to Sign language. • Mandy (1952, Alexander Mackendrick/Fred F. Sears, UK) gives an oralist’s exploration of the emotional and psychological difficulties that beset a profoundly Four Weddings and a Funeral deaf girl and her parents as they try to get her to talk. This acclaimed British comedy centres • The Miracle Worker (1962, Arthur on the intermittent romance between a Penn, USA) tells of the young, deaf- charming, bumbling, Englishman blind Helen Keller, and Annie (Charles) and a beautiful American Sullivan’s struggle to develop woman (Carrie), who seem always to Helen’s ability to communicate, but run into each other at weddings. At the it doesn’t cover Helen’s later first wedding, Charles (Hugh Grant) and political activism or lesbian Carrie (Andie McDowell) meet, enjoying sexuality. a fleeting liaison. This is rekindled • Deaf Century (1999, UK). Three 50- several months later when they minute documentaries made by unexpectedly meet at another wedding. Channel 4 explore the history of Unfortunately, Carrie has become deaf people in the 20th century, engaged to another man, a fact that including a discussion on oralism complicates things for both of them. and the film Mandy. Charles goes shopping with Carrie and is late meeting his brother David (David Make sure you prepare the ground by Bower), who is deaf and uses British covering the material in the Introducing Sign Language, which Charles also disability in class guidelines before knows. They communicate their looking at issues in any specific film. intimate thoughts (which are subtitled), (See page 102.) while Carrie stands there, not knowing what they are saying. David is also Suggested activities (See page 109.) shown in a couple of scenes developing a love interest of his own. The third wedding, held in a Scottish castle, is Carrie’s to Hamish (Corin Regrave),
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which Charles and his friends are Curtis film, in which one of Hugh invited to. Here, one of the friends, Grant’s character’s friends is a Gareth, dies of a heart attack, leading wheelchair user. This portrayal is not to the funeral, a serious but well- quite as successful because Gina handled moment of the film. McKee, who played the part, is not a disabled person. The climax comes at the fourth wedding, Charles’s own to an old Make sure you prepare the ground by girlfriend, Henrietta, since he believes covering the material in the Introducing Carrie is firmly with Hamish. As the disability in class guidelines before moment for Charles to marry draws looking at issues in any specific film. closer, Carrie arrives and tells Charles (See page 102.) she has broken off with Hamish. Charles is deeply confused and doesn’t Suggested activities(See page 110.) know what to do. David becomes aware of Charles’s dilemma. Charles decides Detailed lesson plans (See page 203.) to go ahead with his own wedding but, as he is about to make his vows, David The Hunchback of Notre Signs that he has an objection. There Dame (1996, Walt Disney, then ensues a conversation in Sign USA), 90”, Certificate U about why Charles should not marry. This is subtitled accurately for the audience and spoken by Charles in a censored form to the congregation. Charles then admits he loves someone else and is knocked out by Henrietta. The film ends with Carrie and Charles getting back together, agreeing not to marry, and David and his girlfriend getting married.
Richard Curtis’s script has humour and The Hunchback of Notre Dame timing and includes a disabled supporting character without The year is 1487, in the gritty and patronising or stereotyping. Curtis’s tumultuous urban centre of Paris, where involvement with Comic Relief, which the magnificent gothic cathedral of supports the empowerment of disabled Notre Dame towers above all else, and people with funding, may have played a the sound of its bells are the soul of the city. The bell-ringer of Notre Dame is a part in causing Curtis to include a mysterious and misshapen outcast disabled character in this positive way. named Quasimodo, secluded in the The trend was continued in Notting Hill cathedral since his infancy under the (1999, Roger Michell, UK/USA), another watch of his repressive guardian, Judge
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WAYS OF THINKING ABOUT DISABILITY
Television representation
Frollo. As penance for causing the death Make sure you prepare the ground by of Quasimodo's gypsy mother, Frollo covering the material in the Introducing has been forced to care for the disability in class guidelines before deformed child. Now twenty years old, looking at issues in any specific film. Quasimodo yearns to leave the (See page 102.) cathedral and consort with the population, but is forbidden by Frollo. Suggested activities (See page 111.) On the day of the Feast of Fools, Quasimodo finds the courage to join the Detailed lesson plans (See page 194.) celebration below, where he meets the beautiful gypsy dancer Esmeralda and Television representations Frollo's heroic new Captain of the • TV ‘soaps’ Guards, Phoebus. • Other series and dramas • Documentaries Quasimodo is crowned King of Fools, • Attitudes and guidelines but the crowd's delight turns to fear when they realise that he is not wearing If disabled people have been over- a mask. Esmeralda rescues Quasimodo represented in film (albeit, too often, as from the jeering crowd, but Phoebus is villains), they have been under- ordered to arrest her. Outwitting the represented in television programmes. soldiers, Esmeralda finds sanctuary with The Broadcasting Standards Council Quasimodo in the cathedral. Touched by carried out a media watch of the her acts of kindness toward him, the existing four terrestrial channels in the bell-ringer befriends her and helps her UK for four years in the early 1990s to escape. and found that only 1–2% of broadcast output featured disabled people or Phoebus has fallen in love with disability issues. For many years, there Esmeralda, and is torn between were specialist programmes for disabled conscience and duty when ordered by people, such as See Hear (BBC), One in the vengeful Frollo to hunt her down. In Four (BBC), Link (ITV), Same Difference the end, Quasimodo must find the self- (Channel 4) and From the Edge (BBC), reliance to defy the only parent he has but recently channel controllers have ever known in order to save Esmeralda had a policy of including disability – and himself – but Esmeralda does issues across the schedule. Many not reciprocate, and goes off with disabled people think that this means Pheobus. Disney chose to have the their issues have been squeezed out by heroine go off with the non-disabled an obsession with ratings. Pheobus rather than with Quasimodo (the hunchback), who loves her. TV ‘soaps’ Quasimodo has to go off with a little When the Executive Producer of girl. How different from Victor Hugo’s Eastenders was approached by a young classic where Esmeralda falls in love disabled woman for Your Shout, with Quasimodo, but is hung by the Channel 4, and asked why there were people of Paris for frequenting the no disabled characters in her ‘spawn of the devil’. programme, she said, ‘You’ve got a
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point, but we don’t want to make it into became a wheelchair user. a freak show’. Mark Fowler, a character • Recently, in Holby City (BBC 2003), who was HIV positive, has left the a wheelchair-using anaesthetist has programme and there is now no appeared regularly in the operating representation of disabled people in the theatre, and one episode had an show. If you consider that the 1991 actor with cerebral palsy (Francesca Census suggested that 17% of the Martinez) deliberating whether to population of East London were disabled abort two of her four quads because people, the prejudice and powerful of her condition and the danger this influence of such ‘gatekeepers’ becomes posed to her babies. clear. Eastenders, and other popular TV • Brookside (1983, Channel 4) has ‘soaps’, have not had a problem had a long-running storyline about accommodating other changes in deafness. demographics or popular culture, such • Grange Hill (1978, BBC), a young as including members of ethnic minority people’s TV ‘soap’, has the best groups or people with alternative sexual track record. For the last 12 years orientation. it has periodically included well- founded disabled characters, played There have been some attempts to by disabled actors. They have been include storylines about disabled people part of strong storylines eg an actor in TV ‘soaps’: of short stature challenged some • Eldorado (1992–3, BBC1), set in a racists on a school trip. Francesca village of UK expatriates in Spain, Martinez (see above) also appeared had disabled actor Julie Fernandez in this series, just as one of the in her wheelchair, but the show only students, her impairment was not lasted 18 months. made an issue. • Emmerdale Farm (1972, ITV) has • Byker Grove (1989, BBC) and the disagreeable and grumpy Chris Hollyoaks (1995, Channel 4). These Tait, in a wheelchair as a result of a two have also briefly featured plane crash in the series some disabled characters. seven years ago. • Coronation Street (1960, ITV) had But, given the large audiences and the Jim MacDonald in a wheelchair, and amount of broadcast time occupied by also Maud. Maud was a rounded, this form of entertainment, disabled realistic character, but she died and people are not well represented most of Jim stood up the day his wife went the time, and hardly ever are off with his occupational therapist! characters there in their own right, not • Going back a long way, the original just as a plot device. Crossroads (1964, ITV) had Sandy, a pleasant character in a It’s worth noting that another young wheelchair; and Benny, who had people’s magazine programme, Blue learning difficulties. Roger Tongue, Peter (BBC, from 1958), has who played Sandy, developed consistently raised issues of disability muscular sclerosis and the over the years, athough it has never producers retained the part as he yet had a disabled presenter.
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Other series and dramas • Skallagrigg (1994, Richard Spence, Apart from TV ‘soaps’, a few other UK), about institutionalisation of series have featured people with disabled people, and some young disabilities: disabled people’s discoveries about • Ironside (NBC, 1967, USA), the the brutality of the past. wheelchair-using detective, first • Wide Eyed and Legless (1994, came onto UK TV screens in the Richard Loncraine, BBC). A woman 1970s and has been frequently with a degenerative condition repeated. chooses her husband a replacement • The Head of the Emergency Room in woman, a blind novelist. Humour ER (1994, Warner Bros. for NBC, prevents the play descending into USA) uses a crutch, without sentimentality, but the scene of the comment except in one episode. marriage of the sick woman’s • Actress Julie Fernandez (see daughter, where the woman insists Eldorado, above) also appeared in on not using a wheelchair, is painful the second series of The Office to watch as it is both true-to-life (2003, BBC2). and shows the public’s fear of this useful mobility aid. There have been some very effective • Our Friends in the North (Channel, dramas which have included disabled 1995). The brother of one of the people realistically, and given the main characters is played by a viewer some understanding of disabled disabled actor. people’s lives (available from the bfi • The Unknown Soldier (three-part archive), eg: drama, Carlton Television for ITV, 1998). Three of the extras in the • Walter (Stephen Frears, Central home for disabled veteran Independent Television for ITV, servicemen after World War 1 are 1982), about a man with learning played by disabled actors. difficulty, played by Ian McKellen, • Flesh and Blood (2002, Derek Wax, who is committed to an institution BBC2) is about a man who slowly after his mother dies. discovers he was adopted, and that • Raspberry Ripple (Nigel Finch, both his real parents had learning UK/USA, BBC1, 1988), about a difficulties and are still living. It production of Guys ‘n’ Dolls in a deals with how he grapples with the home for wheelchair users; a issues this throws up for his wife member of the cast uses this as the and himself. front for a robbery. • The Egg is about a man with • Deptford Graffitti (Phillip Davis, cerebral palsy, who enters a café at Positive Partnership for Channel 4, 4am and is misunderstood and 1991), about a man with brittle patronised by the waitress, until he bones in a home for ’incurables’, shows that he can help her and the who escapes with some bikers. His chef with their emotional problems. artistic talents help them with their This film features on the bfi graffiti and, en route, he gets to Disabling imagery? DVD (2002), make love to a woman. available from bfi education.
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for seven years but begins to feel there isn’t anything real about their relationship. On Chris’s second accidental meeting with Nicky, she challenges his attitude to her as a disabled person and ends up inviting him round to her house when her parents are out. Nicky is 25, works at a hairdresser’s and hasn’t yet had sex. Chris obliges, saying it’s a one night stand.
Every Time You Look at Me However, Chris is drawn to seeing Nicky again. Nicky’s outgoing, in-your-face attitude to her impairment both challenges and attracts Chris, who has • One episode of A Touch of Frost tried to overcome his impairment (1992–2000, ITV) included two without in some ways accepting it. One young people with Down’s particularly strong scene shows Nicky Syndrome. and Chris going into a pub covered in St. George’s flags and full of hostile, TV representations bigoted, beer-swilling, middle-aged Every Time You Look At Me BBC 2003 ‘skinheads’. Nicky faces them down, but (to be screened in 2004), 87 minutes, Chris says it was ‘too real’ for him. Directed Alrick Riley, Producer Ewan Chris leaves Michelle and starts a Marshall. serious relationship with Nicky. However, Nicky’s mum (Lindsey This excellent BBC film for TV is shot Coulson) frightens Chris off by telling sensitively and sympathetically, against him about the degenerative nature of a backdrop of London’s Canary Wharf. Nicky’s condition, and how much pain It tells the story of Chris (Matt Fraser, a she’s in – all of which she has hidden Thalidomide-impaired person with very from Chris. But, eventually, Chris and short arms), who is a secondary Nicky do get together. teacher and would be Deputy Head, and how he meets Nicky (Lisa Hammond), The barriers disabled people face are an extrovert short person. Chris goes woven into the film in a humorous way out with his estate agent brother Steve – negative attitudes, stares, doors that (Stuart Laing) to a dance club, where cannot be opened, lift buttons that are he sees Nicky dancing with a black girl, too high up, parental expectations. Jen (Georgina Ackerman), who works with Steve. As Jen and Steve’s This is a profoundly positive film about relationship develops, leading disability. It owes much to disabled eventually to marriage, Chris’s existing Producer, Ewan Marshall, and the two relationship falls apart. Chris has been disabled lead actors, all of whom are living with Michelle (Lorraine Pilkington) veterans of the Disability Arts
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Movement. It will appeal to teenagers schools. and raises many issues to discuss. Most • The Deaf Century (1999, Channel of all, it supports the ‘social model’, 4). The history of deaf people over showing that barriers are the problem, the last century. and that difference is ordinary • Desperate DAN (1996, ITV). Some great footage of direct action by Documentaries disabled people to protest about the Documentaries are far more likely to lack of accessible transport. DAN is focus on the individual, brave disabled the Direct Action Network. person triumphing over personal • The Disabled Century (three-part tragedy, than to focus on the millions of series, BBC2, 1999). Three-part disabled people who are living their documentary using interviews, old lives in as many different ways as footage and stills with talk-overs everyone else in the population. Some, about how disabled people were though, have been made by disabled treated and what their lives were filmmakers and have a very different like over the previous 100 years. approach, such as: Evocative, but short on historic detail. • Face of Our Fear (1991, Steve Dworkins, Channel 4). Dworkins is a disabled filmmaker who has made a series of documentaries about being a disabled person. Using props and actors, he creates the history and situations that disable disabled people. • Fly on the Wall (1998, BBC). A Series of documentaries filmed secretly, that show reactions to disabled people in everyday situations. • Old School Ties (1996, Ann Pugh, BBC). Four 30-minute documentaries on the impact of Alison’s Baby special schools on the lives of disabled people; examples of • Alison’s Baby (1999, Channel 4). effective inclusion; parents’ This features on the bfi Disabling struggles for the inclusion of their imagery? DVD (2002), available children, and why there is so much from bfi education. resistance to this basic human right. • Count Me In (2001, Channel 4). Two • On My Life (1999, Ian Dury, BBC2). 30-minute programmes on making A documentary with music about inclusion work for a variety of this famous disabled singer- pupils with different impairments in songwriter. Tells of how he grew up six primary and six secondary as a disabled boy and young man
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with polio in both legs. Informative • Matching – demonstrating that ‘you and entertaining. are like me’, disabled people being like everyone else in most respects. Make sure you prepare the ground by • Likeability – creating emotional covering the material in the Introducing connections with viewers through disability in class guidelines before shared qualities, such as engaging looking at issues in any specific moving personality or sense of humour. image text. • Celebrity – using a famous actor to play a disabled role. This is very Suggested activities (See page 114.) unpopular with many disabled people, who compare it to white Attitudes and guidelines actors ‘blacking up’ to play black Recently, the BBC, the Broadcasting people. Standards Agency and the Independent • Incidental inclusion – involving Television Commission (ITC) produced disabled people at all levels of some research, Disabling Prejudice programming and production, and (June 2003) www.bsc.org.uk or featuring disabled actors where www.itc.org.uk, which showed that 79% their impairment is not the reason of television viewers said they wouldn’t for their inclusion or central to the mind if a disabled person read the main storyline. evening news. Broadcasters were significantly more cautious, concerned The Broadcasting and Creative with perceived audience prejudices, Industries Disability Network has ratings and other constraints. The produced two guides to take the majority of viewers (61%) say there industry forward: should be more portrayals of disabled • Adjusting the Picture: A Producer’s people on television in a wide variety of Guide to Disability (2001) roles, including presenters. • Make a Difference! Ideas for including disabled people in The Stonewall Profile of Prejudice, 2003 broadcasting and film (2003). (www.stonewall.org.uk), has clearly Both can be accessed or downloaded established that television is the most from www.employers-forum.co.uk or important influence on people’s www.itc.org.uk. Both have many useful prejudiced attitudes, followed by ideas about including more disabled parental attitudes and newspapers. This people in all aspects of broadcasting recent report adds greater urgency to and film. the need for broadcasters to take these issues very seriously. As more disabled people begin to work in television, it is to be hoped this Some viewers (39%) were still resistant situation will improve, but it only will if to wider portrayal. However, the those responsible for programming research identified several factors that change their attitudes to including the would increase acceptance among these full diversity of the population in their viewers: output.
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WAYS OF THINKING ABOUT DISABILITY
BOLLYWOOD AND DISABILITY
Bollywood and disability began. While there are filmmakers who – Reflecting society have made excellent films, the formula – Bollywood stereotypes remains dominant. – Efforts at improvement – Looking to the future Against this background, it’s hard to – Kandukondain, Kandukondain analyse the representation of disability This brief personal view of Indian in Hindi cinema. In this area, Bollywood cinema, written by Paresh C. proves the adage that ‘films are merely Palicha, has been included as an a reflection of society’. The disabled are example of world cinema, and how marginalised in Indian society, and the disability issues are treated in another same is true in Hindi films. All you’re culture. Indian cinema is probably the likely to see is a fleeting moment where largest and most influential film a crippled beggar extends his begging industry globally, although it is not so bowl into the window of a flashy universally familiar to Western imported car, or the good-hearted audiences. protagonist helping a visually impaired person cross the busy city road and Reflecting society receiving heartfelt blessings for it.
<< “Movies are so rarely great There are no more than a handful of art that, if we cannot films in the history of Hindi cinema in appreciate great trash, we which disabled characters got some have very little reason to be decent footage (ie a good length role), interested in them.” or where they have any major role to Pauline Kael >> play.
This rather acerbic thought of a long- Bollywood stereotypes time film reviewer with the New Yorker In the early days, directors showed is true for most – probably every – film physical deformity as symbolic of industry in the world, and specifically negative traits in a character. Back in for the Hindi film industry, or the times of black and white films, the Bollywood, as it is popularly called. lecherous landowner/money lender Bollywood is famous for churning out would have an awkward gait or some trite, formulaic films year after year, other deformity. More recently, the resulting in a hundred or so variations villain or negative character has on a couple of storylines, with the become physically subtler. Now he/she staple Masala (ie ingredients) to satisfy has cerebral traits, such as paranoia or the taste of the average film buff, such psychosis. Some films have also used as: five songs, three fight sequences, a disability for comic effect, such as a couple of melodramatic emotional stammering sidekick or a supporting scenes to make you cry and two comic actor who is lame. interludes, sometimes bordering on plain buffoonery. This formula has been Another strand of films representing passed on from generation to disability features directors, such as generation, since the Hindi film industry Manoj Kumar and others, taking
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physical deformity to the other • Sparsh (Touch) (1979, Sai extreme, with good or saintly disabled Paranjape, India), in which characters. Naseerudin Shah plays the part of a • Boot Polish (1954, Prakash Arora, visually impaired Principal of a India), features bald David, shown special school for blind children, using a crutch in this black and who falls in love with a widowed white film, propagating the Utopian volunteer (Shabana Azmi), who dream of post-Independence India. comes to serve in the school to fill David sings to his adopted street the vacuum in her life after the urchins: death of her husband. Paranjape, a ‘Nanhe munne bache teri muthi me female director, made a sincere kya hai?’ (Little children what are attempt to tell both sides of the you holding in your fists?); and the story with a rare unsentimental children reply by singing: equilibrium, dealing with the ‘Muthi me hai taqdeer complexes embedded in the minds humari/Humne kismet ko bas me of both the characters. kiya hai’ (We are holding our destiny in our fists/we have taken The early 1990s saw the release of our fate under control). the most hyped film about the • Upkaar (Favour) (1967, Manoj disabled: Kumar, India) has the character of • Khamoshi (Silence) (1996, Sanjay the ‘Good Samaritan’ with an Leela Bhansali, India). This was a amputated leg, played by the actor, musical, which dealt with the Pran. The impact of the character is trauma of a deaf-mute couple who more due to shock value than to find it difficult to come to terms any intrinsic qualities. This was with the personal aspirations of probably the first time that Pran their daughter, who is the pivot of portrayed a completely positive role their life. Though the film failed to in his long film career as a villain. deliver what it had promised, which was a real understanding of life as There are numerous other films that deaf people in hearing India, it is reinforce the stereotypes about still remembered for the superb disability – from ‘super-crips’ to acting by the three main actors – wallowing, philosophising invalids. Nana Patekar, Seema Biswas and Manisha Koirala. Efforts at improvement • Kandukondain, Kandukondain The first real attempt to make films (2000, Rajiv Menon, India), was with disabled characters in a central written by the director as a rework role was in the early 1970s. of Sense and Sensability by Jane • Koshish (Effort) (1972, Austen, with a disabled character Sampooran Singh Gulzar, India) finally getting the girl, rather than showed the life of a speech- and the slick computer executive. This hearing-impaired couple, played by film is discussed in detail below. Sanjeev Kumar and Jaya Bhachchan.
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Looking to the future daughters: Saumya and Meenakshi who The liberalisation of the Indian economy are grown-up and beautiful, and Kamla over the last decade has seen the who is still at school. They live with the emergence of niche films in what is widow’s father in his grand country called ‘Hinglish’ (the characters switch house. The father, who is ill, dies unable easily between Hindi and English, as to communicate that he wants to educated Indians with a Western change his will. Everything is left to his lifestyle do). They are shown in son, Sam, and Sam’s mean wife. The multiplexes in the metropolises and family of women, who have spent years cater mainly to the urban, Westernised looking after the father, are evicted by audience. The mainstay of these films is Sam and his wife and are forced to either spoofing the hypocrisy of move to Madras. Before this, both elder traditional lifestyle or showing the angst daughters have developed a romantic of people marginalised because of their interest: Saumya with Manohar, a sexual orientation. Let’s hope that, one budding filmmaker returned from day, one of these niche filmmakers will America who wants to make his mark in find interesting stories from other Tamil cinema; and Meenakshi with groups of marginalised people, such as Srikanth, a young businessman who is the disabled. involved in some dodgy investments.
Kandukondain, Kandukondain Major Bala (who is disabled) and his (2000, Rajiv Manon, India), uncle befriend the girls and their 150”, Certificate U mother. Bala, who was a commando major in the Indian army, is shown in the first scene being blown up, resulting in the loss of his leg. He drinks too much as he feels sorry for himself. Meenakshi has compassion for him and persuades him that, if he stops drinking, she will learn to play the tampura and sing. Major Bala falls in love with Meenakshi, but soon realises she will not love him as she is fixated on Srikanth, who is clearly a swindler.
On moving to Madras, Saumya gets a Kandukondain, Kandukondain job as a telephone operator, although she is a qualified computer This film breaks the stereotyped pattern programmer. Major Bala helps of Indian cinema, with the beautiful girl Meenakshi go to music school. Manohar eventually falling in love with and gets wrapped up in making his film and marrying the disabled man. Saumya thinks he has forgotten her. When Saumya gets promoted to Set in modern India, it’s a classical tale programmer and offered a job in of a widowed mother and her three America, she therefore takes it.
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Meenakshi’s music career takes off, but she finds out that Srikanth is marrying someone else to sort out his financial affairs. Shocked, she wanders through a monsoon-flooded street and falls into a storm drain, only to be rescued by Bala. Slowly, Meenakshi comes to love Bala, but he thinks she is pitying him because of his impairment. However, all ends well. Manohar’s film is a great success and he convinces Saumya that he still loves her, and Bala finally accepts that Meenakshi loves him because she ‘sees the beauty within him’, not out of pity.
Make sure you prepare the ground by covering the material in the Introducing disability in class guidelines before looking at issues in any specific film. (See page 102.)
Suggested activites (See page 114.)
DVD of short films and clips from film and TV – Alison’s Baby This section features discussion of all – Better or Worse? the short films and film clips on the bfi – Cousin Disabling imagery? DVD. These allow – Black Dog disability to be seen from some highly – Blind Sensation original perspectives and are – Tell it like it is particularly useful to compare and – The Chapeau Roan contrast with mainstream films. Some – The Egg are made by disabled filmmakers, some – Arko Ujyalo (Another Light) try to express in moving imagery the – See the person, not the disability experience of a particular impairment; – Together there are humorous films and animated - A is for Autism films. After each film discussed there is - Raspberry Ripple Awards a link to Suggested activities specific to – Sixth Happiness each film. For many of the films there – Rhythm of Survival are also Detailed lesson plans aimed at – Gallivant the most relevant Key Stage.
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ACTIVITIES AND LESSON PLANS
DVD OF SHORT FILMS AND CLIPS FROM FILM AND TV Better or Worse? (2000, Jocelyn Cammack, UK), 9”
Alison’s Baby
Alison’s Baby (1999, Alison Lapper, Denmark, TV2), clip: 7” This clip is from a 49-minute documentary about a young woman, Alison Lapper, an artist who uses her Better or Worse? mouth to paint. Alison is a Thalidomide survivor and has no arms. The Written by the director, the story documentary shows her experience of features eight year-old Rachel trying to having a baby and is both down-to- make sense of her visual impairment, in earth and inspiring. The extract is from a film that contrasts ideas of the beginning of the film and shows a perspective. The use of the camera pregnant Alison getting into and driving often reflects the view of the girl in a her adapted car, getting into her home, very creative way. The film starts in an answering her telephone and painting. empty swimming pool at night, with Over these images, Alison is talking Rachel looking through her goggles. A about the challenge of having a baby. visit to the optician shows Rachel She had not planned the pregnancy, but struggling to read the letters during an now she is looking forward to it. Alison eye test. While the optician is out of the says she will need a lot of help and will room, Rachel gets up to memorise the need to learn how to lift her baby with letters on the eye test card. When the her mouth. optician comes back, Rachel corrects what she said before, but the optician See Alison’s website at: puts up a new test card and, again, she www.alisonlapper.com can’t read it. In another scene, Make sure you prepare the ground by children, led by Luke, are laughing at covering the material in the Introducing blind people walking along the disability in class guidelines before pavement opposite the school when looking at issues in any specific film. they bump into a litter bin or bus stop. Rachel laughs embarrassedly as well. Suggested activites (See page 116.) Detailed lesson plans (See page 218.) At the swimming pool, Rachel’s class is
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lined up along the side of the pool while they take it in turns to jump off the five-metre top board. Rachel counts how long it takes them to hit the water. Luke doesn’t dare dive and climbs down shamefacedly. The film cuts to Rachel trying on her new glasses and then riding her bike through a subway with her eyes closed. The last scene is Rachel in the pool alone at night, getting ready to jump off the top board – you hear the splash as she dives.
Make sure you prepare the ground by covering the material in the Introducing disability in class guidelines before looking at issues in any specific film. (See page 102.) Suggested activites (See page 115.) Cousin Detailed lesson plans (See page 206.) broke the bully’s finger and ran off Cousin (1999, Adam screaming with laughter. Sometimes, Benjamin Elliot, his cousin was frustrated and angry and Australia), 5” punched a hole in the wall. Auntie knew what to do. She’d grab him, look him in This animation, written by the director the eyes and say, ‘Bake a cake.’ and using plasticine figures, won first prize at the 2001 Disability Film Festival When the cousin was eight, his parents in Munich. The tone of this short is were killed in a car accident. He moved ironic. The narrator remembers playing to another State and he and the with his cousin, who smelt of liquorice narrator slowly lost touch. The narrator and had cerebral palsy. His cousin was thinks he saw his cousin one day, always dressed as a super-hero and got working in a shopping-centre, collecting the narrator to dress up likewise. The trolleys. ‘I just watched him, I hope he narrator’s memories include: his cousin is happy, and I wondered if he still taking anti-convulsant pills, which he smelled of liquorice.’ said gave him superpowers; the cousin’s right arm being very strong, so Make sure you prepare the ground by when he played cricket it was covering the material in the Introducing dangerous!; he had pets. One time, disability in class guidelines before while his cousin was playing in his looking at issues in any specific film. shopping trolley, some other boys came (See page 102.) up to bully him, one calling him Suggested activites (See page 115.) ‘Spazzo’ and mimicking him. The cousin Detailed lesson plans (See page 209.)
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Black Dog (1999, Lou Birks, hypnotherapy’, ‘god’, ‘so when you UK, BBC TV), 6” asked’, ‘”(have you tried…?)”’, ’the answer’, ‘is usually’, ’YES’, ‘(thank you)’.
It then goes back to the original music with a shot of a red traffic light; then back to the shot of ripples superimposed with ‘faithful’, ‘BLACK DOG’. The film ends with a further quote, ‘Noble deeds and hot baths are the best cure for depression.’ Dodie Smith 1948.
Make sure you prepare the ground by covering the material in the Introducing Black Dog disability in class guidelines before looking at issues in any specific film. This is an evocative film about depression that uses the medium of Suggested activites (See page 118.) film to convey the experience effectively. It starts with a quote from Detailed lesson plans (See page 226.) Churchill, who had depression, and called it his ‘Black Dog’. Discordant music accompanies water, then fades to Blind Sensation (2001, pictures of people walking in the street, Raina Haig, UK, Maverick with words superimposed: ‘them’, ‘you’, Films for Channel 4), 3” ‘Accepted or Outcast’, ‘How did’, ‘you learn to walk?’ Then, there’s some speeded-up walking.
You see a blurred view of walking on paving stones superimposed on someone tied and gagged in a chair. ‘Questions’, ‘Have become difficult’. Now drumming is introduced, along with the original music and pictures of fire superimposed over streets. ‘No sound’, ’no voice’, ‘not even’, silent tears’. You see water droplets falling on the fire. Blind Sensation There’s a change of tempo and now shots of moving traffic and street This is a short film about blindness. It scenes, which are more up-beat. More starts with a blind woman and her words appear, ‘meditation’, ‘the sea’, guide dog in the street. The camera ‘snapping’, ‘out of it’, ‘herbal tea’, shots are distorted and blurred. The
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voice-over is of a woman’s voice, ‘Excuse Me’, ‘Hello’.
This is followed by a shot of a man with dark glasses and a white cane, walking. A male voice-over says, ‘I like walking in the summer, walking along an unknown path’.
You see a woman with a guide dog trying to cross the road. The woman’s voice says, ‘Noise bouncing off me’. There’s a close-up of someone eating Tell it like it is fast food: ‘Smells greasy. Hot dogs’. all feature disabled people, and then Then there’s a shot of a blind man passes over to wheelchair-using Mik crossing the road and turning round Scarlet for more detail. ‘Blimey, that and round in the centre. The male voice makes a difference doesn’t it? Stories says, ‘You have to take up space’. The featuring disabled people that treat us female voice repeats it. The male voice like anyone else in the news.’ The speaks again, ‘It’s feeling fear and language and pictures used in TV, going ahead anyway’ as he’s walking newspapers and radio reflect and shape along. the way people think about disability. The woman is still waiting at the traffic The film then gives different viewpoints light, saying ‘Excuse me’. from Mandy Colleran, actor and charity worker, John Quinn a former journalist Make sure you prepare the ground by and sub–editor, and David Crawl, a covering the material in the Introducing charity worker. They are all disabled. disability in class guidelines before Francesca Martinez, a disabled stand-up looking at issues in any specific film. comedian, delivers some old jokes with (See page 102.) a new punch line. The film also goes Suggested activites (See page 117.) into what makes a good picture and how disabled people want to be treated. Detailed lesson plans (See page 221.) Make sure you prepare the ground by Tell it like it is (2001, covering the material in the Introducing Harriet Gaze, UK, Scope), disability in class guidelines before 11” looking at issues in any specific film. This film looks at the use of language (See page 102.) and images of disabled people in Suggested activites (See page 119.) everyday life and the media and, especially, portrayal in the news. Set in Detailed lesson plans (See page 228.) the Channel 4 news studio, Jon Snow introduces the main news stories, which
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The Egg (2002, Richard Wilson, UK BBC), 9” Produced by Ewan Marshall, this is one of a series of three 10-minute dramas that challenge assumptions about disabled people. A man (actor, Jamie Beddard) who has cerebral palsy, stops his car at a café to go to the toilet. Seeing a van has left its lights on, he goes into the café to tell them. At first they don’t understand him.
The Chapeau Roan The waitress (Frances de la Tour) The Chapeau Roan (2001, describes him to the chef (Tim Healey) Jenni Meredith, UK, as a ‘cripple’ and patronises him – ‘does Snowtrek Productions), 1.5” he want a spoon?’; when he asks for This is a very short, funny animation paper, ‘Do you want to do a drawing?’ about a disabled woman and her male The disabled man says, ‘I have a personal assistant. The personal degree in psychology’. The chef tells assistant is pushing the woman in a her off. wheelchair. They pass a club where there are male strippers advertised. The man compliments the chef on his She shows an interest. He covers her cooking of his egg on toast. It’s four in head with a hat and pushes on until he the morning. They talk. The man is in sees a friend sitting outside a bar. He his pyjamas having left after a row with soon gets engrossed in drinking and his girlfriend. The chef tells him he’s in love with the waitress, but can’t tell her. talking to his friend, ignoring the The woman. She slips away and wheels ‘She just doesn’t see me like that.’ The herself back to the club. Inside, she man says, ‘It’s always best to speak.’ gets involved with what’s happening and ends up dancing with the male strippers in her wheelchair. Finally, her PA misses her and is embarrassed to find her at the club. Now he has to cover his blushes with the hat while she is outside laughing.
Make sure you prepare the ground by covering the material in the Introducing disability in class guidelines before looking at issues in any specific film. (See page 102.) Suggested activites (See page 120.)
Detailed lesson plans (See page 230.) The Egg
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On his way out, the man tells the See the Person, Not the waitress, ‘That man is a great chef.’ He Disability looks back through the window and sees the chef come up to the waitress See the Person, Not the with some flowers and talk to her. The Disability (1995, Mike Figgis, man drives off. UK Advertising and disability, Co-op Bank) Make sure you prepare the ground by covering the material in the Introducing In the first of these advertisements, a disability in class guidelines before woman with facial disfigurement talks looking at issues in any specific film. about her life and the roses in her (See page 102.) garden. The audience is expecting her Suggested activites (See page 121.) to talk about her facial disfigurement, but she doesn’t mention it. Arko Ujyalo (Another Light) (2000, Kedar Sharma, The next advertisement is from Coca- Nepal, Inclusive Education) Cola. It shows a blind West Ham football supporter and his mates enjoying the match. This is followed by comments from disabled people about why they like this advert.
The third advertisement, called ‘Getting served’, opens in a noisy dance club packed with people. It cuts to the bar where two barmen are serving. The noise is so impossibly loud that the few people attempting conversation are reduced either to meaningless nods and smiles, or to close-range bellowing in Blinded by measles, Nandalal Kumal is one ear. Trying to get people’s orders 12 years old. This film shows him right is a nightmare for the older of the playing with his friends, swimming and barmen. For people who want draught going to the local school. His father and beer, he points to each tap in turn, and teacher talk about why it’s important then does a ‘large-or-small’ gesture to for him to go to the local school. They establish whether they want a pint or recognise his need Arko Ujyalo (Another half-pint. When it comes to bottled Light) to be part of a community and drinks, he’s forced to finger-tap along learn the skills to earn his living and do the shelf behind him, turning round household tasks. repeatedly to see if he’s arrived at the right one, before holding up fingers to Suggested activites (See page 115.) see how many are wanted. The younger barman seems to be finding it easier, Detailed lesson plans (See page 212.) despite the relentless music, he’s getting it right first time. The film cuts
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to a close-up of a customer’s mouth as he orders. The younger barman nods, understanding. So that’s the trick – he’s good at lipreading.
He looks up for the next customer, and in a sea of waving arms his attention is immediately attracted by a pretty girl who is Signing. There is a Signed dialogue, with subtitles as follows: Girl: Any chance of a drink ? Barman: Yes - sure. Together Girl: Vodka and tonic, please. Barman: Ice and lemon? In a second extract, the two men walk Girl: Yes please. along and tentatively go into a public Barman: What are you doing later? house. There is loud, swing jazz A handsome guy appears over her playing. People are singing and talking. shoulder. The barman smiles ruefully. Someone tries to talk with hand signals The clip ends with the slogan, ‘See the to the men. The last shot is them person, not the disability’. walking along the street again.
Make sure you prepare the ground by Make sure you prepare the ground by covering the material in the Introducing covering the material in the Introducing disability in class guidelines before disability in class guidelines before looking at issues in any specific film. looking at issues in any specific film. (See page 102.) Suggested activites (See page 117.) Suggested activites (See page 116.)
Detailed lesson plans (See page 224.) Detailed lesson plans (See page 215.)
Together (1956, Lorenza Raspberry Ripple Awards Mazzetti, UK), clips: 7” (1997, Jeremy Cross, These clips are from a black and white UK Kudos for Channel 4), feature film, 56-minutes long. The film clip: 6” follows two deaf British Sign Language This was a 24-minute televisation of (BSL) users in the bombed-out The 1 in 8 Group Awards Ceremony landscapes of the 1950s East End. for the best and worst media There is no speaking – just music. You representations of disability. This clip is see the two men walking through a short extract featuring the TV drama streets having a conversation in BSL. awards. The compère, actor Alun Local children see them and follow Cumming, explains that the purpose of them, making faces. They pass two the awards is to publicise the under- women in the street, who stare at them representation of disabled people in TV and confide in each other. and cinema, and to give awards for good and bad portrayals.
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Each award is presented by a disabled person and a celebrity together. The winner in the TV drama category is the episode of A Touch of Frost, in which Timmy Laing, who has Down’s Syndrome, played Billy – Timmy collects the prize.
Make sure you prepare the ground by covering the material in the Introducing disability in class guidelines before Raspberry Ripple Awards looking at issues in any specific film. (See page 102.) Suggested activites (See page 120.) His mother has a much more positive attitude to Brit – when the doctor says The Sixth Happiness (1997, her son will never walk she says, Waris Hussein, UK, BBC, ‘Wheelchairs, Doctor, were invented for bfi), clips: 8” boys like mine.’ Dolly, Brit’s sister, is The screenplay of this film was written his great ally and friend. Amy, Brit’s by Firdaus Kanga, and based on his cousin, is deaf and uses Sign language. book Room to Grow. It tells the life She, too, is a friend to Brit but, story of a boy with brittle bones and eventually, she is forced to work in a how he becomes a man. The boy is brothel. called Brit, a reference The Sixth Happiness both to ‘brittle’ and to his An educated woman takes Brit on as Indian mother, Sarah’s, love of all her protégé and he becomes a writer. things British. As he matures into a teenager, he has an affair with the male lodger and, The film’s title comes from the earlier later, with the lodger’s girlfriend. At the film, Inn of the Sixth Happiness (1958, end of the film, Brit is happy with his Mark Robson, USA), starring Ingrid body and goes on to new relationships Bergman. The first five happinesses in a new country. are: health; longevity; virtue; wealth; and a peaceful death. The sixth is ‘what This is a very positive film, which gives I feel in my heart for you, Brit’, says insights into the prejudice shown Sarah. towards people who are different. At the same time, the disabled person as Brit’s Dad cannot come to terms with narrator brings humour and irony to the having a disabled son, although he situation. The audience is educated to eventually comes to love him. However, view impairment as just another part of he still feels ashamed and, while on a the human condition. All the people visit to New York, he walks to his death who have supported Brit or loved him in front of a car. go away or die, but through all this he matures.
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talking about their feelings: about how they are treated in society, how they feel about life and being at Core Arts, with the activities that go on there – poetry, painting, drawing, music, singing, photography and ceramics.
We are told by participants in the project: • That obstacles get in the way once you are a mental health system user; • How you become outcast in society, isolated, a pariah; • That people don’t understand mental illness; The Sixth Happiness • That it’s the last great stigma, or taboo; • That, as a mother who has used the Firdaus Kanga plays Brit at age eight mental health system, you are and eighteen. continually under examination to ascertain whether you can bring up Make sure you prepare the ground by your children; covering the material in the Introducing • That it doesn’t happen to anyone disability in class guidelines before else; that, if you mention schizophrenia, looking at issues in any specific film. people think you’re an axe-wielding (See page 102.) maniac who’s going to kill you; Suggested activites (See page 120.) • About medication – you reluctantly accept it stabilises you, but it also Detailed lesson plans (See page 231.) debilitates you, you get side-effects like shaking. How can you draw when you Rhythm of Survival (made by are shaking? Alfonso Martin-Fernandez, • If something is on my mind and I put Ellen Willets and Delroy it in a picture, I’m dealing with it. It’s Williams-Whynn, edited by liberation. Michelle Bhartia, CSV Media, • Doing what I want to do, I don’t have UK) a problem getting out of bed in the This film is about a group of people who morning. share the experience of going through • I take one day at a time, but at the the mental health system, and who all same time I have dreams. Me, married, want to develop their creative potential. have a girlfriend and have kids, like For many of them, this is vital. Core anyone else. Arts at St. Barnabas Terrace, Hackney • I had a horrible time, but rise above is a place where mental health system it. And maybe, at the end of the day, users can go to do just this. The film I’m a better person because of it. inter-cuts mental health system users • Coming here is like being part of a
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community and it’s work, but enjoyable. Rhythm of Survival
The film was made by mental health survivors, supported by mentors and disability in class guidelines before advisers from the BBC Skills Exchange. looking at issues in any specific film. It was funded by Community Service (See page 102.) Volunteers, Adult and Community Suggested activites (See page 118.) Learning Fund, NIACE, BBC Training and Development.
Mind, The National Association for Mental Health, produce a number of fact sheets with interesting statistics: Mental distress in the UK. Mind’s website address is www.mind.org.uk
Make sure you prepare the ground by covering the material in the Introducing
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Gallivant (1996, Andrew Gallivant Kötting, UK). Clips: xx”
Gladys is the director’s grandmother, an covering the material in the Introducing opinionated octogenarian, bursting with disability in class guidelines before anecdotes and reminiscences, which are looking at issues in any specific film. frequently confusing and contradictory. (See page 102.) Eden is Kötting’s seven year-old Suggested activites (See page 122.) disabled daughter who has a rare disorder, Joubert’s syndrome, and communicates through Sign language.
In an entirely unexpected 100 minute- long feature film, which is a spin on the road movie, the trio sets off on a 7000-mile road journey Gallivant
around the British coastline, to learn about and connect with each other and to find out about the landscape and the people who shape it, many of whom are eccentric.
Make sure you prepare the ground by
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ACTIVITIES AND LESSON PLANS
5 ACTIVITIES AND LESSON PLANS
Introducing disability in victim is supported and the whole class class understands the effects (see - The need to develop an ethos Disability, diversity and Equal - How to develop the ethos Opportunities). - Lessons to introduce disability equality - Suggested activities How to develop the ethos: - Detailed lesson plans • In order to allow the ethos described above to develop, No work on attitudes to disability in teachers must ensure there is time moving image media should be and space each day when children attempted without laying careful feel free and comfortable to talk groundwork. The following are some about anything in their lives that vital activities on disability equality, interests or troubles them. This can which should be undertaken before be a starting point for discussing examining a particular moving image issues of how people are treated, eg text in detail. If staff do not feel if a child feels able to talk about confident to take on any of the issues, racial harassment in the streets, or the school can arrange INSET. This can even to express bigoted views, the be delivered by Disability Equality in rest of the class can learn to be Education anywhere in the UK. Tel: supportive or to challenge. This O20 7359 2855. leads children to feeling safe enough to express their own fears. The need to develop an The teacher needs to teach where ethos: discriminatory attitudes come from, • Teachers need to develop an ethos historically and currently, so in the class where pupils feel able to children understand that all talk about their lives and feelings, difference in people is acceptable and are encouraged to support one and can be celebrated. This may be another and work collectively. easier with young children because • The effects of racism (including anti- you can use their great sense of semitism and islamaphobia), fairness and you teach them all day. disablism, sexism and homophobia With secondary students, this can should be explained and discussed happen with form tutors in PSHE, so the pupils develop empathy, are but it can be raised in any lesson. able to challenge discrimination and • It is more effective, in the long to include those who may feel term, to bring issues into the open excluded, supporting them inside and deal with them collectively, and outside the classroom. rather than seeing individuals after • It is essential to be aware of the lesson, although this is harassment, which can take many sometimes the best course. In all forms, from moving slightly away classes, if anyone is being offensive from a child on the carpet to in any way (however subtle) the physical attack. Seemingly minor teacher should stop the whole class incidents should be discussed and and challenge this. The class can brought out in the open so the discuss the issue and the aim is to
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develop a positive and supportive 2855 have a national network). Prepare class attitude to difference. Teachers the class by covering what ‘disability’ must use their own professional and ‘impairment’ mean, and discussing judgment on the best way to deal who is disabled. For more information, with any incident (bearing in mind see ‘Medical model’ v. ‘social model’. school policy). It helps if the school has a consistent policy applied by • Ask the disabled person to talk from everyone. their own experience, which is most powerful. They should cover in what Specifically for KS1 and KS2: ways disabled people are • Set up the class so children are, as discriminated against, eg being far as possible, able to work bullied just because they are autonomously, with easy access to disabled. Children/students need to equipment. Take a flexible approach understand that disability to carrying out the tasks required discrimination is an oppression and by the National Curriculum. is not an individual problem. This • Set up a range of groupings, such can be linked to racism, sexism and as individuals, pairs, whole class homophobia. and small groups. Ensure • The class should discuss bullying composition of the groups is varied because of how someone looks, (taking account of children’s needs) sounds, seems intellectually (eg – a mix of ability, impairment, social people with learning difficulties) or background, gender and ethnicity is behaves. This can be done from important. KS1 upwards as even very young • The teacher needs to show that all children respond to this. The children are valued by openly children will talk about their own praising each child’s individual experiences and about disabled efforts and achievements to the people they know, eg their relatives class and encouraging the class to and friends. They should be do likewise. This should be in all encouraged to talk about how any areas of achievement – creative, experiences of bullying made them physical, social and academic, – feel. Any disabled children in the showing that competition between class should feel empowered and children is not acceptable. This will able to talk, including those with create a strong ethos in primary hidden impairments (epilepsy eg). classrooms. • The teacher can point out any aptitudes or achievements of the Lessons to introduce disabled speaker and any disabled disability equality children in the class. 1. You can help to introduce disability equality issues to your class by inviting 2. Discuss what is fair and, using the a disabled adult or young person, who statistics about the position of disabled subscribes to the social model of people in the UK today, ascertain if the disability, to talk to them (Disability class think this situation is fair or unfair, Equality in Education Tel: 020 7359 and what should be done about it.
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3. If you have not already done so, words they have ever heard to describe explain the difference between disabled people. Write these on the impairment and disability (definitions white- or blackboard in one colour. Now below). Read more about this in ask the class or groups to identify all ‘Medical model’ v. ‘social model’. the words that are negative. Have a discussion about how they might feel if Disabled people are people with an called these names. For KS1, have impairment who are discriminated some cards with the origins of these against or oppressed because of the words on (for KS3 and KS4, get them barriers and negative attitudes in to find the origin of the words. (See society. Disabled people choose to be Word power in Student handouts and called disabled people because they Origins of negative words associated recognise that, whatever their with disability.) (See page 131.) impairment, they are subjected to a common oppression. Specifically for KS2 and KS3: 7. Take the class on a trip around your << “Impairment is the loss or local shopping centre with a large-scale limitation of physical, mental map of the area and individual units. or sensory function on a long- Get them to use a pre-agreed coding term, or permanent basis”. system to record the types of shop or service – food, supermarket, hardware, “Disablement is the loss or hairdresser, bank, restaurant, chemist limitation of opportunities to etc – in given sections. Also get them take part in the normal life of to note down barriers to deaf or blind the community on an equal people, wheelchair users and people level with others due to with learning difficulties which they physical and social barriers.” identify. Ask them to note any (Disabled People's International adaptations they see that enable 1981) >> disabled people to use the service. On return to the classroom, map and 4. Explain the difference between being graph the results and hold a discussion short-term ill or injured and having an on them, and what they think about the impairment. Get the class to list all the inequalities they have discovered. impairments which might lead to people Arising from the discussion, groups in discriminating against you. the class could undertake these different activities, or do all of them 5. Get the class, in groups or as a sequentially: whole class, to complete a table like the a. Write a letter to the service provider one below, with blanks in some explaining what you found out columns, or randomly across the whole about access and what impact this chart. may have on disabled people. b. Design and make a poster getting 6. Either working on the board with the across the message that access is whole class, or working in groups on flip good for everyone, and why. chart paper, get the class to list all the c. Devise a short play showing the
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Impairment Disability – barrier Adjustment Barrier-free situation
Blind or visually impaired Lack of accessible Provision of written All written material in – sensorily impaired information. material in Braille, on multi-formats, with tape or on computer equipment for access disk, or large print. available to all.
Blind – sensorily Lack of information in Dropped curbs with Portable satellite impaired the physical environment raised pavements; directional system with about directions. bleeping pelican verbal instructions. crossings.
Deaf – sensorily Lack of access to British Sign Language Everyone learns BSL and impaired communication. interpreter or lip to lip speak. speaker.
Cerebral palsy Lack of access to built Adaptations with ramps, Buildings fully environment with steps lifts and widened doors accessible. and obstacles. and adjustable furniture.
Cerebral palsy Lack of verbal Use a communication aid Thoughts are shown as communication. or an interpreter which words on a device that is speaks for you. still not available.
Down’s Syndrome – Lack of information in Ideas conveyed in simple All information in learning difficulty plain English or Signs. English and symbols or symbols and plain simple Sign Language – English. Makaton. Bullying Peer support group. No bullying.
Autism – learning Too much information Information broken Circle of peers who know difficulty and behaviour and complexity. down into small and how to support the difficulty routine amounts. person. Accepted for who they are.
Dyslexia – specific Too much reliance on Multi-media teaching All information available learning difficulty print-based information. and learning. in audio-visual format. Programme of repetition and reinforcement.
Diabetes – hidden Lack of support for Staff support in testing Time and space to rest impairment controlling blood sugar and injecting insulin and and go at own pace. level. regular food intake.
Depression – mental Lack of understanding of Supportive staff and Acceptance of difference health issues how people are feeling. peers and access to and no bullying. Bullying. counselling/therapy.
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problems that are presented to 10. Analyse imagery in magazines and disabled people by lack of access to on TV. Use this to combat accepted services. images of what is desirable (KS2, Year d. Hold an assembly where the class 5 and above). presents what they did to the rest of the school. 11. Examine the treatment of disabled people throughout history eg the Nazi Bear in mind that The Disability euthanasia programme. (See The Discrimination Act says that by history of attitudes to disabled people.) October 2004, all service providers have to make permanent reasonable 12. Examine the barriers and adjustments to their service so that discrimination in further and higher disabled people can access it and that, education, training and employment, to since October 2000, they are meant to explain the high proportion of disabled have made temporary adjustments. people not working (see A recent poll in Statistics). Discuss the possible 8. Get a large-scale map of the school. solutions that would help increase the Divide it up into sections, allocated to proportion of disabled people in work. small groups, and visit all areas on the map to ascertain whether someone who 13. At KS3 and KS4 it is appropriate to uses a wheelchair could access the discuss sexual relationships and place and take part in activities there. disabled people. Record the outcomes on the map. Now determine what would need to change so the wheelchair user could access and participate fully. Discuss the outcomes and write letters with your findings to the Headteacher and Chair of Governors of the school. Discuss the issues raised by all forms of access to mainstream schools for disabled children. (A good source of information is your school’s Access Plan.)
9. Have a general discussion about the portrayal of disabled people on television and in film. Get the class to list all the portrayals they can think of. Then discuss stereotypes and group the portrayals they have mentioned under the different stereotypes.
Now you are well prepared to look at a particular moving image text in detail. Further activities:
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ACTIVITIES AND LESSON PLANS
SUGGESTED ACTIVITIES
Suggested activities Commercial films - Commercial films - TV representations Suggested activities for: - Bollywood and disability - Richard III - bfi DVD short films and film clips - Whatever Happened to Baby Jane and Wait until Dark In this section you will find educational - Philadelphia activities relating to all the films and - The Phantom of the Opera other moving image media discussed in - Children of a Lesser God the Commercial films, TV - Four Weddings and a Funeral representations, Bollywood and bfi DVD - Shrek of short films and film clips sections of - I am Sam this site. Detailed lesson plans - Hunchback of Notre Dame (available to print out) for selected films - One Flew Over the Cuckoo’s Nest have been tailored to the most relevant - The Men, Coming Home and Born Key Stage (KS2, KS3 and KS4), but can on the Fourth of July readily be adapted for use with other - Forrest Gump age-groups. - My Left Foot - Frida No work on attitudes to disability in moving image media should be Detailed lesson plans for: attempted without laying careful KS2 groundwork. Unless pupils have - Shrek considered and discussed the reasons - Hunchback of Notre Dame for prejudice and discrimination, the work in class will not achieve the KS3/4 desired outcomes. The Lessons to - One Flew Over the Cuckoo’s Nest introduce disability equality in - The Men, Coming Home and Born Introducing disability in class should be on the Fourth of July covered thoroughly before moving on to - Forrest Gump any of the activities relating to - Four Weddings and a Funeral individual moving image texts.
For help with the techniques of teaching with moving image texts, see Teaching with film.
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Activities on Richard III Find out the facts about HIV/AIDS. 1. View and compare the Laurence Why do you think there was/is so Olivier and Ian McKellen versions of much prejudice towards people with Richard III. How are the two films HIV/AIDS? different and how are they similar? 2. How have the filmmakers managed 2. In the McKellen version there is a to make the film show a strong link between Richard’s sympathetic treatment of Andrew? impairments and his evil acts. Make 3. Philadelphia deals with prejudice a list of other films where this towards disabled people, gay people stereotype of the vengeful disabled and black people. How are these person features. discriminations similar and how are 3. How would you reconstruct the they different? character of Richard so his evil acts 4. Look at the scene in the library were not related to him being (32–36” from the start of the film). disabled? Provide scenarios for the What happens that makes Miller main story line (pupils could use the change his mind about taking Write a scene/storyline sheet in Andrew’s case? Student handouts). 5. What camera angles and shots does 4. Do you think the play could still be the director use in this scene to produced without Richard being make it more effective (it might disabled at all? In which case, how help to give pupils the Camera would you do this? shots and moves sheet in the Student handouts). Activities on Whatever 6. In the UK, out of 6.9 million Happened to Baby Jane? disabled adults of working age, only and Wait until Dark 51% are working. Many of those not 1. Show selected clips to illustrate how working would like to work. What do the suspense is built up. you think are the main reasons why 2. Thrillers rely on building up they are not working? suspense with the audience. Often the audience knows more than the Activities on Phantom of characters in the film. Can you find the Opera examples of this in these two films? 1. How is a silent movie different from 3. Can you write the outline of a story today’s films? for a thriller where the disabled 2. How do the filmmakers use sets, character is not the victim, but the light, and the actors to engage the victor (pupils could use the Write a audience? scene/storyline sheet in Student 3. How is the Phantom acted to elicit handouts)? sympathy from the audience? 4. Do an analysis of a still from Wait 4. What elements can you identify in Until Dark from Stills analysis. this film which are still used in suspense or horror movies today to Activities on Philadelphia grab the audience? 1. Some impairments are less 5. What other films can you think of acceptable to society than others. where the disabled character, who
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has been mistreated, seeks revenge understood. Now describe how you or is misunderstood? think deaf people who use Sign 6. Watch The Man Without a Face language might feel in the hearing (1993, Mel Gibson, USA), starring world, where Sign language Mel Gibson. What is similar and translation is not readily available? what is different about this film and 5. How do deaf people access the Phantom of the Opera? cinema? 7. Why do you think people with a 6. Recently (2003), British Sign facial disfigurement are especially language has been made an official badly treated and discriminated Community Language of the United against? Kingdom. There are 70,000 native 8. Write an outline for a film featuring Sign language users in the UK. a disabled character who is abused Why do you think it has taken so and discriminated against and who long to get recognition of Sign turns the tables on his persecutors, language? without using acts of violence. 7. Up until the 1880s, Sign language Pupils could use the Write a was very popular with Queen scene/storyline sheet in Student Victoria and the court, who used it handouts. because one of the princesses was deaf. There were deaf teachers and Activities on Children of a Members of Parliament. In 1881, at Lesser God an International Conference in 1. The filmmakers choose to get Leeds Milan, Sign language was banned as to translate what Sarah Signs to the method of instruction for deaf him. Do you think it would have children. This was part of the been less disruptive to the drama if growing Eugenics movement (see Sarah’s Signing had been subtitled? The history of attitudes to disabled 2. Why do you think the filmmakers people), which saw ‘Sign language- chose not to adopt the sub-title using deaf people’ as a threat to the option? gene pool. What do you think were 3. The film is about the conflict over the main reasons for this move? how deaf children should be 8. Write an outline, with storyboards educated. Find out about the for a film which would show the arguments for and against ‘oralism’ effects of the ban by the Milan – lipreading and speaking – and Conference in 1881 on the using Sign Language as the primary education of profoundly deaf pupils means of communication for deaf in a deaf school. Pupils could use people. Lay out these arguments in the Storyboard sheet in Student a table and then describe which handouts. scenes and characters support these 9. Do an analysis of a still from this different arguments. film from Stills analysis. 4. Play one of the scenes in the film where Sarah is Signing with the volume turned down. Describe how much of what was going on you
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Activities on Four Weddings the same and different from the and a Funeral standard ogre. 1. Watch the film and describe the 4. In the first scene of the film, after characters of Charles and David. the titles, at 3–5” into the film, get How do the filmmakers show the the class to describe the scene and differences in the two brothers’ what happens. Ask them to say how characters? Pupils could use the this is different from what usually Comparing characters sheet in happens in films where the Student handouts. townspeople go after the monster. 2. How did David’s inclusion add to the What does this tell us about how humour of the film? the filmmakers view Shrek? 3. Can you name other films you have 5. Freeze frame (see About teaching seen where disabled characters are with moving image media) the three included in their own right, not for scenes with the fairytale creatures. dramatic effect or as a stereotype? Get the class to identify as many Describe their role in the film. characters and the stories they 4. Remembering that disabled people come from as possible, and describe are at least one in eight of the how they are shown. What do you population, re-write a treatment of think the filmmakers are trying to a scene from a film you know well say about how these characters are to include non-stereotyped disabled usually portrayed? (5–1”; 17–21” characters as an integral and and, at end of the movie: essential part of the plot. Pupils 1’18’’–1’22”.) could use the Write a 6. Talk with the class about how Seven scene/storyline sheet in Student Dwarfs, Three Blind Mice and handouts. witches are usually shown in fairy 5. Should all films automatically be stories, and how impairment is sub-titled and Sign interpreted to used. Think of Hansel and Gretel provide access for deaf people? Give and Rapunzel for witches. Think arguments for and against. about the song ‘Three blind mice’ and the story of Snow White. How Detailed lesson plans for KS3/4 are they shown differently in Shrek? 7. Take one of the classic fairy stories Activities on Shrek that features disabled people and 1. See what information you can glean work out a script outline for an from the video/DVD cover. Pupils animation which would change the could use the Video covers sheet way the audience thinks about in Student handouts. these characters, as has been done 2. Watch the film and storyboard the in Shrek. Pupils could use the Write main scenes. Pupils could use the a scene/storyline sheet in Storyboard sheet in Student Student handouts. handouts. 8. How is Fiona shown as different 3. Read an extract from Jack and the from most princesses in fairy Beanstalk describing the ogre. Get stories? In the scene with Fiona and the class to describe how Shrek is Donkey (58’30”), what does Fiona
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feel and think about changing into Gump and Sam Dawson. List how an ogre? they are similar and how different. 9. In the wedding scene (1’16”), how Which film do you think made the have the filmmakers given an audience more aware of the life of unusual ending to the film? Why do someone with a learning difficulty, you think they did this? and why? 10. Watch the film or some key scenes 7. What changes occurred in Rita as a again. This time, note the songs result of knowing Sam? and music that are used. Describe 8. Lucy gets over her annoyance with the scene and the music used. What Sam for not visiting her. How do the are the filmmakers saying with their filmmakers show this? choice of music? 9. How might someone with learning 11. Shrek is ‘a freak’, as is the talking difficulties be included in a film Donkey. What is the film saying without making fun of them or about people who are different showing them doing unrealistic and whether they should be things? Can you give an outline of included? the plot? Pupils could use the Write 12. Do an analysis of a still from this a scene/storyline sheet in film from Stills analysis. Student handouts.
Detailed lesson plans for KS2. Activities on The Hunchback of Notre Dame Activities on I am Sam 1. See what information you can glean 1. View the movie and have a debate from the video/DVD cover. Pupils about the reasons why Sam should could use the Video covers sheet keep Lucy and reasons why she in Student handouts. should be adopted. 2. After viewing The Hunchback of 2. Look at the scenes of Sam and his Notre Dame, rewrite the film and its friends Ifty, Robert, Joe and Brad. ending so that Quasimodo is no How do they support each other? longer made fun of, and he gets to 3. Describe how you think Lucy felt go off with Esmeralda. about her Dad, Sam, when he came 3. Make a series of storyboards which to her class at school, and at her show your main scenes. Pupils could party. If Sam was your Dad how use the Storyboard sheet in would you feel? Student handouts. 4. What could Social Services have 4. Make a short animation showing done to support Sam more in being your story. a parent? 5. Write a letter to Disney giving your 5. Watch the film, noting down what views on how they show disabled the scene is when each Beatles people in their films. cover song is played. Listen to the 6. Do an analysis of a still from this lyrics. Pick three songs and say why film from Stills analysis. you think the filmmakers chose them. Did it work? Detailed lesson plans for KS2. (See 6. Compare the portrayal of Forrest page 195.)
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Activities on One Flew Over costs of wars, they sometimes have The Cuckoo’s Nest to take place. 1. Read the book and then view the 4. Do an analysis of a still from each of video/DVD. Describe how the these films from Stills analysis. filmmakers have caught the essence of the book in the scenes in the Detailed lesson plans for KS3/4. (See film. page 198.) 2. Shine and A Beautiful Mind have more recently dealt with mental Activities on Forrest Gump health issues. Write a sympathetic 1. Watch the film, over several scenario for a film showing mental sessions if necessary, and health issues for a group of storyboard the main scenes. Pupils teenagers on a field trip. Pupils could use the Storyboard sheet in could use the Write a Student handouts. scene/storyline sheet in Student 2. How do the filmmakers use: handouts. a) flashbacks to tell the story? b) Forrest’s narrative to involve the Detailed lesson plans for KS3/4. (See audience? page 196.) 3. List the main features of Forrest Gump’s character. Activities on The Men, 4. In what ways do the filmmakers let Coming Home and Born on you know Forrest has a learning the Fourth of July difficulty? Is this a realistic portrayal 1. View any one of these films on of a person with learning disabled war veterans (it may be difficulties? Give the reasons for necessary to cut sex scenes in your answer. Coming Home and Born on the 5. Lieutenant Dan becomes physically Fourth of July, depending on the disabled. How does Forrest help him age of the group). Imagine you are come to terms with his impairment? the wounded subject of the film. 6. The filmmakers are taking a satirical Write a diary with entries for every look at recent American history, month over three years, from the using actual documentary of events. time of the injury which caused How do they include Forrest in your impairment. these events? 2. After every war soldiers and civilians 7. Do you think it likely that the events have permanent impairments which in the film could happen to one lead to them being disabled. Write a person? Why do you think the letter to the British Prime Minister filmmakers used a character with or the US President about the learning difficulties as the main consequences of war and why character? diplomacy and negotiation may be a 8. Take two of the following scenes better option. and itemise: 3. Write a letter back to yourself from a) how the filmmakers are the Prime Minister or President portraying Forrest; arguing why, despite the human b) how the events are related to
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this portrayal. Activities on Frida Scenes: 1. Watch selected scenes from Frida • The running scene up to the end which give insights into her life. Get of Forrest being in the college team the class to look at Frida Kahlo’s pictures and discuss what the (15’’–24’’); pictures are conveying. • In Vietnam (37”–44”); 2. How well do you think the • In Washington for the medal filmmakers capture Frida’s ceremony, up to end of the Peace experiences, which drove her to Rally express herself in painting? (59’–1’04”); 3. Look at the clips again. What • The last scene in the film after techniques are used in the film to Jenny has died and Forrest is make the audience see things from looking after Frida’s point of view? young Forrest (2’ 02”–2’ 06”). 4. Do an analysis of a still from this 10. How might someone with learning film from Stills analysis. difficulties be included in a film without making fun of them or showing them doing unrealistic things? Can you give an outline of the plot? Pupils could use the Write a scene/storyline sheet in Student handouts. 11. Do an analysis of a still from this film from Stills analysis.
Detailed lesson plans for KS3/4. (See page 200.)
Activities on My Left Foot 1. Watch extracts from the film and read extracts of Christy Brown’s life story, My Left Foot. How are they different and how similar? 2. Why do you think the filmmakers made the changes they did? 3. Which is more successful at conveying Christie’s life, and why? 4. Do an analysis of two stills from this film from Stills analysis.
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ACTIVITIES AND LESSON PLANS
TELEVISION REPRESENTATIONS
Television representations Bollywood and disability
Activities Activities on 1. Get hold of the TV Times or Radio Kandukondain, Times and look through them for Kandukondain the number of programmes on, and 1. In Indian cinema it is essential to amount of time allocated to, have a big song and dance number disabled people or programmes every 15–20 minutes. These are which include disabled people. Keep flights of fantasy of the different a tally for the five terrestrial main characters. Having watched channels. Work out the percentage the film, Kandukondain, of broadcast time which includes Kandukondain, describe these programmes with a disability theme scenes and say how you think they for each day and construct a bar develop the drama. chart. 2. How does Saumya change her 2. Do the same activity by keeping a attitude to Major Bala, who is diary of all the TV you watch in a disabled? How is this shown in the week. film? 3. Have a discussion in the class about 3. Analyse the characters of Major Bala whether you think the level of and Srikanth. Pupils could use the representation of disabled people is Comparing characters sheet in fair, and what the reasons might be Student handouts. for the current situation. 4. How are the differences in the two 4. Think of your favourite TV ‘soap’ suitors’ characters shown in the and write a storyline which would film? include a disabled character over six 5. How do you think the ending of weeks. Make sure you include how Kandukondain, Kandukondain is they will interact with the regular different to most films which feature characters. Pupils could use the disabled people? Write a scene/storyline sheet in 6. The story of this film is based Student handouts. loosely on Jane Austen’s Sense and 5. Find out how deaf people’s needs Sensibility. How is it similar and are met on TV and report on it. how different? 7. Do an analysis of a still from this film from Stills analysis.
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ACTIVITIES AND LESSON PLANS
DVD CLIPS SUGGESTED ACTIVITIES
Activities on Better or originally meant (see Word power Worse? in Student handouts and Origins of 1. How have the filmmakers used the offensive words associated with camera to convey that Rachel has a disability). visual impairment? 6. Write down three of the things you 2. Why do the filmmakers keep cutting like doing best. Then describe how back to the eye test? you would do them differently if you 3. How do the filmmakers show how were the cousin. Rachel feels about having a visual 7. Watch the film with the soundtrack impairment? turned down. Then watch it again, 4. What are the filmmakers telling us with the soundtrack. List what the about Luke? soundtrack adds to the animation. 5. Think of other ways of showing 8. The script was a very important part visual impairment with the camera of this film. Listen to the soundtrack and write an outline for a three- on its own (cover up the screen, or minute documentary. Children could turn it away from pupils). Describe use the Write a scene/storyline how the script gives a unique feel to sheet in Student handouts. the film. Analyse the language used. How is irony established? Detailed lesson plans for KS2. (See 9. Think of someone in your family, or page 206.) whom you know, or in a book, who is disabled and think of a way you Activities on Cousin might make an animation about 1. Show the class the animation them. Do a storyboard of six without prior discussion. Get first scenes. Children could use the reactions. Storyboard sheet in Student 2. Show it again and get them to list handouts. how the cousin is like other children 10. Look at the bullying scene. In and how he is different. groups, work out other ways this 3. View the video, stopping after each scene might have played out. scene. Allow enough time for pupils Develop role-plays in groups and to storyboard each scene. Children show them to the rest of the class. could use the Storyboard sheet in Then discuss bullying and what you Student handouts. need to do when it happens. 4. Get pupils to make a list of the things that were used in the Detailed lesson plans for KS2. (See animation. page 209.) 5. Talk about ‘spazzo’ or ‘spazzie’ and other disabilist name-calling. Make a Activities on Arko Ujyalo list of words used to describe 1. Ask the class to list ways Nandalal disabled people with the class. Go adapts the way he does things through them and circle any that because he is blind, and the ways they think might not be offensive. other people in the community Look at the history of where these adapt to help Nandalal. words come from and what they 2. Ask the children to imagine how
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they might need to do things themselves. Discuss how the men differently in their own families if communicate in ways other than someone’s needs changed. using speech. 3. Choose one daily task or activity 4. Research the history of British Sign and write a set of instructions for Language and its recognition as an how to do it, including precise official community language. directions and guidance. Try out the 5. Think about how sound and silence instructions with a partner. Discuss are used in the extracts. how easy or difficult tasks were to 6. Watch different types of TV carry out. programme without sound. How 4. Discuss how Nandalal copes with his much can you understand without day at school. Children imagine they it? Include watching a programme are Nandalal and audio record a with subtitles and an extract from diary entry of one activity or a day BBC 2 news with Signing. at school, describing what they have 7. Get children to note down as many done. of the environments as possible in 5. Watch the opening sequence of Arko the film, eg: flat, pub, street. Ask Ujyalo and discuss what life is like them to decide what they think the for Nandalal’s family. How do they barriers to disabled people are in make their living and carry out daily each place. How many of them tasks, such as cooking and would still be barriers today? Ask washing? for suggestions of adjustments that 6. Watch the film to find out how could be made to make places and Nandalal became blind. Discuss how activities more accessible. the children think this could have been prevented. Detailed lesson plans for KS2. (See 7. Research organisations that are page 215.) working towards healthy living in other countries and trying to Activities on Alison’s Baby prevent diseases. 1. Run the extract on the DVD through for the class without prior discussion Detailed lesson plans for KS2. (See and get first reactions. page 212.) 2. Ask pupils to draw up a list of adjustments that Alison makes to Activities on Together get on with her life. 1. Ask pupils to identify moments in 3. How do the filmmakers get us to the film when people showed understand Alison’s point of view? prejudice towards the two deaf 4. Make a list of all the things you men. have done using your hands and 2. Ask pupils to suggest what the two arms since you got up this morning. women in the doorway were saying For three of them, say how you as they watched the two men. Write might do them if you had no arms. a dialogue. 5. In the past, Social Services might 3. Watch the clip where the two deaf well have argued that Alison’s baby men are communicating between should be taken into care. Appoint
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two teams who have to make 3. Keep a watch on advertisements on arguments for or against Alison your TV for a week. Write down any keeping her baby. The rest of the that include or feature disabled class has to be the Jury and have a people. Bring your records in the discussion, make a decision and following week and discuss your give their reason. findings. 6. In groups, make a list of the 4. Get a pile of magazines with support and adjustments that you advertisements in them. Also bring think will need to be made so Alison in photocopied pictures of disabled will be able to care for her baby. people doing active things. Get the class to choose an advertisement Detailed lesson plans for KS3. (See and then to cut out disabled people page 218.) and collage them into the advertisement. Make a display or Activities on Blind share the work with the rest of the Sensation school at an assembly. 1. View the film and ask the class what 5. Look at the third advertisement, they think the filmmakers are trying ‘Getting served’. Think of other to say about the experience of situations where forms of Sign being blind? language are used eg at horse 2. Describe what is being shown by the racing courses. camera in the first minute of the 6. Think of another everyday situation film. What techniques are being where a disabled person is doing used to suggest visual impairment? their job and this challenges 3. Listen to the soundtrack. What does people’s prejudices. Write a script the female voice mean by what she for a 45-second advert to show this. is saying? Pupils could use the Write a 4. What does the male voice mean by scene/storyline sheet in the what he is saying? Student handouts. 5. List the aids and adjustments for 7. Many disabled people don’t like the blind people that are shown in the slogan, ‘See the person, not the film? disability’. Can you think what might be wrong with it, from their point of Detailed lesson plans for KS3. (See view? (See the notes, below.) page 221.) Many disabled people, especially Activities on See the those who support the social model Person, Not the Disability (see ‘Medical model’ v. ‘social 1. In the first advertisement about the model’) of disability, are highly woman with roses, how is the critical of this slogan. They believe filmmaker challenging our that what it should actually say is, perceptions of disability? ‘See the person, not their 2. Why do the disabled people like the impairment’. Disabled people want Coca Cola advertisement? Why does the general public to become much it work as an advertisement? more aware of what disables them.
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In the case of this advertisement, and c)? the girl and the younger barman 3. What do you think is the would probably normally have been filmmaker’s view of the nature of disabled by how few people can use depression? or understand British Sign 4. Depression is the most common Language; a wheelchair-user is form of mental health issue. It is often disabled by architectural estimated by Young Mind that 20% barriers, such as stairs or lack of of young people will, by the time lifts; or someone with learning they are 15, experience a major difficulties can be disabled by lack bout of mental distress. What sort of signs and messages in simple of things might trigger off language. depression in young people? 5. Write down the words from on the The film has a strong message that screen as a poem. Now compose a sometimes doing things in a poem about something that has different way because of an made you really angry. impairment can be helpful – 6. What would you put in a short film lipreading and communicating by to convey what made you angry. British Sign Language is an How might you feel and what would advantage in a very noisy you want to do about it? environment. 7. Listen to the music only (cover the screen or turn it away), noting down Disabled people want the the different tempos and styles. Government and the population to What does the music convey that stop confusing impairment with words and visuals cannot? disability, which results frompeople’s 8. What do you think is meant by: attitudes, policies and practices, and a) the Churchill quote; environments which discriminate b) the Dodie Smith quote? against disabled people. 9. What is the purpose of such quotes and why do you think they were placed at the beginning and end of Detailed lesson plans for KS3/4. (See the film? page 223.) Detailed lesson plans for KS4. (See Activities on Black Dog page 226.)
1. Watch the film right through, then Activities on Rhythm of play it again, pausing after each 15 Survival seconds and getting pupils to describe: 1. Watch the clip and make a list of the a) the visuals; activities that members of Hackney b) the music; Core Arts are undertaking. c) the words. 2. Watch the film again and list the 2. What is the filmmaker conveying to ways the participants are similar and the viewer by the choices of a), b) different to people without mental
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health issues. 4. Afterwards, give out the Disabling 3. Using the information from Mind newspaper headlines sheet in (Mental distress in the UK in Student handouts, showing some Statistics), discuss different forms of examples of press headlines which mental health issues and the proportion use negative language about of people affected. From the data, get disabled people. You may find other the class to develop a graphic good examples in your local representation of the proportion of the newspaper. Ask pupils to rewrite the population with mental health issues. headlines using positive language. 4. The ethos at Core Arts is to let 5. Get pupils to make posters to be people participate as much or as little put up around school with strong as they want to. Why do you think this messages about including disabled is a useful approach for mental health people. system users, or survivors. 6. Get pupils to watch local and 5. Why do you think people who have national TV news for a week and had mental health issues call keep a diary of the number of themselves mental health system mentions of disabled people or survivors? disability, and whether they think 6. Get a video/DVD of One Flew Over they were positive or negative. the Cuckoo’s Nest and show a couple of Remind them that at least nine clips to the class: million people in the UK are a) the group therapy session; disabled, that’s at least one in eight b) the coach and boat outing. of the population. Then graph the Then have a discussion about mental number of mentions. Discuss the health hospitals and whether these are findings. Have another look at the the best places for people with mental film and then get the pupils to write health issues. What are the alternatives? letters to the editors of these news programmes. Activities on Tell it 7. View what like it is a) Mandy Colleran; 1. Video the beginning of the Channel b) John Quinn; 4 news and show it to the class c) David Crawl; after viewing this film. How is it the do and say in the film. Say how same as the beginning of the film, their lives are different from your and how different? expectations of them when you first 2. Why do you think disabled people saw them. find words like ‘cripple’, 8. Watch the two clips of ‘handicapped’, ‘brave’, ‘tragic’ Francesca Martinez on the film. offensive when used to describe Write down her jokes. Analyse them in the newspapers? what Francesca is doing with the 3. Give out copies of the Word power audience’s assumptions. See if you sheet in Student handouts and get can write a gag or joke that does pupils to decide whether the the same thing. language is positive, negative or Detailed lesson plans for KS4. neutral. (See page 228.)
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Activities on The 5. Why do you think Brit does not want Chapeau Roan to dance, and why does he then 1. Watch the film. What do you think enjoy it in the end? the filmmakers are trying to show? 6. People with brittle bones don’t grow 2. Write a description of the character very much physically which is why of the man pushing the wheelchair. Firdaus could play Brit at eight (first 3. Write a description of the character scene) and at 18 (second scene). of the woman wheelchair user. Why do you think he called his book Pupils could use the Character Trying to Grow? comparison sheet in Student 7. Do an analysis of a still from this handouts. film from Stills analysis. 4. Disabled people have a lot of problems with their personal Detailed lesson plans for KS4. (See assistants assuming they know what page 231.) is best for those they serve. Write a speech for the woman in the Activities on A is for wheelchair, telling her personal Autism assistant how to behave and treat 1. Watch the film. Try to describe her. autism from what was said in the film. Detailed lesson plans for KS4. (See 2. Describe how the filmmakers have page 229.) used the pictures to create an impression of autism as a condition. Activities on The Sixth 3. One contributor tells how at school Happiness no-one wanted to play with him 1.The first clip shows the attitude of because he was different, as he the Doctor, Mother and Father to used to flap his arm. Do you think it Brit being born with an impairment. is fair not to include some children Make a list of what happens in the because they are different? What scene to give you an understanding are the things you might do to of their different attitudes towards include them in your games? Brit. 2. From the birth scene, the film cuts Activities on Raspberry to Brit at an indeterminate age Ripple Awards talking to camera about his mother 1. Having watched the extract from the and himself. What makes this a very awards, have a discussion with the effective way of telling the story? class about the point of such award 3. Brit’s parents, especially his Father, ceremonies and whether they could are very keen to try all possible have any adverse consequences. cures. How is this behaviour made 2. Use the definitions in ‘Medical humorous and therefore shown up model’ v. ‘social model’ to have a for the sham it is in the film clip? discussion about who are disabled 4. In the second scene, how are the people? Get the class to list disabled two women relating to Brit and how people they know. Then get the does the girl relate to Brit? class to list what they like and
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dislike about these people. It should health issues today has arisen? emerge that their personalities are 7. ‘Soap’ watch – look at all the TV not dependent on their impairment. ‘soaps’ in a particular week. The Yet this is the most usual way Broadcasting Standards Council did disabled people are shown in the an annual survey for four years in media. the 1990s and found only between 3. The Awards are for the categories: 1–2% of broadcast time features TV Drama, Light Entertainment and disabled people or disability issues Documentary, Film, Radio, Theatre on terrestrial channels. and Advertising. Run through the Remembering that at least one in common stereotypes of disabled eight of the UK population is people and whether the class can disabled, count the number of think of other examples. characters who appear and how 4. Homework activity: Ask the class to many are disabled people. Graph watch TV for the next week and the data and then have a discussion note down any portrayals of in class. disabled people. Get them to say if 8. Write a letter to the producer of the portrayal was positive or your favourite TV ‘soap’, presenting negative and whether it involved the arguments about why they stereotypes. Have a further should include disabled people in discussion the following week. This their programmes. activity can be expanded into a 9. Look at the extract from the more prolonged media watch. Raspberry Ripple Awards and 5. Write a play with disabled and non- identify the ways in which the disabled characters, in which the programme makers tried to make it disabled characters are not different from most award stereotyped. It might be useful to ceremonies. What do you think give out and discuss the guidance in were the reasons for this? Did this ‘Medical model’ v. ‘social model’ on programme help you re-think your non-stereotyped portrayal. ideas? 6. The episode of Holding on featured an unprovoked attack by a Activities on The Egg character with severe mental 1. Watch the film. What is the main distress on a girl in a phone box. It point about disabled people the was nominated for a ‘worst filmmakers are trying to get across? portrayal’ award for supporting the 2. Watch the film again. Write a myth that all people with mental character analysis of: health issues are violent. Is this a) the man; true? The Home Office points out b) the waitress; that there are fewer murders and c) the chef. violent attacks committed by people Pupils could use the Comparing with mental health issues today characters sheet in Student than 40 years ago. Discuss how the handouts. myth that more violence is 3. What role did the man play in the perpetrated by people with mental life of the chef and the waitress?
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4. How does the film challenge our characters would you put together, assumptions? and what would happen to them? 5. Rule a line down the middle of a Students could use the Write a piece of paper. Label one side scene/storyline sheet from ‘barriers’ and the other ‘solutions’. Student handouts. Make a list of all the barriers there 2. Eden tells a story with Sign may be for a man with physical language. How does the film give impairments, such as the man in this dramatic effect using the this film, being included: landscape? a) in the film; 3. Discrimination against people b) in the environment generally. because of their age is as Next to the barriers write possible widespread as discrimination against solutions. disabled people. As people get older, 6. Do you think it is attitudes and the they tend to acquire impairments environment which disable people or and become disabled. 80% of their impairments? Discuss. people have impairments by the 7. Write the script for a similar short time they are in their eighties. How play in which the disabled character does the filmmaker tackle these challenges the audience’s twin prejudices in the film? assumptions about them. Students 4. This film also contains elements that could use the Write a are like a home movie. Make a list scene/storyline sheet from of the ways in which it is more like Student handouts. a home movie than a mainstream 8. In the past, people with cerebral film? palsy who had a communication 5. Do an analysis of a still from this difficulty, like the man in this film, film from Stills analysis. were locked away in mental handicap hospitals for the whole of their lives. The book and film, Skallagrigg, tell one such story. Write a secret diary about your experiences and how you would feel if this had happened to you.
Activities on Gallivant 1. The road movie is an established genre. Whether it’s Thelma and Louise or Easy Rider, the plot unfolds as the main characters are on a journey. Here, the journeying characters are revealed to the audience in a whole range of situations. If you were going to develop a road movie, which three well-known people or literary
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ACTIVITIES AND LESSON PLANS
STUDENT HANDOUTS
1 Camera Shots and Moves
2 Storyboard
3 Comparing Characters
4 Film Review
5 Video/DVD Covers
6 Write a scene / storyline
7 Disabling newspaper headlines
8 Word Power (Cut in half before giving out. Give top half out then when answered the bottom half).
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www.bfi.org.uk/disabling imagery
Camera shots and Name......
moves Date......
Extreme close-up Close-up
Medium shot Long shot
Pan (side to side)
Tilt (up and down)
Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION 35200_Disability Guide 11/7/06 1:33 pm Page 125
www.bfi.org.uk/disabling imagery
Storyboard Name......
Date......
Use this sheet to record the scenes in a film you watch, or to create a sequence of images for a film of your own.
Title Director Sheet no. Shot. Picture Type of shot Sound/dialogue no and duration
Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION 35200_Disability Guide 11/7/06 1:33 pm Page 126
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Comparing characters Name......
Date......
Use this chart to describe characters in a film, or compare two characters:
Name of character? Name of character?
Age? Age? Male or female? Male or female? Role in the film? Role in the film?
Things you hear or see in the film that Things you hear or see in the film that tell you more about this character? tell you more about this character?
Summary of character’s qualities: Summary of character’s qualities:
Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION 35200_Disability Guide 11/7/06 1:33 pm Page 127
www.bfi.org.uk/disabling imagery
Film review Name......
Date......
Write a review of the film you have seen for your friends to read. Try to give the main characters and highlights and your response to them.
Title of film: Setting:
Main characters:
The film is about:
The best part of the film:
The least good part of the film:
To whom would you recommend the film (what kind of person would like it?)
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www.bfi.org.uk/disabling imagery
Video covers Name......
Date......
Look carefully at the back, front and spine of the video cover:
What is the title of the film?...... When was it made? ...... (You might find this date after a © symbol.) Which company distributes it?...... How long is it? (What is its running time?)......
You will usually find ‘U’, ‘PG’, 12, 12a or 15 on the cover. Which one can you find? What does it mean?......
Does the name of the director appear on the cover?...... Who is it?...... Have you heard of him or her?......
Does the name of the writer appear on the cover?...... Who is it?...... Have you heard of him or her?......
Do the names of the main actors appear on the cover?...... Who are they?...... Have you heard of them?......
What picture is on the cover?...... What does this suggest to you about the film?...... Is there a description of the film on the cover?...... Who are the main characters in the film?...... Write in one sentence what you think the film is about after reading the review or description......
What other information is on the cover?......
Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION 35200_Disability Guide 11/7/06 1:33 pm Page 129
www.bfi.org.uk/disabling imagery
Write a scene/storyline Name......
Date......
Film title
Genre (animation, comedy, thriller etc)
Main characters
Setting
Story/Action
Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION 35200_Disability Guide 11/7/06 1:33 pm Page 130
www.bfi.org.uk/disabling imagery Disabling newspaper headlines Although, in 1988, the National Union of eternally grateful, abnormal, sufferer, searching for Journalists issued guidance on how to write and a cure, asexual. not write about disabled people as part of its Below are some headlines found in newspapers. Campaign for Real People, negative portrayal • What stereotypes can you identify in these persists. The guidance argued that stereotypes of headlines? disabled people are insulting and identified the • Get your local paper and find examples. most common stereotypes used to describe • Write to the editor complaining about the use disabled people: courageous, brave, pitiable, of stereotypes. pathetic, helpless, tragic victim, recipient of charity, AA TESTTEST OFOF Love letter THE BEST QUEEN’S sorrow for COURAGE disabled OF BRITISH COURAGE COUSIN romeo Phil Mum with no legs LOCKED London Paper Phil fights deafness to has real drive Manchester IN MAD HOUSE lead chess challenge Evening News Haringey Weekly Herald 40 year nightmare for abandoned Kate Wheelchair Victim Granny on air. Sun 1987 She’s blind and 27 YEARS Robbed of PensionDaily Mirror deaf but button- up ‘Em’ sure FREEDOM FOR KATHIE OF HELL – ain’t dumb Special van gives sclerosis Woolwhich and and he’s still sufferer her independence Charlton Mercury Bury Newspaper September 1990 SMILING Heartless idiots laughed at his knobbly face …and webbed YOUYOU SPASTICSSPASTICS feet and hands Star Sunday Sport Shock taunt as Anne’s children face newsmen Computer project aims The Sun 1987 …THANKS TO THE to mobilise disabled in POLICE DEPENDANTS’ their thousands. IT MS victim gives TRUST IT DIDN’T opens up bright new CRIPPLE THE FAMILY future for Penny. Daily Mail incredible lead Solicitors Journal Middleton Guardian 4th July 1996 Ban at club is Heartbreak story of mother’s 23 year struggle – lifted for deaf “I loved my tragic sons so SCANDALmute Andy much I had to kill them” Sheffield Star of how parents were forced to The Sun take tragic victim elsewhere for operations. “Why should I hide away?” Top hospital refused to The story of Vicky Lucas (Facially Disfigured) treat Down’s children The Guardian Daily Mirror Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION 35200_Disability Guide 11/7/06 1:33 pm Page 131
www.bfi.org.uk/disabling imagery Word power
The issue of language about disablement and disabled people is important. Much of the language we use is fossilised in past ideas and attitudes towards disabled people. When in doubt about whether a term is acceptable, ask disabled people.
Positive/negative/neutral Look at the following words and phrases and indicate whether they imply a positive, negative or neutral image.
Wheelchair-bound positive / neutral / negative The disabled positive / neutral / negative People with disabilities positive / neutral / negative Disabled person positive / neutral / negative Deaf people positive / neutral / negative Crippled positive / neutral / negative Invalid positive / neutral / negative Person with cerebral palsy positive / neutral / negative Spastic positive / neutral/ negative People with learning difficulties positive / neutral / negative Mentally handicapped positive / neutral / negative Handicapped positive / neutral / negative The blind positive / neutral / negative Blind people positive / neutral / negative Mongoloid positive / neutral / negative Person with Down’s Syndrome positive / neutral / negative Mental positive / neutral / negative Mentally distressed positive / neutral / negative
The language disabled people use
AVOID / OFFENSIVE USE / PREFERRED AVOID / OFFENSIVE USE / PREFERRED Victim of Person who has Deaf mute Hearing impaired Person with Mongol Someone with Down’s Person who experience Syndrome or Learning Crippled by Disabled person difficulty Person who has Mental handicap Learning difficulty Person with Retard/ idiot /imbecile / Person with learning Sufferer Person who has feeble-minded difficulty Suffering from Person with Mute /dumb /dummy Speech difficulty Afflicted Person who has Mad/crazy /insane Mental Health System Afflicted by Person with user/Mental health Wheelchair-bound Wheelchair user survivor Invalid Disabled person Mentally ill Mental Health Handicap Disability/impairment survivor or system Handicapped person Disabled person user Disability Condition/impairment Stupid/foolish/ Mentally disabled Spastic Someone with thoughtless person cerebral palsy Dwarf/midget Short person/short The disabled Disabled people stature The blind Blind person Deformed Disfigured Visually impaired Congenitally impaired The deaf Deaf people Impaired from birth Deaf and dumb Deaf or deafened Disabled toilet Accessible toilet
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ACTIVITIES AND LESSON PLANS
STILLS ANALYSIS
1 Kandukondain Kandukondain
2 Gallivant
3 Wait Until Dark ( 2 pictures)
4 Born on the Fourth of July
5 The Men
6 Forrest Gump
7 Hunchback of Notre Dame (1939)
8 The Elephant Man
9 Children of a Lesser God
10 Shrek
11 Frida
12 Scent of a Woman
13 My Left Foot
14 Coming Home
15 Sixth Happiness
Also available to download as PDF’s from Stills Analysis on website www.bfi.org.uk/disablingimagery
Disabling Imagery? 132 35200_Disability Guide11/7/061:33pmPage133
www.bfi.org.uk/disabling imagery Kandukondain Kandukondain (1999, written/directed by Rajiv Manon, India) Also available to download as PDF’s from Stills Analysis on website www.bfi.org.uk/disablingimagery www.bfi.org.uk/disablingimagery website on Analysis Stills from PDF’s as download to available Also
Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION Gallivant UK) Kotting, Andrew (1996, www.bfi.org.uk/disabling imagery www.bfi.org.uk/disabling Also available to download as PDF’s from Stills Analysis on website www.bfi.org.uk/disablingimagery Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION 35200_Disability Guide 11/7/06 1:33 pm Page 134 Page pm 1:33 11/7/06 Guide 35200_Disability 35200_Disability Guide 11/7/06 1:33 pm Page 135
www.bfi.org.uk/disabling imagery Wait Until Dark (1967, Terence Young, USA) Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION
Also available to download as PDF’s from Stills Analysis on website www.bfi.org.uk/disablingimagery Stone, USA) Stone, (1989, Oliver (1989, Born on the Fourth of July on the Fourth Born www.bfi.org.uk/disabling imagery www.bfi.org.uk/disabling Also available to download as PDF’s from Stills Analysis on website www.bfi.org.uk/disablingimagery Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION 35200_Disability Guide 11/7/06 1:33 pm Page 136 Page pm 1:33 11/7/06 Guide 35200_Disability (1950, Fred Zinnemann, USA) Fred Zinnemann, (1950, The Men www.bfi.org.uk/disabling imagery www.bfi.org.uk/disabling Also available to download as PDF’s from Stills Analysis on website www.bfi.org.uk/disablingimagery Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION 35200_Disability Guide 11/7/06 1:33 pm Page 137 Page pm 1:33 11/7/06 Guide 35200_Disability www.bfi.org.uk/disabling imagery Forrest Gump (1994, Robert Zemeckis, USA) Also available to download as PDF’s from Stills Analysis on website www.bfi.org.uk/disablingimagery Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION 35200_Disability Guide 11/7/06 1:33 pm Page 138 Page pm 1:33 11/7/06 Guide 35200_Disability (1939, William Dieterle, USA) William Dieterle, (1939, The Hunchback of Notre Dame of Notre Dame The Hunchback www.bfi.org.uk/disabling imagery www.bfi.org.uk/disabling Also available to download as PDF’s from Stills Analysis on website www.bfi.org.uk/disablingimagery Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION 35200_Disability Guide 11/7/06 1:33 pm Page 139 Page pm 1:33 11/7/06 Guide 35200_Disability 35200_Disability Guide 11/7/06 1:33 pm Page 140
www.bfi.org.uk/disabling imagery The Elephant Man (1980, David Lynch, UK) Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION
Also available to download as PDF’s from Stills Analysis on website www.bfi.org.uk/disablingimagery www.bfi.org.uk/disabling imagery Children of a Lesser God (1986, Randa Haines, USA) Also available to download as PDF’s from Stills Analysis on website www.bfi.org.uk/disablingimagery Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION 35200_Disability Guide 11/7/06 1:33 pm Page 141 Page pm 1:33 11/7/06 Guide 35200_Disability www.bfi.org.uk/disabling imagery Shrek (2001, Andrew Adamson/Vicky Jenson, USA) Also available to download as PDF’s from Stills Analysis on website www.bfi.org.uk/disablingimagery Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION 35200_Disability Guide 11/7/06 1:33 pm Page 142 Page pm 1:33 11/7/06 Guide 35200_Disability www.bfi.org.uk/disabling imagery Frida (2002, Julie Taymor, USA/Canada) Also available to download as PDF’s from Stills Analysis on website www.bfi.org.uk/disablingimagery Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION 35200_Disability Guide 11/7/06 1:33 pm Page 143 Page pm 1:33 11/7/06 Guide 35200_Disability 35200_Disability Guide 11/7/06 1:33 pm Page 144
www.bfi.org.uk/disabling imagery Scent of a Woman (1992, Martin Brest, USA) Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION
Also available to download as PDF’s from Stills Analysis on website www.bfi.org.uk/disablingimagery My left Foot (1989, Jim Sheridan, UK) Jim Sheridan, Foot (1989, My left www.bfi.org.uk/disabling imagery www.bfi.org.uk/disabling Also available to download as PDF’s from Stills Analysis on website www.bfi.org.uk/disablingimagery Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION 35200_Disability Guide 11/7/06 1:33 pm Page 145 Page pm 1:33 11/7/06 Guide 35200_Disability www.bfi.org.uk/disabling imagery Coming Home (1978, Hal Ashby, USA) Also available to download as PDF’s from Stills Analysis on website www.bfi.org.uk/disablingimagery Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION 35200_Disability Guide 11/7/06 1:33 pm Page 146 Page pm 1:33 11/7/06 Guide 35200_Disability www.bfi.org.uk/disabling imagery Sixth Happiness (1997, Waris Hussein, UK) Also available to download as PDF’s from Stills Analysis on website www.bfi.org.uk/disablingimagery Disabling Imagery? © BRITISH FILM INSTITUTE/DISABILITY EQUALITY IN EDUCATION 35200_Disability Guide 11/7/06 1:33 pm Page 147 Page pm 1:33 11/7/06 Guide 35200_Disability 35200_Disability Guide 11/7/06 1:33 pm Page 148
FURTHER RESOURCES
6 FURTHER RESOURCES
This section lists books and websites on P. Darke (2003) White Sticks, Wheels and disability and film and disability and Crutches: Disability and the Moving Image education, useful organisations, more films British Film Institute, London that address disability issues, glossaries and statistics, and a page for feedback. A. Enns and C.R. Smit (Eds.) (2001) Screening Disability: Essays on Cinema and Disability, FURTHER READING University Press of America, Lanham
Descriptions in bold type after titles tell you the A. Gartner, and T. Joe (Eds.) (1987) Images of main subject matter of the publication. the Disabled, Disabling Images, Praeger, New York 1 Disability and film M.F. Norden (1994) The Cinema of Isolation: A History of Physical Disability in the Movies, C. Barnes (1992) Disabling Imagery and the Rutgers University Press, New Jersey Media, BCODP Derby and Ryburn Publishing, Halifax A. Pointon (1997) Framed: Interrogating Disability in the Media, British Film Institute, M. Blake (1995) The Man Behind a Thousand London Faces, The Vestal Press, London
J.S. Schuchman (1988) Hollywood Speaks: British Film Institute (2002) Reading Films: Key Deafness and the Film Entertainment Industry, Concepts for Analysing Film and Television, Ed. University of Illinois Press, Chicago Wendy Earle, bfi,London.
O. Stuart (1993) Double Oppression in Disabling British Film Institute (2002) Representation, Barriers: Enabling Society, Ed. Swain et al, Realism and Fantasy: Key Concepts for Sage, London Analysing Film, Ed. Wendy Earle, bfi,London. Racism and disabilism
M. Burleigh (1994) Death and Deliverance: 2 Useful Websites Euthanasia in Germany 1900–1945 Cambridge University Press. (Ch. 6 Selling Murder: the http://website.lineone.net/~starfive/DisFamous. killing films of the Third Reich) htm Famous disabled people http://www.allmovie.com/ The All Movie M. Corker and T. Shakespeare (2002), Guide Postmodernity: Embodying Disability Theory http://www.disabilityfilms.co.uk/index.html Continuum, London. Disability Films involving disability (2500 by type of impairment) G. Cumberbatch and R. Negrine (1992) Images http://www.disabilitystudies.com/film_theory.ht of Disability on Television, Routledge, London. m Disability and Film Theory (US) Further resources to support inclusion and http://www.leeds.ac.uk/disability- understanding disability: a bibliography. studies/archiveuk/Sutherland/CHAPTER6.pdf P. Darke (1998) Understanding Cinematic Disability stereotypes Representation of Disability in The Disability http://www.disabilityhistory.org/dwa/edge/curric Reader: Social Science Perspectives. Edited by ulum/index.htm Education for disability and Tom Shakespeare, Cassell, London
Disabling Imagery? 148 35200_Disability Guide 11/7/06 1:33 pm Page 149
FURTHER RESOURCES
gender equality (for American high school impairments – and how Afasic can help. students) Offers a detailed analysis of various http://condor.depaul.edu/~mwilson/multicult/be aspects of inclusive practice in schools. ckpap.html Invisible Women: stereotypes about physical disability Alliance for Inclusive Education (2000) The http://www.disabilityhistory.org/ Disability Inclusion Assistant. ALLFIE. www.Allfie.org.uk social history project A video and report of the views of eleven http://www.diseed.org.uk Disability Equality young people with high levels of support and the Media Training and Training for needs. Disability Equality in schools and colleges http://www.disabilitymuseum.org/ Disability P. Anderson (1999) Learning and Inclusion: The History Museum (US) Cleves School Experience, David Fulton http://www.npr.org/programs/disability/intr_pre Publishers. An account of changing teaching .html Beyond Affliction: The Disability and learning for inclusion, written by staff History Project (US) and pupils of the school. http://www.ldaf.net/Dail.html Disability Arts in London Archive P. Anderson and Highfields Junior School, http://www.employers- Plymouth (2002) Changing Our School: forum.co.uk/www/guests/bdn/manifesto/filmcou Promoting Positive Behaviour. Plymouth: Acorn. ncil.html Employers’ Forum on Disability in How a school transformed itself and the Film behaviour of its pupils through inclusive http://theoryandscience.icaap.org/content/vol00 methods. 2.002/lopezlevers.html Representation of Psychiatric Disability in 50 years of Autism Working Group (2002) Guidance for Hollywood Film schools and Local Education Authorities on making effective provision for children with 3 Disability and education autistic spectrum disorders. Department for Education and Skills. Guidance for health and ACCAC (The Qualifications Curriculum and education professionals to help identify Assessment Authority for Wales) (2000) A children with autism and provide the best structure for success: guidance on the National standards of support in schools. Curriculum and autistic spectrum disorders. ACCAC Publications. Looks at key issues for J. Barnard, S. Broach, D. Potter, and A. Prior managing learning in pupils with autism (2002) Autism in schools: crisis or challenge? spectrum disorders, curriculum planning National Autistic Society (NAS). Report on and access to the National Curriculum. children with autism spectrum disorders in schools in the UK, and levels of training Afasic Lost For Words, free from Afasic, 2nd and support available. Policy and practice Floor, 50-52 Great Sutton Street, London EC1V recommendations. 0DJ. Introduces speech and language NAS website: impairments – and how Afasic can help. http://www.nas.org.uk/policy/campaign/ www.afasic.org.uk index.html M. Ainscow (1999) Understanding the Hard copy: NAS Information Centre: 020 7903 Development of Inclusive Schools, Falmer Press. 3599 or [email protected] Introduces speech and language
Disabling Imagery? 149 35200_Disability Guide 11/7/06 1:33 pm Page 150
FURTHER RESOURCES
C. Barnes (1991) Disabled People in Britain and Shows development of inclusive practice. Discrimination. Hurst. General position of disabled people. M. Cole (2000) Education Equality and Human Chapters on education and history. Rights. Routledge. Covers gender, race, sexuality, disability Birmingham City Council Department (1999) and social class. Chapters on history and Inclusion: Making a Difference. inclusion by R. Rieser. Available from BASS, Martineau Centre, Balden Road, Harborne, Birmingham B32 2EH. Tel: I. Cole-Hamilton and D. Vale (2000) Shaping 0121 303 8080. Price £25.00. Shows positive the future: the experiences of blind and experiences of inclusion, and school and partially-sighted children and young people in community enrichment. the UK. Royal National Institute for the Blind.
S. Brandon (1997) Invisible Wall: Niki’s Fight Council for Disabled Children (CDC) (2002) for Inclusion. Sheffield: Parents with Attitude. Make it Accessible! The Disability Discrimination One family’s story. Act 1995, Part III (Access to Goods and Services). From: CDC, 8 Wakley Street, London Bristol LEA (2001) Inclusion: Raising the Issues. EC1 7QE. Implications for Children’s Video available from The Inclusion Coordinator, Services. 83 North Street, Bedminster, Bristol BS3 1ES. £25.00 including p&p. 40-minute training video Contact a Family, Network 81 and SKILL (2002) for schools and LEAs, with sub-titles and BSL. Education and Disability – a parents’ guide to The Bristol experience of developing rights from nursery to university, Contact a inclusive education from a disability Family. Single free copies from helpline: 0808 equality perspective. 808 3555. Information pack for parents on all aspects S. Capelin Rachel: The ‘Write’ To Speak. of education for a disabled child. Minerva. Available from Afasic, 2nd Floor, 50-52 Great Department for Education and Sutton Street, London EC1V 0DJ Employment/Qualifications and Curriculum Rachel’s mother tells the story of Rachel’s Authority (1998) Supporting the target-setting specific language disorder. process. DfEE. Document that first www.afasic.org.uk introduced P-Scales.
Centre for Studies on Inclusive Education Department for Education and Employment (CSIE) (1998) Developing an Inclusive (1999) Connecting Schools for Inclusion. Education Policy for Your School. CSIE. Order DfEE/SEN Division. An interactive CD-ROM from CSIE, Bristol. Tel: 0117 344 4007 which looks at strengthening the links between mainstream and special schools Channel 4 Learning (2001) Count me in. to support the inclusion of pupils with Video available from Disability Equality in special educational needs (SEN). Education, Unit GL, Leroy House, 436 Essex Road, London, N1 – £10.00 plus £1.50 Department for Education and Skills (2002) postage. Made in six primary and six Guidance for Restrictive Physical Interventions: secondary schools in England and Wales. how to provide safe services for people with
Disabling Imagery? 150 35200_Disability Guide 11/7/06 1:34 pm Page 151
FURTHER RESOURCES
Learning Disabilities and Autistic Spectrum Department for Education and Employment. Disorders. DfES/DoH Argues that learning support assistants All the DfES publications listed below are should be given time to share the planning available from DfES publications centre, tel: of lessons and to report afterwards. 0845 60 222 60, fax: 0845 60 333 60 and email: [email protected] DfES web-site: M. Flavey, M. Forest, J. Pearpoint and R. www.dfes.gov.uk Rosenberg (1997) All My Life’s a Circle – Using the Tools: Circles, MAPS & PATH. Toronto: Department for Education and Skills (2001) SEN Inclusion Press. Code of Practice. DfES Tools to make inclusion work. www.inclusion.com Department for Education and Skills (2001) SEN Toolkit. DfES. A. Franklin, S. Keil, K. Crofts and I. Cole- Hamilton (2001) The educational experiences of Department for Education and Skills Inclusion 5–16 year-old blind and partially-sighted website: http://inclusion.ngfl.gov.uk children and young people. Royal National Free catalogue of resources for teaching Institute for the Blind. professionals, learners, parents and carers. Examines the experiences of 93% of blind Resources include publications, software, and partially-sighted children attending hardware, guidance and links to aid mainstream schools. independent living and learning. M. Gordon and A. Williams (2002) SEN and Disability Equality in Education (DEE) (2002) Disability in Mainstream Schools: A Governors’ Three Disability Equality and Inclusion course Guide The National Association for Special books: Early Years, Schools, and Further and Educational Needs Continuing Education. Disability Equality in Education, Unit GL, Leroy House, 436 Essex P. Gray, A. Miller and N. Noakes (1994) Road, London N1 3QP. e-mail: Challenging Behaviour in Schools, Routledge [email protected] website: Examines teacher support, practical www.diseed.org.uk techniques and policy development.
Employers’ Forum on Disability (2002) M. Hesmondhalgh and C. Breakey (2001) Let Customer Access: Policy, Technical Aids and me in: access and inclusion for children with Buildings – the Triple Audit. From: Nutmeg autistic spectrum disorders. Jessica Kingsley. House, 60 Gainsford Street, London SE1 2NY. e- Explores issues of access and inclusion in mail: [email protected] or website: education and employment for children www.employers-forum.co.uk and young people with autism spectrum disorders. English Heritage (1995) Easy access to Historic Properties. English Heritage. R. Jordan and G. Jones (1999) Meeting the Guidance on adapting and altering needs of children with autistic spectrum Listed Buildings disorders. David Fulton Publishers. P. Farrell, M. Balshaw and F. Polat (1999) The Guide for teachers in mainstream settings. management role and training of learning support assistants. Research Report RR161,
Disabling Imagery? 151 35200_Disability Guide 11/7/06 1:34 pm Page 152
FURTHER RESOURCES
K. Jupp (1992) Everyone Belongs. Souvenir S. Miles (2002) Family Action for Inclusive Press. Education EENET, Manchester University. Tel: Makes the case for all children to attend 0161 275 3711. email: [email protected] their local mainstream school. website www.eenet.org.uk
Kent County Council Education and Libraries P. Mittler (2000), Working Towards Inclusive Video (2000) All Together Better: Good Education, David Fulton Publishers. Practice from Kent Schools. Available from Provides a comprehensive overview of [email protected] inclusion in early years and schools The video promotes discussion about settings, including international current inclusive practices in Kent schools. perspectives.
Leicester City Council and Leicestershire County H. Mortimer (2000) The Music Maker’s Council (1998) Asperger syndrome: practical Approach: inclusive activities for young children strategies for the classroom: a teacher’s guide. with special educational needs, National National Autistic Society. Association for Special Educational Needs Outlines the nature of impairments in Asperger syndrome and how these may P. Murray and J. Penman (2001) Telling Our give rise to problems in school. Practical Stories: Reflections on Family Life in a Disabling management suggestions. World. Sheffield. Parents with attitude. Families with M. Mason and R. Rieser (1995) Altogether disabled children tell their own stories. DEE Better: From ‘Special Needs’ to Equality in Education. London: Charity Projects. Available National Association of Special Educational from DEE website: www.diseed.org.uk Needs and Association for Science Education Pack containing booklet and video. (2002) Inclusive Science and Special Explains the case for educating disabled Educational Needs Web page. Joint website of children in mainstream schools. the NASEN and ASE: http://issen.org.uk
M. Mason (2000) Incurably Human. London: The National Deaf Children’s Society (NDCS) Working Press. (2001) Deaf Friendly Schools – A Guide for Essay on the development of inclusion. Teachers and Governors. www.ndcs.org.uk Draws on the insights of the author as a First four copies are available free of charge disabled parent of a disabled child. from NDCS Helpline, tel: 0808 800 8880 NDCS booklet on promoting the better Mencap (1999) On a wing and a prayer: inclusion of deaf children in school. inclusion and children with severe learning difficulties. Mencap. [email protected] National Union of Teachers (2002) Finding Your Way Round: an NUT guide to the SEN and Mencap (2001) Don’t Count Me Out: the Disability Act. NUT at www.teachers.org.uk exclusion of children with a learning disability from education because of health needs. National Union of Teachers (2002) The SEN Mencap. Code of Practice: an NUT Guide. NUT at www.teachers.org.uk
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National Union of Teachers (2002) Making in Identification and Inclusion of Disabled Reasonable Adjustments for Disabled Teachers. Children and those with SEN, A Guide for NUT at www.teachers.org.uk Practitioners and Teachers, Disability Equality in Education, London B. Norwich (2002) LEAs’ Inclusion Trends in England 1997–2001, CSIE, Bristol. Tel: 0117 Royal National Institute for Deaf People (2000) 344 4007, £10 Guidelines for mainstream teachers with deaf pupils in their class, RNID. Parents for Inclusion (2000) Including All Materials for mainstream teachers with Children, Parents for Inclusion. little or no experience of working with deaf Tel: 020 7735 7735 or pupils. Available from RNID. www.parentsforinclusion.org.uk 17-minute video showing inclusive schools Royal National Institute for Deaf People (2000) and the views of parents, teachers and Effective inclusion of deaf pupils in mainstream children. schools, RNID. Practical suggestions and guidance to Parents for Inclusion (2001) Dreaming the support effective inclusion in a range of Dream, Inclusion and Social Justice: the voice mainstream settings. Available from RNID. of young disabled people, disabled adults, parents and allies working together to change Royal National Institute for Deaf People (2001) Lambeth. Parents for Inclusion. Tel: 020 7735 Promoting access to the curriculum for deaf 7735 or www.parentsforinclusion.org.uk pupils, RNID. Examines the diversity of deaf pupils, their Office for Standards in Education (2000) curriculum and teaching and learning Evaluating Educational Inclusion. Ofsted Ref needs. Available from RNID. No. HMI 235. Available from www.ofsted.gov.uk Tel: 020 7421 6800 Royal National Institute for Deaf People (2001) Promoting numeracy in deaf pupils, RNID. J. Porte and R. Ashdown (2002) Pupils with Examines the areas of mathematical Complex Learning Difficulties: promoting information to which deaf children need learning using visual materials and methods. access and how it should be taught. The National Association for Special Educational Available from RNID. Needs Royal National Institute for Deaf People (2001) R. Rieser and M. Mason (1992) Disability Promoting literacy in deaf pupils. RNID. Equality In the Classroom – A Human Rights www.rnid.org.uk Issue. Disability Equality in Education Identifies areas of difficulty in developing handbook for teachers. Available from reading and writing for deaf pupils and www.diseed.org.uk highlights appropriate strategies. Available Includes thinking of disabled people about from RNID. history, inclusion, current issues, language, images and culture. J. Sebba and D. Sachdev (1997) What Works in Inclusive Education. Barnardos. Tel: 090 204 R. Rieser (2003) Everybody In: Developing 6438, www.barnados.co.uk Inclusion in Early Years and KS1: Good Practice L. Shaw (2001) Learning Supporters and
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FURTHER RESOURCES: STATISTICS
Inclusion: roles, rewards, concerns and USEFUL ORGANISATIONS challenges. Also Learning Supporters and inclusion next steps forwards. AFASIC: 50–52 Great Sutton Street, London Report of Conferences of 450 LSA’s Centre EC1V 0DJ; Tel: 020 7490 9411; for Studies on Inclusive Education. Fax: 020 7251 2834; e-mail: [email protected] www.inclusion.org.uk website: www.afasic.org.uk
P. Stobbs and R. Rieser (2002) Making it Work Alliance for Inclusive Education: Unit 2, Removing Disability Discrimination: A Training 70 South Lambeth Road, London SW8 1RL Pack for Schools and LEAs. Council for Disabled Tel: 020 7735 5277 Fax: 020 7735 3828 e-mail Children. Tel: 0207 843 6087, £15 [email protected] website www.allfie.org.uk
Teacher Training Agency (1999) The National Association for Spina Bifida and SEN Specialist Standards. TTA. Hydrocephalus: Asbah House, 42 Park Road, TTA publications, Tel: 0845 606 0323, Peterborough PE1 2UQ; Tel: 01733 555988; www.teach-tta.gov.uk website: www.asbah.org Also now available on CD-ROM. Barnardos: Tanners Lane, Barkingside, Ilford, G. Thomas, D. Walker and J. Webb (1998) The Essex IG6 1QG; Tel: 020 8550 8822; Making of The Inclusive School. Routledge. website: www.barnardos.org.uk Summary of research on inclusion followed by an evaluation of the Somerset Inclusion British Council of Disabled People: Litchurch Project. Plaza, Litchurch Lane, Derby DE24 8AA Tel: 01332 295551 Fax: 01332 295580; website G. Thomas and J. Webb (1997) From Exclusion www.bcodp.org.uk to Inclusion: promoting education for all. Barnardos, Tel: 090 204 6438, British Deaf Association: 1–3 Worship Street, www.barnados.co.uk London EC2A 2AB; Tel: 020 7588 3520; website: www.britishdeafassociation.org.uk S. Young (2002) Solutions to Bullying, The National Association for Special Educational British Diabetic Association UK: 10 Parkway, Needs Camden, NW1 7AA; Tel: 020 7424 1000; Fax: Gives practical strategies and solutions for 020 7424 1001; e-mail: [email protected] reducing the incidence of bullying and website: www.diabetes.org.uk taking effective action when it does occur. British Dyslexia Society: 98 London Road, Reading, RG1 5AU; Tel: 0118 966 8271; Fax: 0118 935 1927; website: www.bda/dyslexia.org.uk
British Epilepsy Association: New Anstey House, Gate Way Drive, Yeadon, Leeds LS19 7XY; Tel: 01132 108800; Helpline: 0808 8005050; website: www.epilepsy.org.uk
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Brittle Bone Society: 30 Guthrie Street, Down’s Syndrome Association: 155 Mitcham Dundee, DD1 5BS; Tel: 01328 204446; Road, London SW17 9PG; Tel: 020 8682 4001; e-mail: [email protected] website: e-mail: [email protected] website: www.brittlebone.org.uk www.downs-syndrome.org.uk
Centre for Accessible Environments: Dyslexia Institute: 133 Gresham Road, Nutmeg House, 60 Gainford Street, London SE1 Staines, Middlesex TW18 2AJ; 2NY; Tel: 020 7357 8182; Fax: 020 7357 8183; Tel: 01784 463851; e-mail: [email protected] website: website: www.dyslexia-inst.org.uk www.cae.org.uk Dyspraxia Foundation: 8 West Alley, Hitchin, Centre for Studies on Inclusive Education: Hertfordshire SG5 1EG; Tel: 01462 454986; Room 2S203, S Block, Frenchay Campus, website: www.dyspraxiafoundation.org.uk Cold Harbour Lane, Bristol BS16 1QU; Tel: 0117 344 4007; Fax 0117 344 4005; Employers’ Forum on Disability: Nutmeg website: www.inclusion.org.uk House, 60 Gainsford Street, London SE1 2NY; e-mail: [email protected] website: Council for Disabled Children: National www.employers-forum.co.uk Children’s Bureau, 8 Wakley Street, London EC1V 7QE; Tel: 020 7843 6000; Haemophilia Society: Chesterfield House, Fax: 020 7278 9512; website: www.ncb.org.uk 385 Euston Road, London NW1 3AU; Tel: 020 7380 0600; Fax: 020 7387 8220; Cystic Fibrosis Trust: 11 London Road, e-mail: [email protected] Bromley, Kent BR1 1BY; Tel: 020 8464 7211; website: www.haemophilia.org.uk website: www.cftrust.org.uk Headway National Head Injuries Disability Equality in Education: Unit GL, Association: 4 King Edward Court, King Leroy House, 436 Essex Road, London N1 3QP; Edward Street, Nottingham NG1 1EW; Tel: 020 7359 2855; e-mail: [email protected] Tel: 01159 240 800; Fax: 0115 958 4446; website: www.diseed.org.uk e-mail: [email protected] website: www.headway.org.uk Disability Living Foundation: 380–384 Harrow Road, London W9 2HU; ICAN: 4 Dyer’s Buildings, Holborn, Tel: 020 7289 6111; Fax: 020 7266 2922; London EC1N 2JP; Tel: 0870 010 4066; Helpline: 0845 130 9177 (This advice line is Fax: 0870 010 4067; e-mail: [email protected] open from Mon-Fri, 10am–4pm); e-mail: website: www.ican.org.uk [email protected] website: www.dlf.org.uk JMU Access Partnership: 105 Judd Street, Disability Rights Commission: DRC Helpline, London, WC1H 9NE. Tel: 020 7391 2002; Freepost, MID 02164, Stratford-Upon-Avon, Fax: 020 7387 7109; e-mail [email protected] Warwickshire CV37 9BR; Tel: 08457 622 633; website: www.jmuaccess.org.uk Fax: 08457 778 878; e-mail: enquiry@drc- gb.org website: www.drc-gb.org Kidsactive: Pryor’s Bank, Bishop’s Park, London SW6 3LA; Tel: 020 7736 4443; Fax: 020 7731 4426; e-mail:
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[email protected] Fax: 01278 764790; website: www.kidsactive.org.uk e-mail: [email protected] website: www.nbcs.org.uk LOOK: c/o Queen Alexandra College, 49 Court Oak Road, Harborne, Birmingham B17 9TG; Tel: National Deaf Children’s Society: 0121 428 5038; Fax: 0121 427 9800; e-mail: 15 Dufferin Street, London EC1Y 8UR; [email protected] website: www.look-uk.org Tel: 0808 800 8880; Fax: 020 7251 5020; e-mail: [email protected] website: MENCAP: 117–123 Golden Lane, London EC1Y www.ndcs.org.uk 0RT; Tel: 020 7454 0454; Fax: 020 7696 5540; e-mail: [email protected] National Eczema Society: Hill House, website: www.mencap.org.uk Highgate Hill, London N19 5NA; Tel: 08702 413604; Tel: 020 7281 3553; Motability: Goodman House, Station Approach, Fax: 020 7281 6395; website: www.eczema.org Harlow CM20 2ET; Tel: 01279 635666; website: www.motability.co.uk National Federation of the Blind of the UK: Sir John Wilson House, 215 Kirkgate, Wakefield, National Association for Special West Yorkshire WF1 1JG; Tel: 01924 291313; Educational Needs (NASEN): 4/5 Amber Fax: 01924 200 244; e-mail: Business Village, Amber Close, Amington, [email protected] website: Tamworth, Staffs B77 4RP; Tel: 01827 311500; www.users.globalnet.co.uk/~nfbuk Fax: 01827 313 005; e-mail: [email protected] National Parent Partnership Network: website: www.nasen.org.uk 8, Wakley Street, London EC1V 7QE; Tel: 020 7843 6000; Fax: 020 7843 6313: National Association of Parent Partnership website: www.parentpartnership.org.uk Services (napps): c/o Parent Partnerships Service, Conciliation and Appeals Unit, Children, National Register of Access Consultants: Schools and Families, County Hall, Hertford Nutmeg House, 60 Gainford Street, London SE1 SG13 8DF; Tel: 01992 555 922 e-mail: 2NY; Tel: 020 7234 0434; Fax: 020 7357 8183; [email protected] website: www.nrac.org.uk
National Asthma Campaign: Providence National Society for Epilepsy: Chesham House, Providence Place, London N1 0NT; Lane, Chalfont St Peter, Buckinghamshire SL9 Tel: 020 7226 2260; Helpline: 08457 010203; 0RJ; Tel: 01494 601300; Fax: 01494 871 927; website: www.asthma.org.uk Helpline: 01494 601 400; website: www.epilepsynse.org.uk National Autistic Society: 393 City Road, London EC1V 1NG; Tel: 020 7833 2299; Parents for Inclusion: Unit 2, 70 South Fax: 020 7833 9666; e-mail: [email protected] Lambeth Road, London SW8 1RL. website: www.nas.org.uk Tel: 020 7735 7735 Fax: 020 7735 3828 e-mail [email protected] National Blind Children’s Society: Bradbury website www.parentsforinclusion.org House, Market Street, Highbridge, Somerset TA9 3BW; Tel: 01278 764764;
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Physically Disabled and Able Bodied website: www.sicklecellsociety.org (PHAB LTD): Summit House, Wandle Road, Croydon CR0 1DF; Tel: 020 8667 9443; Young Minds: 102–108 Clerkenwell Road, Fax: 020 8681 1399; e-mail: London EC1M 5SA; Tel: 020 7336 8445; [email protected] Fax: 020 7336 8446; website: www.phabengland.org.uk e-mail: [email protected] website: www.youngminds.org.uk Pre-school Learning Alliance: 69 Kings Cross Road, London WC1X 9LL; Tel: 020 7833 0991; Fax: 020 7837 4942; e-mail: [email protected] website: www.pre-school.org.uk
RADAR: 12 City Forum, 250 City Road, London EC1V 8AF; Tel: 020 7250 3222; Fax: 020 7250 0212; e-mail: [email protected] website: www.radar.org.uk
Royal National Institute for Deaf People (RNID): 19–23 Featherstone Street, London EC1Y 8SL; Tel: 020 7296 8000; Fax: 020 7296 8199; e-mail: [email protected] website: www.rnid.org.uk
Royal National Institute of the Blind (RNIB): 105 Judd Street, London WC1H 9NE; Tel: 020 7388 1266; Fax: 020 7388 2034; website: www.rnib.org.uk
SCOPE: 6 Market Road, London N7 9PW; Tel: 020 7619 7100; Fax: 020 7619 7399; Helpline: 0808 800 3333 (9am–9pm weekdays) (2pm–6pm weekends); website: www.scope.org.co.uk
Sense: 11–13 Clifton Terrace, London N4 3SR; Tel: 020 7272 7774; Fax: 020 7272 6012; e-mail: [email protected] website: www.sense.org.uk
Sickle Cell Society: 54 Station Road, London NW10 4UA; Tel: 020 8961 7795; Fax: 020 8961 8346; e-mail: [email protected]
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FURTHER RESOURCES: STATISTICS
STATISTICS (See the Global Media Atlas 2001, bfi, London.) – The growing influence of moving image media in the world Negative attitudes, stereotypes and – Statistics of inequality for disabled distorted portrayals of disabled people’s people in the U.K lives still predominate in mainstream – A recent poll films. The increasing capacity of the – Mental distress in the UK world media system to recycle films and images means that, despite worthy The growing influence of legislation (see A recent poll, below), moving image media in the negative views of disabled people are world continually reinforced through moving All over the world, more and more image media. people are able to access old and new films. Although cinema audience Statistics of inequality for admissions in the UK have declined disabled people in the UK from 1 585 million in 1945 to a low of In 2003, the Disability Rights 72 million in 1985, with a modest rise Commission produced a range of to 140 million in 1999, TV and statistics that characterise disabled video/DVD audiences continue to grow people’s lives in the UK. in the UK and around the world. • Disabled people are twice as likely as This decline in cinema attendance is the non-disabled people to have no same all around the world. From 1988 qualifications whatsoever. Labour Force to 1998, world cinema audiences Survey Winter 2001/02,ONS declined by 79%, with only Western • One in twenty disabled people is at a Europe, North America and College of Further or Higher Education, Australia/New Zealand increasing their compared to one in ten of the rest of audiences. This decline is paralleled by the population. Labour Force Survey an increase in television viewing. In the Winter 2000/01,ONS UK in 1998, 69% of 12–13 year-olds • Only 8% of disabled people have a had a television in their room. degree-level qualification, compared to 17% of non-disabled people. Labour It is estimated that 90% of people in Force Survey Winter 2000/01,ONS rich countries have television and 80% • There are more than one million in some poorer countries, such as young people aged under 24 who have China, though viewing is often in public. a disability under the definition of the Cable and satellite are fast spreading in Disability Discrimination Act 1995. countries like India, where half of all Household survey 1999, National Office homes now have access to television. of Statistics. This represents 5.5%–6% of the 18.3 million in this age group. In sub-Saharan Africa, the proportion is 2001 Census OPC much less. UNESCO estimates that only • Disabled people are around five times 3.5% own a television set, compared as likely as non-disabled people to be with 23% for the world as a whole. out of work and claiming benefits.
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There are 2.9 million disabled people • Of this 47%, four fifths (81%) said out of work and claiming benefits. they missed out on holidays due to Labour Force Survey 2001/02 ONS transport problems. • Only 13% of adults with learning • By the time they reach the age of difficulties are in work. White Paper, 30, more than a quarter (28%) of Valuing People 2001 young disabled people expect to be • Only 39% of Year 11 Pupils in Special earning less than most other people Schools in 2002 got one or more GCSEs of their age. A*–G, compared to 95% in mainstream • One in six (15%) respondents said education. DfES Area 6P they had been turned down for a paid job, and told it was for a A recent poll reason related to their disability or A recent opinion poll of young disabled health problem. people showed that: • One in three (31%) young disabled people are not able to join in with <
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legislation is based on the idea that Hitchcock, USA; Aquirre, Wrath of adjustments need to be made to God, 1973, Werner Herzog, services, buildings, transport, Germany/Peru/Mexico; One Flew workplaces, environments, Over the Cuckoo’s Nest, 1975, Milos communications and equipment to allow Forman, USA; The Butcher Boy, disabled people access. Prejudicial 1997, Neil Jordan, Ireland/USA; attitudes and practices are outlawed Affliction 1997, Paul Schrader, USA). and institutional discrimination, where whole organisations exclude disabled Personality disorders An even smaller people, has begun to be challenged. group have a personality disorder, meaning an enduring pattern of inner Mental distress in the UK experience and behaviour that deviates Estimates of the prevalence of mental markedly from the experience of the distress in Britain (the number of individual’s culture. The effects are people with a specific diagnosis at any pervasive and inflexible, usually start in one time) vary between 1 in 6 and 1 in adolescence or early adulthood, remain 4 – that’s 9.6–14.5 million people. stable over time and lead to distress or impairment. Although very few people Mental distress includes: have personality disorders, characters Neurotic disorders Anxiety, who do are seen as a stereotype of all depression, phobias, obsessive- people with mental health issues and compulsive disorder (eg in the film As often feature in films, eg as Good As It Gets, 1997, James L. psychopathic killers in Taxi Driver 1976, Brooks, USA) and panic disorder. For Martin Scorsese, USA, or Red Dragon, many people, these manifest 2002, Brett Ratner, USA/Germany. themselves as sleep problems, fatigue, Common conditions and their irritability, worry, lack of concentration, prevalence forgetfulness, eating disorders, Anxiety 4.7% of adults experience depression or obsessions. generalised anxiety, not including depression, at any one time. Psychoses For a much smaller group Panic disorders 7 per 1000 of people, psychoses are disorders Depression 1 in 10 adults, with 1 in 20 which produce disturbances in thinking having ‘clinical’ depression. and perception which are severe Eating problems 1% of women aged enough to distort the person’s 15–30 have anorexia nervosa; 1-2% perception of the world and relationship have bulimia nervosa. Many cases go to events in it. unreported, so this is probably an These are usually divided into: under-estimate. • organic psychoses, such as Dementia 20% of people aged over dementia and Alzheimer’s disease 80, and 6% of those over 65 are (eg in the film Iris, 2001) affected by dementia. There are • functional psychoses, which mainly 650,000 people with dementia known to covers schizophrenia and bi-polar Health Authorities, and two-thirds of disorder (manic depression) (as in these are diagnosed as having the films Psycho,1960, Alfred Alzheimer’s disease.
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Phobias 1.9%, but some studies give a age 11–16: 2 690; and age 17–25: higher rate, with women more prone 24 890. than men. Personality disorders 2%, but some All these figures are affected by studies have put it as high as 13%. The relationships with family and friends. concept is controversial. When these are unhappy, unfulfilling or Bi-polar disorder(manic depression) abusive they are very damaging. 1% have lifelong occurance. Children need security and boundaries Obsessive Compulsive Disorder to thrive, so children in care or in around 1.2%, though up to 3% may abusive families are very much at risk. experience OCD at some point in their Significant numbers of troubled children life. turn to substance abuse, alcohol or Schizophrenia Most studies show a drugs. These children need support and lifelong occurance of just under 1%, help, not punishment. with 0.2–0.4% being affected at any one time. This affects more men aged Mind infoline 0845 7660163 15–24, and women of 24–35 years. www.mind.org.uk Children and young people and mental distress Research has shown that 20% of children have some degree of emotional or mental problem. In one third of these, problems persist into adulthood. 35% of physically abused children develop problems. Living in an inner city has a big impact, with 7% of three year-olds in this environment experiencing moderate to severe problems, with minor problems for a further 15%. Amongst older children, levels increase.
• 250 000 children under 16 (2%) are affected by severe mental distress; • 0.5–1% of teenagers have anorexia; • 1% of adolescent girls have bulimia; • 3% of adolescents are self-harming; • 2–8% have depression, with this affecting girls more; • 2–4% will attempt suicide, which is more common amongst young men; • 10% have conduct disorders: stealing, truancy, aggression, fire- setting and persistent delinquency; • Psychiatric admissions (sections)
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FILMS THAT CHALLENGE THE STATUS QUO Films that challenge the for many liberation struggles within status quo Africa and further afield. • A Piece of the Action (1977, Sidney • Bhaji on the Beach (1995, Gurinder Poitier, USA). A comedy caper with Chadha, UK). About four Sidney Poitier and Bill Cosby as two generations of Asian women on an con men who have to teach a group outing to Blackpool. of excluded children and save the • Boyz ‘n’ the ’Hood (1991, John school from a certain white Mr Big. Singleton, USA). A positive, coming- The film is also notable for the way of-age depiction of the lives of three a disabled child is just included as young black men in South Central part of the class. LA, which, though grim in some of • Babylon (1980, Franco Rosso, its reality, showed that education, UK/Italy). The one and only black and the opportunity for education, British film to chronicle the lives of was the key to empowerment. young black men in the inner cities: • City of God (2002, Katia the culture of reggae music in Lund/Fernando Meirelles, Brazil). Britain, the constant harassment by Tells the lives of Brazilian street the police because of the Sus laws children and the gangs they form, (Suspicion of committing a crime), how they are forced by poverty into and the atmosphere of the early crime and the self-fulfilling dynamic 1980s. It set the tone for upcoming this sets up. reaction to the Thatcher • The Color Purple (1985, Steven government and the inner-city riots Spielberg, USA). Tells the story, of the early 1980s. based on Alice Walker’s book, of • The Bandit Queen (1994, Shekhar Celie, a Southern black woman sold Kapur, UK). A story of a lower-caste into a life of servitude to her brutal Indian woman who is abused and sharecropper husband, and how, raped and who wreaks revenge and with the support of other women, havoc by leading a band of the truly she eventually gains the courage to dispossessed against the social stand up to him and leave. A injustice that surrounds them: a powerful indictment of sexism in film to challenge sexism in Indian black culture. culture. • Do the Right Thing (1989, Spike • Battle of Algiers (1966, Gillo Lee, USA). Examines the tensions Pontecorvo, Algeria). A seminal and possibilities in a culturally classic about the FNL (Algerian diverse neighbourhood. It Front de Libération Nationale) anti- challenged racist policing and colonial struggle in Algeria and its segregation in New York. brutal suppression by the French • East is East (1999, Damien government and their paratroopers O’Donnell, UK). A light-hearted, but in the 1950s. A neo-realist film, moving, take on second-generation shot in black and white, using Asian young people of mixed Algerian non-actors, many of whom parentage living in Salford in the had been part of the struggle. The 1970s. film became the ‘training manual’ • Fear Eats the Soul (1974, Raiser
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Werner Fassbinder, Germany). A Gavras, USA). About a US author Moroccan immigrant in Munich caught up in a CIA-inspired illegal comes up against social and racial coup against the elected prejudice when he marries a 60- government of another country, year-old cleaner. whose right-wing father and wife • Gentleman’s Agreement (1947, Elia slowly realise the complicity of the Kazan, USA). Exposes the US Government. While not widespread prejudice and anti- specifically naming Chile, where Semitism in American society. socialist President Allende was killed Gregory Peck, as a journalist, poses and overthrown in 1973, and 5000 as a Jew to gain an insight into the people were killed and said to be unspoken, yet powerful, ‘missing’, the parallels are obvious. ‘gentleman’s agreement’ not to • Mississippi Burning (1988, Alan allow Jews into all sorts of Parker, USA). About the fight to find institutions. the racist murderers of three civil • Kes (1969, Ken Loach, UK). About rights workers in a town that is Billy, a 15-year-old, who is abused cajoled by the Ku Klux Klan into at home and at school, who finds colluding in the cover-up, and how interest and hope in a baby kestrel. it falls apart. The film shows how state schools • My Beautiful Launderette (1985, fail working-class children. Stephen Frears collaborating with • La Haine (1995, Matthieu Hanif Kureishi, UK). About a white Kassovitz, France). A day in the life racist skinhead (Johnny) and a gay of three young friends – Jewish, Asian boy (Omar) and their Muslim and black – in the Paris respective cultures and families. suburbs, and the institutional racism • Riff-Raff (1990, Ken Loach, UK). A they have to put up with from the story about working-class life ‘on police. the lump’ in the building industry, • The Life and Times of Rosie the and the exploitation of black and Riveter (1980, Connie Field, USA). white workers by unscrupulous This 65-minute documentary inter- bosses. All the builders are played cuts old footage, shot in the by actors who had worked in the munitions factories of the 1940s, building industry, creating an when millions of women who had authentic feel. been denied access to employment • Shaft (1971, Gordon Parks, USA). went to work during the War, with The first time a Blaxploitation film colour interviews with the women (exploiting the existence of a large now, who tell it like it was – black audience and the general harassment, discrimination, sexism popularity of black music and and their sense of freedom. culture) went mainstream in the US, • Mapansula (1988). One of the first creating the first black ghetto films that used black actors and super-sleuth. Although it featured managed to tell the story of sexism and reliance on stereotypical apartheid from a black perspective. ideologies of black male sexuality, it • Missing (1981, Constantin Costa- was positive for the black
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FURTHER RESOURCES
FILMS THAT RAISE ISSUES
community all over the world, since is about Greece in 1963. The letter it was the first representation of a Z in the Greek alphabet means ‘he James Bond-like figure fighting is alive’. inner-city oppression. It also had one of the greatest soundtracks of Films that raise issues the 1970s. • Afraid of the Dark (1992, Mark • Schindler’s List (1993, Steven Peploe, UK).Sexism and disabilism Spielberg, USA). Tells of how a are combined in this story of a blind German Nazi businessman uses woman who is the victim of a unpaid Jewish labour in his Polish ‘psychopathic’ man. See also Wait factory in Krakow. As the Holocaust Until Dark, below. intensifies, Schindler bribes German • A Patch of Blue (1965, Guy Green, officials to let him keep his Jewish USA). Disabilism and racism workers and manages to save 1 100 combine when a blind teenage girl of them by the end of the war. A discovers self-respect as she powerful stimulus to discussion on develops a friendship with a man state racism and the Holocaust. she does not know is black. • Sweet Sweetback’s Baadassss Song • The Best Years of Our Lives (1946, (1971, Melvin Van Peebles, USA). A William Wyler, USA). Reverse sexism truly awful film, but very important and disabilism. since it was the first time a black • The Big Parade (1925, King Vidor, director and a totally black cast and USA). Reverse sexism and crew had made a feature film in the disabilism. USA. It was distributed throughout • The Bone Collector (1999, Phillip inner-city theatre houses, giving Noyce, USA). Denzel Washington’s Hollywood the confidence to support character is disliked by his police black-made films. It is considered to chief because he is a clever black have spawned the Blaxploitation era man and a disabled person with of films (see Shaft, above). quadriplegia. • Trembling Before G-d (2001, Sandi • Born on the Fourth of July (1989, Simcha Dubovski, Oliver Stone, USA). Reverse sexism USA/France/Israel). Documentary and disabilism. about the strains between being an • Candyman (1992, Bernard Rose, Orthodox Jew and being gay or USA). Tells of the apparition of a lesbian. black man who had his hand • Z (1969, Constantin Costa-Gavras, chopped off for having a relationship Algeria/France). About the attacking with a white woman some 100 and eventual killing of a well-known years before. He returns to a scientist and pacifist by right-wing downtown Chicago housing estate thugs, with the collusion of the to attack and mutilate white women police and government. When a with his prosthesis, or hook. Such prosecutor successfully brings a films play to the racism, sexism and case against the perpetrators, the disabilism of the audience to create government is overthrown by an horror. illegal coup by army generals. This
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• Coming Home (1978, Hal Ashby, over 1,500 miles of Australia's USA). Reverse sexism and outback in search of the rabbit- disabilism. proof fence that bisects the • The Dark Angel (1935, Sidney continent and will lead them home. Franklin, USA). Reverse sexism and These three girls are part of what is disabilism. referred to today as the 'Stolen • The Men (1950, Fred Zinnemann, Generations’. USA), Reverse sexism and • Wait Until Dark (1967, Terence disabilism. Young, USA) Another film with a • Passion Fish (1992, John Sayles, blind woman as victim of a USA). A daytime ‘soap’ actress, dangerous man. See also Afraid of paralysed in a car crash, returns to the Dark, above. her home in Louisiana to drown her sorrows in drink. The arrival of the black nurse brings up deeply ingrained racism, but sparks her into coming to terms with her internalised oppression towards her impairment. • Philadelphia (1993, Jonathan Demme, USA). Homophobia and AIDS • The Piano (1993, Jane Campion, NZ/UK/USA). A Scottish woman (Holly Hunter) with a speech impairment travels with her young daughter for an arranged marriage to a landowner in New Zealand (Sam Shepherd). She is subjected to cruel sexism and disablism by him, only to find solace in a bizarre erotic relationship with another man (Harvey Keitel). • Rabbit-Proof Fence (2002, Philip Noyce, Australia). This is the true story of Molly Craig, a young black Australian girl who leads her younger sister and cousin in an escape from an official government camp, set up as part of an official government policy to train them as domestic workers and integrate them into white society. Molly guides the girls on an epic journey, one step ahead of the authorities,
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FURTHER RESOURCES
DISABILITY GLOSSARY
Access audit A survey of a part of the a sticky mucus. As the airways narrow, built environment to identify the it becomes difficult for the air to move barriers that prevent disabled people in and out – this results in breathing having full access, and the difficulties with a wheezing or whistling recommended solutions for adaptation. noise. Children may experience symptoms only occasionally, or just at Achondroplasia Achondroplasia, or night, or first thing in the morning, or short stature (previously Dwarfism), is after exercise. A few experience them a rare genetic condition, but one of the all the time. Everybody's asthma is most common types of restricted different and a variety of triggers can growth, with disproportionate short make symptoms worse, including viral stature. Achondroplasia is mainly a infections, exercise, cold weather and physical condition, with affected people tobacco smoke. 'Allergens', such as the having normal intelligence. Many house dust mite (a normally harmless practical difficulties can be overcome creature that lives in beds, carpets and with a little imagination and there is no soft furnishings), pollen and animal fur reason why someone with can also trigger asthma. Avoiding all achondroplasia should not participate in these triggers all of the time is most activities. impossible, but it is useful to encourage children with asthma to be aware of Albinism A group of genetic disorders their triggers and to avoid them if they in which the affected individual has can. Current research suggests that, reduced or absent pigmentation. This rather than one definitive cause of usually affects the skin, hair and eyes asthma, we are more likely to find that (sometimes the eyes alone are it is a combination of genetic, affected). environmental and lifestyle factors. 2000 people a year die from asthma Asthma This is a complex condition attacks in the UK. that can start at any time of life. It is a condition that affects the small tubes Attention-Deficit/Hyperactivity that carry air in and out of the lungs. Disorder (ADHD) This is a common Children with asthma have airways that condition affecting several per cent of are almost always red and inflamed. school-age children. It is more common These react badly when the child has a in boys, but girls may currently be cold or other viral infection, or when under-diagnosed. There are three s/he comes into contact with an asthma subtypes: ADHD mainly inattentive; trigger. A trigger is anything that ADHD mainly hyperactive-impulsive; irritates the airways and causes the and ADHD combined. ADHD is an symptoms of asthma to appear. The impairment of either activity or usual symptoms are coughing, attention control or both. The problem wheezing, breathlessness or a tight presents as a child who is always on feeling in the chest. The muscle around the go, does not settle to anything, has the walls of the airways tightens so that poor concentration, poor ability to the airway becomes narrower. The organise activities or to engage in lining of the airway swells and produces tedious activities, or tasks requiring
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sustained mental effort, or who cannot all suggested subgroups overlap with stay still and cannot wait for others. each other and the boundaries are The diagnostic features are: unclear. A small proportion of inattentiveness – very short attention individuals with the triad have span, over-frequent changes of activity, remarkably high levels of ability in one extreme distractibility; overactivity – or two specific skills, in contrast to their excessive movements, especially in impairments in other areas – the so- situations expected to be calm, such as called 'autistic savants'. The triad of in the classroom or at mealtimes; impairments can occur on its own but is impulsiveness – the affected person will often associated with other not wait their turn, acts without developmental disorders, including all thinking, is thoughtless, rule-breaking. degrees of learning disability, specific learning disorders, and attention deficit Autism The 'autistic spectrum' is the and hyperactivity. term used for a range of impairments affecting the development of social Barriers Environmental, interaction, communication and communication, attitudinal or imagination. This triad of impairments organisational structures, policies, may be due to severe problems in practices or beliefs which prevent making sense of experiences, especially disabled people from participating in or the complicated, constantly-changing accessing activities and the ordinary life social world. This results in a lack of of society on an equal level with non- imaginative understanding of other disabled people. people's thoughts, feelings and needs, and difficulty in acquiring the subtle, Braille A system of raised dots unspoken rules of social interaction. representing the letters of the alphabet, Instead of the usual wide range of punctuation and numbers, based on the social interests, those affected have a six patterns of a dice, which enables narrow, repetitive pattern of activities blind people to read by touching and to that absorb most or all of their write using an embosser. Invented by attention. There is great variation in the Louise Braille. way the triad is manifested and attempts have been made to define British Sign Language A visual subgroups. The best known of these are means of communication relying on 'typical autism' and 'Asperger gestures, facial expressions and body syndrome'. The first term is usually language, used within the deaf used for those who have no interest in community and learned naturally by social interaction, little or no language, interaction, which is not dependent on a and who tend to live in their own world spoken language. of stereotyped activities. Asperger syndrome is usually used for those who Brittle bone diseases (Osteogenesis are more able, who have better Imperfecta (OI) These diseases are language development and who try to caused by an abnormality in the make social contacts but in naive and collagen protein that the body needs for inappropriate ways. In clinical practice, bones as well as other structures, such
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as skin, ligaments and teeth. The It is not inherited. condition often leads to an increased likelihood of fractures. Abnormalities in Condition The particular impairment a other collagen-containing tissues lead to disabled person is affected by. There additional problems in some patients, are some 30,000 different conditions such as lax joints, fragile teeth, blue or and only the best-known are in this grey sclera (whites of eyes) and glossary. For more information, bruising. Some people with OI have Contact a Family has produced a very short stature and some develop useful on-line directory. However, deafness, particularly in their teenage remember this is written from a medical years or twenties. There are a number model point of view. of types of brittle bone disease that can http://www.cafamily.org.uk/home.html vary in severity from mild, in which the patient may not be correctly diagnosed Cystic fibrosis Cystic fibrosis causes and may simply be thought to be the mucous glands to produce accident-prone, through to severe, in abnormally thick, adherent mucus, and which babies have multiple fractures the sweat glands to produce excess even before birth. The frequency of salt. The two main areas of the body fractures may increase in adolescence, involved are the lungs and the pancreas following childbirth in women and (part of the digestive system). The during late adulthood. mucus causes the principal complications. In cystic fibrosis the Cerebral palsy This is a disorder of lungs are normal at birth but become movement and posture which is susceptible to bacterial infection and apparent in the early years. It is due to damage. The thick mucus collects in the damage or failure in development of the lungs, blocking some airways and part of the brain concerned with resulting in damage from the infection. movement. Adjacent parts of the brain Much of this damage can be prevented may also be injured and this may lead by adequate treatment of infections. In to poor sight, deafness or other the pancreas, the small channels perceptual difficulties. Children with (through which the enzymes produced cerebral palsy may also have learning in the pancreas flow to reach the difficulties. Impairment resulting from intestines) become blocked with mucus. cerebral palsy may be very slight or This results in cysts forming and these very severe. Difficulties include lead to fibrosis in the pancreas. The awkwardness in walking, or of hand and enzymes produced by the pancreas are arm movements, or speech. Severely vital to normal digestion. Digestive affected children may require physical enzyme preparations can replace most support and other forms of assistance. of the digestive enzymes produced by There are three main forms of cerebral the pancreas. This is controlled by palsy: spasticity – disordered control of physiotherapy and drugs to help clear movement often associated with tight the mucus, and antibiotics to tackle the muscles; athetosis – frequent infections. Cystic fibrosis is a life- involuntary movements; ataxia – threatening condition. 75% of affected unsteady gait with problems of balance. children now survive to young
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adulthood and the average survival is liver which makes glucose. Insulin is around 30 years. The condition is vital for life. It is a hormone produced inherited. by the pancreas, which helps the glucose to enter the cells where it is Deafness The human ear is a very used as fuel by the body. The main sophisticated sensory organ that symptoms of untreated diabetes are performs two functions: hearing and increased thirst, going to the loo all the balance. It is probably the most time (especially at night), extreme developed sensory system in humans, tiredness, weight loss, genital itching or apart from vision. The outer, middle and regular episodes of thrush, and blurred inner ear, hearing nerve and its central vision. Type 1 (insulin dependent) connections allow us to hear what we diabetes develops if the body is unable want to hear while suppressing what we to produce any insulin. This type usually don't, and to attach meanings so that appears before the age of 40. It is an appropriate response can be made. treated by insulin injections and diet. Hearing is extremely important for the Type 2 (non-insulin dependent) diabetes development of spoken language. Those develops when the body can still make with pre-lingual profound hearing loss some insulin, but not enough, or when will not have access to speech sounds the insulin produced does not work and will not develop oral language, properly (known as insulin resistance). while those with a severe pre-lingual This type usually appears in people over hearing loss will not develop normal the age of 40, though often appears speech. Moderate hearing loss may before this in South Asian and African- affect speech and (oral) language Caribbean people. It is treated by diet development and will have a alone, or by diet and tablets or, considerable effect on the mainstream sometimes, by diet and insulin education of children. Mild hearing injections. The main aim of treatment losses may also affect the ability to of both types of diabetes is to achieve learn, depending on other factors. The near-normal blood glucose and blood incidence of significant permanent pressure levels. This, together with a congenital hearing loss is about 1 in healthy lifestyle, will help to improve 1,000 live births. This almost doubles well-being and may protect against by the age of 10 years because of long-term damage to the eyes, kidneys, acquired hearing loss from meningitis, nerves, heart and major arteries. mumps, measles, trauma and other causes. Disability 1 ‘Disability is the loss or limitation of opportunities to take part Diabetes mellitus This is a condition in the normal life of the community on in which the amount of glucose (sugar) an equal level with others due to in the blood is too high because the physical and social barriers.’ (Disabled body cannot use it properly. Glucose People's International 1981) comes from the digestion of starchy foods, such as bread, rice, potatoes, Disability 2 ‘A person has a disability chapatis, yams and plantain, from sugar if he has a physical or mental and other sweet foods, and from the impairment which has a substantial and
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long-term adverse effect on his ability (DMD) This is a relatively common to carry out normal day-to-day and severe neuromuscular disorder, activities.’ (Definition of disability affecting approximately one in every under the 1995 DDA). 3–4,000 male live births. The hallmark of the disease is the progressive Disabled people People who are weakness of all muscles; proximal discriminated against because they muscles of the limbs are most severely have a long-term impairment. affected. Children usually present with mild delay of the motor milestones, Disabled People’s Movement All such as walking, and with tiptoe and those disabled people who, regardless unsteady gait. Difficulties in rising from of the type or severity of their the floor, going upstairs and running are impairment, consider they are disabled usually evident in the first two to three by the structures and attitudes in years of life. Enlarged calves can be society, and are therefore subject to a seen in most children, especially in the common oppression. early phases of the disease. A frequently-associated feature (30% of Down's Syndrome This is a cases) is mild learning disability. chromosomal disorder that occurs Presentation with predominantly when, instead of the normal cognitive problems is not uncommon complement of two copies of (eg speech delay). This is not chromosome 21, there is a whole (or progressive. The weakness, however, is sometimes part of an) additional progressive and children with DMD will chromosome 21. A chromosome is a lose the ability to walk by the age of rod-like structure present in the nucleus thirteen – the average age being of all body cells, with the exception of approximately nine. This is due to a the red blood cells, which stores genetic combination of weakness and information. Normally, humans have 23 contractures affecting the ankles, knees pairs of chromosomes, the unfertilised and hips. ova and each sperm carrying a set of 23 chromosomes. On fertilisation, the Dyslexia Dyslexia is a specific type of chromosomes combine to give a total of learning difficulty where a person of 46 (23 pairs). A normal female has an normal intelligence has persistent and XX pair and a normal male an XY pair. significant problems with reading, Chromosome abnormalities give rise to writing, spelling and, sometimes, specific physical features. The range of mathematics and musical notation. The cognitive disabilities as well as other person may not have difficulties in attributes is enormously wide in Down's other areas: many dyslexic people are Syndrome. The majority are in the mild extremely creative, think laterally and range of cognitive ability. Associated have excellent problem-solving skills. It defects may include ear and/or eye may be helpful to think of dyslexia as defects, an increased propensity for an information processing difficulty. infections and heart defects. Dyslexia is a complex learning difficulty because of the number of Duchenne Muscular Dystrophy characteristics associated with it, such
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as lack of phonological awareness, poor Epilepsy Epilepsy is the tendency to short-term memory or confusion about have recurrent seizures originating in left and right, which vary from the brain as a result of excessive or individual to individual. The effects of disordered discharge of brain cells. dyslexia can be alleviated by early Seizures are divided into two recognition and skilled specialist categories, generalised or partial. In teaching. It is also known as a specific generalised seizures, both hemispheres learning difficulty. of the brain are involved. The seizures include major convulsive episodes with Dyspraxia This is a developmental jerking of all limbs and unconsciousness disorder of organisation and planning of (tonic clonic seizures); seizures when physical movement. The essential the body goes stiff (tonic) or floppy feature is the impairment of motor (atonic); jerks of the limbs (myoclonic function that significantly interferes with jerks) and momentary lapses of academic achievement or activities of consciousness (absences). In partial (or daily living, and is not due to a general focal) seizures, the disturbance of brain medical condition, such as cerebral activity starts in, or involves, a specific palsy or muscular dystrophy. part of the brain. The nature of such Performance in daily activities that seizures depends upon the area of the require motor co-ordination is brain involved. Partial seizures may be substantially below that expected, given simple or complex. Consciousness is not the person's chronological age and lost in a simple partial seizure, but is general intelligence. This may be impaired in a complex partial seizure. manifested in marked delays in The condition can be controlled by achieving the main motor milestones of drugs, but these have major side sitting, crawling and walking, or such effects. problems as difficulty in self-help skills, knocking over or dropping things, poor Eugenics Eugenicists, at the end of performance in sport or poor the 19th century and start of the 20th, handwriting. Dyspraxia presents great believed disabled people and other variation between one child and socially undesirable groups, such as another. The overall result is discrepant vagrants and ‘moral defectives’, would academic performance. The child shows weaken the gene pool of the nation and ability by having good oral skills but is reduce competitiveness. Increasingly, unable to achieve literacy or recording disabled people were shut away in skills at the same level. Poor single sex institutions for life or concentration and attention control, and sterilised. Separate special schools and physical restlessness or over-activity day-centres were set up that denied may be an additional problem. It is not non-disabled people the day-to-day uncommon for such children to be experience of living and growing up described by teachers as lazy or poorly with disabled people, and vice-versa. motivated. Also known as a specific Following the excesses of the Third learning difficulty. Reich, those who espoused these ideas found other forums to promote their ideas, through family planning eg
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Planned Parenthood Federation and, They reject the term mental handicap more recently, through genetic as it has come to represent their counselling and the GENOME Project. segregation. Learning difficulty covers a wide range of intellectual impairment. Fingerspelling The use of certain Generally, someone is considered to handshapes (In the UK, using two have a learning difficulty when they hands) to represent letters of the function at a level of intellectual ability written alphabet for deaf which is significantly lower than their communication. chronological age. Increased difficulties in acquiring basic life skills, and Impairment Impairment is the loss or increased dependence on others are limitation of physical, mental or sensory common. Specialist educational input is function on a long-term or permanent usually required, but this is frequently basis. possible within mainstream school settings. Mild learning difficulty is Inclusion Inclusion is about a child's usually caused by a combination of right to belong to their local restricted learning and social mainstream school, to be valued for opportunities plus a high rate of who they are and be provided with all learning disability in close relatives. the support they need to thrive there, Moderate-to-profound learning difficulty including removing the barriers that usually has a specific biological cause. prevent their full participation. As However, there are exceptions in either society is not generally organised like case. Learning difficulty may occur in this, it requires planned restructuring of isolation, in association with other those elements of the built sensory or physical impairments, or as environment, organisation, procedures part of a recognisable genetic and attitudes that discriminate against syndrome. disabled people, and other excluded groups, so they can participate on an Lipreading Understanding a spoken equal level with others. language by following the lip patterns of the speaker. Less than half the speech Integration This term means that sounds of English are shown on the lips disabled people can access mainstream and lipreading is a skill not everyone services, but these do not adjust or can master. restructure to remove barriers. All forms of integration assume some form Medical model In this model, disabled of assimilation of the disabled person people are seen as a problem to be into mainstream structures, which cured or ‘fixed’ by therapy, medicine, remain largely unchanged. surgery and special treatments. It becomes a personal tragedy when this Learning difficulty This is the term can’t happen. Powerful and pervasive chosen by people with learning views reflecting this model are difficulties to describe their impairment reinforced in the media, books, films, because they believe their situation can art and language. change through access to education.
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Mental health Mental health and Multiple sclerosis (MS) MS is the mental health problems are not exact most common potentially disabling terms, but their components can disease of the central nervous system broadly be said to include: the ability to affecting young adults. The lifetime risk develop socially, emotionally and is about 1:500 in the UK and there is a intellectually; the ability to initiate and slight excess risk in females (it affects sustain mutually satisfying three times more females than males). relationships; the ability to empathise Onset is usually in early adult life but with others; and the ability to learn children and adolescents can be from periods of emotional difficulty and affected. In most patients, the pattern distress, and to develop because of is initially episodic, but the disorder them. Defined in this way, mental moves through characteristic phases of health, unlike physical health, is attacks which recover, episodes leaving something of an ideal state. Mental persistent deficits and then slow health problems are difficulties which progression; occasionally, multiple arise in these areas, and are likely to sclerosis is progressive from onset. This have their roots in constitutional, natural history usually evolves over environmental or social factors, or a many years and life expectancy is not combination of these. Such problems significantly reduced. Impairment cover a wide spectrum of emotional and relates to onset and duration of the behavioural difficulties, which vary progressive phase. significantly in their severity and duration. At one end of the spectrum, Oppression An unjust and systematic mental health problems in children may excessive exercise of power against an be relieved by the love and support of identified group of people, such as families and other carers, without Jews, homosexuals or disabled people, intervention from a mental health where the laws, attitudes towards and professional. At the other end of the treatment (including portrayal) of this spectrum, mental or psychiatric group all reinforce this discriminatory disorders suggest the existence of a situation. clinically-recognisable set of symptoms or behaviour, in accordance with the Oralism A philosophy in the education standards set out in the World Health of deaf people which maintains that Organisation's International language should be oral, ie from the Classification of Diseases (ICD10), mouth, and consequently Sign which mean that children are likely to languages and deaf teachers should be need specialist help. Mental health excluded from the classroom. In its problems in children are common and extreme form, oralism even discourages are likely to affect over 20% of children contact between deaf adults (club- or young people at some stage, and joining, marriages, etc) and criticises one in four adults. Mental disorders are the public use of Sign language. less common, and are likely to affect less than one child in ten. Polio (Poliomyelitis/Infantile Paralysis) Poliomyelitis is caused by an infection with the Poliomyelitis virus,
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which is an enterovirus. The majority of convex to the right whereas infantile infections are characterised by a mild ones are to the left. In babies, early fever, often with vomiting or diarrhoea. diagnosis and treatment is particularly Weakness or complete paralysis of any important. Scoliosis may also develop of the skeletal muscles appears in a as a result of congenital malformations minority of subjects, but this may of the spine, such as hemi-vertebra or develop rapidly. After a few days or fused vertebrae, or in association with weeks, the weakness begins to improve spina bifida, polio, ataxia and brittle and may continue to do so for one to bones. two years. In the most severely affected patients, all the limb and trunk Segregation The forced separation of muscles, and the breathing and people into different locations based on swallowing muscles, may be affected fixed criteria about their impairment or and treatment with mechanical gender, social class or ethnicity, over respiratory support is required to which they have little or no control. For maintain life. The most common long- example, being forced to live in term effect is weakness of one or more reserved areas under apartheid, limbs. It occurred in widespread separate schooling for black and white epidemics, particularly after World War children in the Southern USA, or 2, but these have largely disappeared making disabled children go to special with the advent of effective schools. immunisation in the late 1950s. Occasional new cases do, however, Sickle cell anaemia These are a appear even in developed countries. In group of inheritable genetic conditions many poor countries until recently it in which there is an abnormality of the was still prevalent and in some it is still haemoglobin. Haemoglobin carries not eradicated today. oxygen to the various organs of the body and is contained in the red blood Scoliosis This is a lateral (sideways) cells. In sickle cell disorders, some of curvature of the spine, associated with the red blood cells assume a sickle rotation, so that, in the thoracic spine, shape following the release of oxygen. the ribs on the convex side are This abnormal shape causes the cells to displaced backwards. It is very clump together making their passage common, with 25% of the population through smaller blood vessels difficult. having some degree of spinal The most common symptoms are asymmetry in childhood. Curves of over episodic pain in the bones, joints, 20° occur in 1–2 per thousand boys and abdomen and other parts of the body, 4–5 per thousand girls. 65% of all known as 'painful crises'. They may be cases are idiopathic (cause not known). precipitated by cold, dehydration, or Most scoliosis occurs in girls at the start infections. Other problems associated of adolescence. When curvature occurs with the condition may affect the spleen at, or shortly after, birth (infantile or cause jaundice, strokes, blood in the curves), boys are often slightly more urine, leg ulcers, eye problems, affected than girls. Interestingly, enuresis and delayed puberty. Sickle adolescent curve tends to be more cell disorders mainly occur in people
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whose ancestors are of African, African- secondary communication difficulty may Caribbean, Mediterranean, Middle be associated with severe or profound Eastern or Indian origins. Tests which hearing or intellectual impairment, and can identify carriers or individuals with with specific syndromes, chromosome sickle cell disorder may be undertaken defects, cerebral palsy, accident, injury in high-risk groups in pregnancy and or disease. before anaesthesia. Spina bifida This is a neural tube Social model In this model, people defect and is a developmental anomaly with impairments are seen as disabled which occurs very early in pregnancy. by their environment, the attitudes of The neural tube develops to form the others and the policies, practices and spinal cord, brain and spine. When procedures of organisations. Not much spina bifida occurs, the tube is split and can be done to change impairments. A one or more vertebrae (small bones of great deal can be done to get rid of the back) fail to form properly, leaving barriers and create a more equal a gap. There are three main types of society in all aspects of life. This is the spina bifida: spina bifida occulta, where struggle for disabled people’s rights. the only sign of the malformation is a dimple or hair at the site of the defect Special Educational Needs (SEN) on the skin of the back; in spina bifida Needs which are additional to or cystica, a sac or cyst is visible on the different from those that are provided back covered by a thin layer of skin; for in an ordinary school. 1996 cranium bifida is a failure of Education Act. development of the bones of the skull. In this form, the sac is called an Speech and language impairments encephalocele. Hydrocephalus is caused These can vary greatly in severity and by an imbalance between the cause. A language difficulty is identified production and absorption of cerebro- when a child has problems in the spinal fluid in the brain. About 80% of acquisition and development of people with spina bifida have receptive and/or expressive language. hydrocephalus. Primary communication difficulties often occur in a child who has developed or is Spinal cord injury The spinal cord is developing within the normal range, an extension of the brain, a thick and there is no evidence that the bundle of nerve fibres from which difficulty is related to or the outcome of individual nerves branch off to connect a physical disability (for example, the brain with the muscles, skin and severe or profound hearing loss) or an internal organs. Nerves carry messages intellectual impairment. Characteristics in both directions: from the brain to may vary, and many children do have individual muscles, telling them to associated difficulties, including move; and from the skin and other mild/moderate hearing impairment, organs to the brain, communicating the behavioural difficulties, impaired self- senses of touch, pain, pressure or heat esteem, and general cognitive ability at and cold. The spinal cord is carried in a the lower end of the normal range. A hollow channel through the centre of
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the spinal column, a stack of 33 bony heard’ (Enderby, 1996). Speech may rings (the vertebrae). From the spinal sound forced, tense or jerky. People cord, 31 paired spinal nerves branch who stammer may avoid certain words out to different parts of the body. From or situations which they know will cause the upper part of the cord, these roots them difficulty. Stammering is not connect to the nerves of the upper simply a speech difficulty but is a torso, arms and hands; from the lower serious communication problem. For the cord they lead to the abdomen, thighs, child or adult who stammers it can calves and feet. Most spinal cord undermine their confidence and self- damage is caused by physical injuries – esteem, and affect their interactions road traffic accidents, a fall, diving with others, as well as their education accident, shot or stab wound etc, and and employment potential. occasionally by a medical accident during surgery. Broken vertebrae or a Stereotypes These are groups of foreign body pierce or crush the spinal attitudes which have little or no basis in cord itself. If the spinal cord is reality and which persist in cultures. damaged, the nerves which join the Stereotyping reduces the individuality spinal cord below the point of damage and character of people to false social may be partially or completely cut off constructs, leading to name-calling and from the brain. Nerves joining above violence towards the subjects of the point of damage should be intact stereotyping, and undercutting the and will continue to operate normally. humanity of the victims. Nerves below the damage point will continue to conduct messages, but the Stroke Stroke is a type of brain injury. messages won't get through to the It occurs when part of the brain is brain and messages from the brain will suddenly damaged or destroyed. There not reach their destination. Injury to are two main types: ischaemic strokes the human spinal cord causes paralysis, are the most common (80%). These the inability to deliberately move or feel happen when blood vessels are blocked particular parts of the body. In general, by a clot or become too narrow for the the higher up the spine the injury, the blood to get through to the brain. The more limbs will be paralysed and the reduced blood flow causes brain cells in greater the disruption to normal bodily the area to die from lack of oxygen. In functions. a haemorrhagic stroke the blood vessel bursts leaking blood into the brain and Stammering Stammering is causing damage. A stroke causes ‘characterised by stoppages and paralysis or weakness in one side of the disruptions in fluency which interrupt body. Other effects may include loss of the smooth flow and timing of speech. balance, distorted vision and speech, These stoppages may take the form of incontinence and difficulty in repetitions of sounds, syllables or swallowing. Partial recovery is usual, words, or of prolongations of sounds so full recovery possible. that words seem to be stretched out, and can involve silent blocking of the airflow of speech when no sound is
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Visual impairment The eye is the sensory organ of the visual system – rather like a camera that takes a picture. For sight, not only a healthy eye but also the vision pathways in the brain and the higher brain functions need to be functioning correctly, rather like the cables attaching a camcorder to a TV monitor. If this cabling is defective, however good the camera, a poor signal will be received by the monitor. Even if there is a good picture on the monitor, it may not always be understood properly. This requires learning and other inputs, such as sound, touch and experience. To many people ‘blindness’ is the complete lack of any sight – a black screen – however, most people with severe vision impairment who are registered as ‘blind’ do have some useful vision. Some can even see to read but cannot walk around easily as they have extreme tunnel vision. Others can navigate skilfully but have great difficulty in recognising even familiar faces and in reading even very large print. Some people are born with their vision impairment and in others the problems develop in childhood or even only in later life.
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MEDIA GLOSSARY
80 degree rule A rule which Cineliteracy A term coined by the maintains that the line of action should Film Policy Review Group reporting to not be crossed, in the interests of fluid the Department for Culture, Media and continuity. It therefore precludes a Sport in 1998, to denote understanding difference greater than 180 degrees and appreciation of moving image texts. between camera angles in consecutive shots. Cinematographer The person whose job it is to set up both camera and 30 degree rule A rule which precludes lighting for each shot in a moving a difference in angles of less than 30 image text. The cinematographer has degrees between consecutive shots. perhaps paramount influence over the look or tone of a shot or scene, and is ADR (automatic dialogue often held in as high esteem as the replacement) A computerised process director. Cinematography is therefore that helps fit re-recorded lines to the the art of positioning a camera and original dialogue. lighting a scene.
Animation The capture of still images, Close-up Usually defined as a shot which run in sequence, creating the framing the head from the neck up, illusion of movement. sometimes with part of the shoulders.
Aperture An opening (usually in the Continuity system/continuity camera lens) through which light passes. editing A system of editing generally used within mainstream cinema to cut Atmos effect Usually a sound effect seamlessly from one shot to another used to generate a certain atmosphere, without calling attention to the editing. eg a howling wind. This system includes invisible editing, eye-line matches, and cutting on action. Auteur French for ‘author’. The term has a specific cultural and political Crane shot A shot in which the history, beginning with the politique des camera is mounted on a crane, to auteurs, a manifesto drafted in the achieve striking height or aerial 1950s by a group of French film movement. directors and critics, which celebrated the role of the director as the ‘author’ Cross-cutting Also known as parallel of a film, particularly in what was then editing. Alternation between two or the ‘Hollywood studio system’. more different scenes which are (usually) developed simultaneously. Buzz track A low-level background soundtrack. Crossing the line Failure to follow the 180 degree rule, by crossing the Camera angle The viewpoint chosen line of action. to photograph a subject. Canted angle See Dutch angle Cut A clean break between consecutive shots.
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Deep focus The ability of a camera to faded in. focus equally on elements in the shot both very close to and a great distance Distributor The middle section of the away from the camera. This allows chain of production–distribution action to be photographed throughout –exhibition in the film industry. The the fore-, middle, and background of a distributor buys, then re-sells or rents a frame, within the same shot. film property. They are crucially responsible for marketing individual Depth of field The distance between films or videos. the objects nearest and furthest from the camera that will be in acceptably Documentary Not so much a single sharp focus. genre as an umbrella of related programme types, each seeking to Diegesis, diegetic The ‘world’ of a represent versions of reality. moving image text, as indicated not Documentary forms have evolved from only by what can be seen, or by sounds the beginnings of cinema to generated from on-screen actions and contemporary so-called docu-soaps, objects (eg footsteps, explosions) but which some people might not see as also by off-screen sounds that belong to being ‘documentary’ at all. They are the world being depicted (eg birdsong, characterised by relatively ‘high church bells). Non-diegetic sound is modality’. typically music or sound effects not generated in the filmic world but added Dubbing chart A plan used as a guide to indicate characters’ state of mind or to arrange and mix elements of the to generate audience response. Visual soundtrack during post-production. play with diegesis happens especially in comedies, eg Mel Brooks, Woody Allen, Dutch angle (or canted angle) Ally McBeal. Camera angle in which the camera is tipped sideways so that the world of the Digital technologies Refers to any film seems to have tipped over, and system for recording and reading horizontal and vertical lines run information – images, sounds – in diagonally within the frame. computer-based numerical codes rather than in the older ‘analogue’ systems Editing The process by which shots are where information is directly stored on put together into sequences or scenes. film or tape, and copies are of lower Usually described according to rhythm quality than originals. Besides being or pace (ie the varying lengths of the easier to access, manipulate and store shots in the sequence) and type of than analogue copies, digital versions of transition (eg cut, fade, dissolve or mix, texts are all of equal quality. wipe). A montage sequence is a series of shots which summarise an action or Dissolve or mix This is when two build a mood, rather than playing it out shots are on screen at the same time, in the equivalent of real time. visible through each other. The first shot is faded out while the second is
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End credits A list of all of the Eye-line The direction of a character's participants involved in the film's gaze. production, screened at the end of the Fade down (of sound) Gradual film. diminution of sound level.
Equalisation (EQ) Part of the process Fade in (of pictures) Gradual of sound manipulation and appearance of the image. improvement, especially concerned with the balance between bass and treble. Fade in (of sound) Gradual increase of sound level. Establishing shot A shot which shows the environment in which the action will Fade out (of sound) Gradual take place, usually early in the diminution of sound level to silence. sequence. Fade to black Gradual disappearance Exhibitor A general term referring to of image into black screen. an organisation responsible for showing films or video. Is used, together with Fade up (of sound) Gradual increase ‘producer’ and ‘distributor’, as a way of of sound level. describing the major functions and structure of the film industry. Film noir Hollywood film genre of the 1940s and 1950s (named by French Expressionist The name given to a critics after World War 2), usually, but particularly stylised form of cinema, in not always, involving crime, flawed which the elements of shot and editing heroes, femmes fatales and a strong are mobilised primarily to evoke visual style influenced by German powerful feeling in an audience. Expressionism. Originating in Germany in the 1920s, the trademarks are high contrast of Focal length The distance between light and dark (and, later, colour), the optical centre of the lens and the extreme camera angles and shot image sensor. The longer the focal composition, and powerful music. The length, the greater the magnification melodramas of the 1940s and 1950s, involved; the shorter the focal length, right up to contemporary horror films the wider the angle of view. and maybe even some TV ‘soaps’, all are indebted to Expressionism. Focus pull The refocusing of the lens during a shot to keep a moving subject Extreme close-up (ECU) A shot filled within the depth of field. by part of someone's face (or other subject). Foley track; Foley artist The construction or approximation of sound Extreme long shot (ELS) A shot effects using sources other than those showing the scene from a great represented on screen. Examples would distance. include a knife piercing a watermelon to approximate a stabbing sound, or the
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use of coconut shells to approximate Icons/ iconography Refers to single the sound of horses’ hooves. The Foley visual elements of a shot which artist is the person responsible for resonate beyond their literal meaning or sourcing and making these sounds. representation. Thus a particular kind of motor cycle in films like Easy Rider has Frame Individual still image of a film come to signify a whole counter-cultural or video, or the rectangle within which movement. Iconography refers to a the image is composed or captured. whole system of icons with the same range of reference – what in English Frames per second The number of would be called a ‘semantic field’. Thus still images that pass through the Baz Luhrmann’s Romeo and Juliet camera/projector per second. Film features iconography – boots, guns, usually runs at 24 fps, video at 25 fps. cars, clothes – associated with specific groups of young men in contemporary Genre A way of categorising different Los Angeles. types of moving image texts. As it has a particular usage in Film Studies it can Jump cut A cut between two shots of often sound clumsy or inappropriate the same object, character or scene when applied to other media forms, like where the angle of the camera is less video or television. It is more common than 45 degrees. to talk of television formats, like the gameshow or the chatshow, for Line of action An imaginary line used example. Genres are typically studied to help stage camera positions for via reference to narratives, iconography, shooting action. Typically 'drawn' along themes, and characters which crop up the line of sight between two characters relatively predictably within individual in a scene, or following the movement examples of a particular genre. of characters, cars etc. In the continuity However, it is important to bear in mind system all shots of the action will be the role of the audience when studying taken from one side only of the line to genre. It is commonly agreed that maintain consistent screen orientation audiences enjoy the repetition of what and direction of movement. is familiar in a genre, but also expect to see something new. Lip sync Synchronisation of mouth and lip movements in the image with Hand-held camera Type of camera speech on the soundtrack. movement where the camera is held manually by an operator without fixed Long shot (LS) Usually shows the mounting (tripod, dolly etc). Produces entire human figure, from above the irregular movement which often head to below the feet. signifies 'Point of View'. Low angle shot A shot looking up at High-angle shot A shot looking down the action. on the action. Master shot A shot (usually wide) that shows all the action of a scene,
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usually cut together with other shots is, they are time-based media. This has (close-ups, shot/reverse shots etc). implications for the study of these media; traditionally, it had been Medium long shot (MLS) Normally possible under the rubric of ‘media shows the human figure from the studies’ to focus only on print and still knees up. image texts. Moving image study has been foregrounded in its own right to Medium shot (MS) Normally shows distinguish the important difference that the human figure from the waist up. duration makes.
Mise en scène French term from the Narrowcast As the term suggests, an theatre which literally means ‘what's alternative to ‘broadcast’, in which a put in the scene’. In the cinema it refers particular text, or whole channel, is to the elements of a shot – the set, the targeted at a narrow niche audience. props, the actors, the use of colour and light – and the way these elements are Off screen Action belonging to the composed or choreographed. story world which takes place outside the frame. Mix see dissolve. Opening titles The credits shown on Modality A term coined to unpick the screen at the beginning of the film, notion of ‘realism’. Modality refers to which usually include the film's title, how close to reality the producer producers, directors, writer and intends a particular text to be. For principal actors. example, the makers of Tom and Jerry obviously intended their animation to Over-the-shoulder (OTS) shot A be some distance from realistic – to shot framed by the side of the head and have ‘low modality’. Some documentary shoulders of a character in the extreme makers, on the other hand – especially foreground, who is looking at the same observational documentaries – would thing we are – usually another like to persuade us that they are character in a dialogue sequence. capturing a version of reality – ie ‘high modality’. Each text will include clues as Pan When the camera pivots on its to how high or low the modality is. vertical axis; the shot that results from ‘Modality markers’ might include this. From panorama or panoramic. whether there is music on a soundtrack, whether the editing is stylised, or shots Parallel editing See cross-cutting. are long and static. Persistence of vision Sensory Montage A portmanteau term phenomenon to which cinema owes its covering film, video or television texts. existence: the perception of fluid While not attempting to obscure movement from still images projected differences between these forms, it above a threshold speed. Below this should be noted that they share in speed the image flickers (hence the common the element of duration – that term 'the flicks', coined when silent film
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was shot at lower speeds, Shot/reverse shot Alternating shots, c. 16–20 fps). typically of two characters in a dialogue sequence. Pitch Relative shrillness of a note, determined by the mix of frequencies. Shot size Refers to the size of the subject in the frame – close-up, long Point of View (POV) shot A shot shot, wide shot etc. where we appear to be looking through the character's eyes, from his or her Shot transition The transition of one point of view. shot to another which can be achieved by a cut, a dissolve, a wipe etc. Post-production Stage of film production after principal photography, Sound perspective Like visual including editing, sound/music, special perspective, helps to create a sense of effects etc. physical space: sounds in the distance seem to come from far away. Reaction shot A shot in which we see the character's reaction (sometimes Soundtrack The audio components of after a POV shot). a film – dialogue, sound effects, music.
Reframe Adjustment of framing to Split edit When sound and picture cuts compensate for movement within the are not simultaneous. frame. Spot effect Sound effect used at a Scene The basic dramatic unit, usually particular point in the narrative. continuous in time and setting. A feature film will usually consist of Standard angle Angle produced with a 30–60 scenes, though there are wide medium focal length which produces a variations. standard angle of view.
Sequence A group of shots showing a Steadicam Trade name for a camera single piece of action, eg a chase mount which dampens movement, so sequence; often synonymous with making it more fluid, when the camera 'scene'. is handheld or strapped to the operator.
Shot The basic unit of meaning in a Stereotypes Often used as a moving image text. It can be described derogatory term for a quickly drawn or according to its length, or duration, the ‘stock’ character, and criticised as lazy way it is framed (ie the camera distance or deliberate misrepresentations of and angle), and the arrangement of people or groups. Actually, stereotypes elements within it (often referred to as have a specific function and force in any the mise en scène). text, which it is often useful to explore in a reasonably unprejudicial way.
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Storyboard A stock outcome Two-shot A shot showing two associated with film and media characters in a frame. teaching. Typically, a series of drawings which approximate to a sequence of Wide shot (WS) or wide-angle shot moving images. Without careful A shot taking in much or all of the attention, however, a storyboard can action. easily fail to differentiate between different types of shot (eg camera Wide-angle lens Lens with a short distances), shot transition and length, focal length, a wide-angle of view and and use of soundtrack. Most usefully less magnification than the telephoto employed when a specific learning goal lens. is being pursued, for example in how few shots can a particular setting from Zoom The change of image size a novel be portrayed, or in how many achieved when the focal length of the different ways can a sequence of zoom lens is altered. dialogue be represented or news item be edited. Where the exercise is primarily conceptual, or solving a problem, it might be better to use a shooting script – a written list of described shots, itemising camera position, shot length and transition, and soundtrack.
Telephoto lens Lens with a long focal length and greater magnification than the wide-angle lens.
Tilt When the camera pivots on the horizontal axis; the shot that results from this.
Time code Numeric reference (hours/minutes/seconds/frames) for each frame of the film, essential during editing and other post-production work.
Top shot An extreme high-angle shot, where the camera looks straight down.
Tracking shot A shot taken from a camera mounted on a dolly or other moving vehicle, in order to follow an action or reveal a scene.
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ORIGIN OF NEGATIVE WORDS ASSOCIATED WITH DISABILITY Afflicted one-handed, holding their hat in their This implies that some higher being has other hand to make the race more cast a person down (‘affligere’ is Latin equal. for to knock down, to weaken), or is b) by association with penitent sinners causing them pain or suffering. (often disabled people) in many parts of Europe who were forced into begging to Cripple survive and had to go up to people ‘cap The word comes from Old English crypel in hand’. or creopel, both related to the verb ‘to c) from a 17th century game called ‘cap creep’. These, in turn, come from old i’ hand’ in which players showed they (Middle) German ‘kripple’ meaning to accepted or rejected a disputed object’s be without power. The word is valuation by bringing their hands either extremely offensive. full or empty out of a cap in which forfeit money had been placed. This Dumb or Dumbo practice was also used in the 18th a) Not to be able to speak. century to show whether people agreed b) This has come to be seen as to a horse carrying extra weight in a negative from the days when race (ie deliberately giving it a profoundly deaf people were thought of disadvantage). as stupid because they had no access to Sign language to communicate and Idiot were known as ‘deaf and dumb’. The word dates from the 13th century and comes from the Latin word idiota, Dwarf meaning ‘ignorant person’. Again, it Dwarf, through folklore and common featured in the Mental Deficiency Act usage, has negative connotations. Use 1913 (see Feeble-minded), where it short people or short stature. denoted someone who was so mentally deficient that they should be detained Feeble-minded for the whole of their lives. The word feeble comes from old French meaning ‘lacking strength’ and, before Imbecile that, from Latin flebilis, which meant ‘to This word has been around since the be lamented’. Its meaning was 16th century and comes from the Latin, formalised in the Mental Deficiency Act imbecillus, meaning ‘feeble’ (it literally 1913, indicating not an extremely meant ‘without support’ and was pronounced mental deficiency, but one originally used mainly in a physical still requiring care, supervision and sense). It was similarly defined in the control. Mental Deficiency Act, as someone incapable of managing their own affairs. Handicapped Having an imposed disadvantage. The word may have several origins: a) from horse races round the streets of Italian City States, such as Sienna, where really good riders had to ride
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Invalid People with disabilities Literally means not valid, from Latin This phrase assumes that the person ‘invalidus’. In the 17th century it came has the disability. Under social model to have a specific meaning, when thinking, the person has an impairment referring to people, of infirm, or and is disabled by oppressive barriers of disabled. attitude, structures and environments in society. ‘Disabled people’ is more Mental or nutter or crazy acceptable. Disabled people are anyone All these are informal (slang) and with a long-term impairment who is offensive words for people with mental oppressed and discriminated against health issues. One in four people have a because of these barriers. major bout of mental distress or become mental health system users. Raspberry ripple The vast majority are not dangerous. Cockney rhyming slang for ‘cripple’, and offensive. Mentally handicapped In the UK over 500,000 people with Retard learning difficulty were locked away in Still in common use in the USA for Mental Handicap Hospitals because people with learning difficulty; from tests showed they had low Intelligence retarded or held back in development - Quotients (IQ). These tests have since offensive. been shown to be culturally biased and only to measure one small part of how Spazz, spazzie or spastic the brain works. People with learning People with cerebral palsy are subject difficulties have chosen this name for to muscle spasms or spasticity. These themselves because they think that, offensive words are sometimes used in through education, which they have reference to this. People with this largely been denied, they can improve impairment wish to be known as people their situation. with cerebral palsy or disabled people The blind; The deaf; The disabled Mong/Mongolian To call any group of people ‘the’ Langdon Down was a doctor who anything is to dehumanise them. Use worked at the London Hospital in blind people or deaf people or disabled Whitechapel in the 1860s. He noticed people. that around 1 in 800 babies was born with pronounced different features and Victim or sufferer capabilities. Their features reminded Disabled people are not victims of their him of the Mongolian people’s. He impairment because this implies they postulated that there was a hierarchy of are consciously singled out for races (in descending order) - European, punishment by God or a higher being. Asian, African and Mongols. Each was Similarly, the word sufferer can imply genetically inferior to the group above someone upon whom something has them. This was a racist theory. People been imposed as a punishment by a with Down’s Syndrome find it extremely deity. offensive.
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EDUCATION
MORE FILMS
Wheelchair-bound More films Wheelchair users see their wheelchair In this section is a list of films as a means of mobility and freedom, recommended by colleagues and not something that restricts them, apart readers (with activities, if supplied). from problems with lack of access. Have you seen a film recently that raises issues around people with impairments? Please email your recommendations to [email protected]
A is for Autism (1992, Tim Webb, UK), 11 mins This award-winning animation offers an insight into the condition of autism, with words, drawings and music and animation all contributed by people with autism. It addresses very different aspects and forms of autism. The narration is by some of the small proportion of people with autism who are able to recount their thoughts and feelings, describing the problems and pleasures in their lives. One of the narrators is Temple Grandin, who coached Dustin Hoffman for his role in Rain Man. Using drawings, some people with autism recount how they feel and their early experiences of being different. • ‘My hearing and eyesight was like an un-tuned television.’ • ‘Cannot take the rhythmic pattern of conversation and often interrupt.’ • ‘I was always obsessed with time.’ • ‘Ask the same question over and over again because I liked the sound of the answer.’ • ‘Sometimes I just like spinning a coin as I can concentrate and I don’t have to hear the deafening noise of you speaking’. These are just some of the comments that people with autism make in this film.
Make sure you prepare the ground by covering the material in the Introducing
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disability in class guidelines before manipulative to funny and charming, looking at issues in any specific film. she dominates every scene she’s in, and Sage has a great onscreen You can purchase this film from bfi relationship with Kevin McKidd as her Video - www.bfi.org.uk/videocat/index exasperated brother. A film delivered A is for Autism will be available on DVD with a humour and lightness of touch in spring 2004. which just go to make it all the more Check the above website for more deeply moving. Kenny’s girlfriend information. recognises Roberta’s artistic talent and Activities on A is for Autism gives her an exhibition in her gallery. All 1. Watch the film. Try to describe the pictures used in the film were autism from what was said in the film. painted by the screenwriter Andrea 2. Describe how the filmmakers have Gibb’s sister who has a Downs used the pictures to create an Syndrome. impression of autism as a condition. 3. One contributor tells how at school Raises issues about euthanasia and has no one wanted to play with him a surprise positive ending. because he was different, as he used to flap his arm. Do you think it is fair not Afterlife received the 2003 Audience to include some children because they Award at the Edinburgh Film Festival. are different? What are the things you might do to include them in your games?
AFTERLIFE UK Directed Shirley Peebles 104 minutes Kenny (Kevin McKidd), an ambitious young journalist just about to break a big story, by interviewing a doctor who may be involved in an assisted suicide clinic. He is forced by his mother’s ill health return to his hometown to help look after his sister Roberta who has Downs Syndrome. As their mother(Lindsay Duncan) gets more ill and its is revealed she has fatal ovarian cancer, the pressure mounts. Caught in an ‘impossible’ situation, the film stays close to the family through issues of familial loyalty, disability and euthanasia, in which the story of a career- focused cynic is raised with a terrific unsentimental performance from Paula Sage, the actress with Down’s who plays Roberta. From canny and
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APPENDIX 1
APPENDIX 1 DETAILED LESSON PLANS COMMERCIAL FILMS
Keystage 2
1 Shrek
2 Hunchback of Notre Dame
Keystage 3/4
3 One Flew Over The Cuckoo’s Nest
4 The Men, Coming Home and Born on the Fourth of July
5 Forrest Gump
7 Four Weddings and a Funeral
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www.bfi.org.uk/disabling imagery Shrek Lesson 1
Disability Equality Learning Objectives Film Learning Objectives • To understand that other people’s attitudes • To examine openings and endings; can contribute to the poor self-esteem of • To identify how characters are introduced. disabled people; Curriculum Objectives – Literacy • To understand that ignorance can perpetuate • To write story openings and endings; negative opinions of people who are • To write in different styles, for different different. audiences. Activity 1 Teaching and Learning activity Essential notes Watch the opening five minutes of Shrek. Shrek is shown to have disgusting habits but is also set up to be the main character, the ‘star’, so Discuss what you know about Shrek’s character the audience is immediately on his side, rather and his qualities. than ridiculing him as a ‘freak’.
Learning Outcomes • Children appreciate an individual’s qualities and see a person for who they are.
Activity 2
Teaching and Learning activity Essential notes Children imagine that they are one of the Emphasis should be on descriptive language about townspeople. They write an account describing the monster. the first time they saw ‘the monster’ and why they felt he should be chased out. Learning Outcomes • Children think about how prejudices begin.
Activity 3
Teaching and Learning activity Essential notes Children create a ‘sensationalist’ article focusing Refer to Stereotypes on the bfi website: on the ‘first sighting’ of Shrek in the village. www.bfi.org.uk/disablingimagery?for information
To compare style and think about different Use headlines from existing newspapers to think opinions, children could write letters to the about styles of writing. newspapers, complaining about the treatment of the ogre. They should back up their opinions with reasoned arguments.
Learning Outcomes • Children think about how disabled people are viewed in society and how that shapes people’s opinions. • Children understand that negative opinions of disabled people can and should be challenged.
Extension • Look at other traditional stories in similar ways, eg The Giant in Jack and the Beanstalk, Rumplestiltskin, the Seven Dwarfs in Snow White. • Taking the idea of the ‘Wanted’ poster in the scene at the beginning of Shrek, children could create ‘crimes’ they have committed or write exaggerated descriptions of the characters to emphasise their different characters and special qualities.
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www.bfi.org.uk/disabling imagery Shrek Lesson 2 Disability Equality Learning Objectives Film Learning Objectives • To appreciate that disabled people have • To explore the relationship between relationships and friendships with disabled characters. and non-disabled people. Curriculum Objectives – PSHE • To learn how close relationships can overcome obstacles and negative opinions; • To understand the value of friendship. Activity 1
Teaching and Learning activity Essential notes Watch scenes in the film where Shrek’s relationship with Fiona is shown. What visual clues are there telling us what their relationship is like?
Learning Outcomes • Children appreciate that relationships are based on personal qualities not prejudice or pre-conceptions.
Activity 2
Teaching and Learning activity Essential notes How is Fiona different from most princesses? It is interesting to compare different people’s How is Shrek different from other ogres? opinions of Shrek at different points in the story. Some characters, such as the soldiers, have fixed Draw two large outlines of the characters and ideas, others change. write words to describe their qualities inside them. Outside, write words which describe other Also think about how Shrek’s opinions change. It is people’s opinions of them. not just about other people’s opinions of him but how he feels about himself: ‘Look at me… what am I? An ogre’. Learning Outcomes • Children understand that ‘difference’ is not a negative thing. • Children recognise that negative opinions are often based on ignorance.
Extension – History
Shrek is considered to be a ‘freak’, as is the character of the Donkey. Explore where this phenomenon came from and how many disabled people were once treated as objects of amazement and wonder, as exhibits in circuses or fairground shows. Other films support this notion, eg The Hunchback of Notre Dame (Disney) and The Elephant Man.
www.thegalloper.com www.shef.ac.uk This website gives a potted history of the rise and This Sheffield University website includes access to fall of freaks as objects of public curiosity in the the National Fairground Archive. context of fairground entertainment.
www.channel4.com Born Freak outlines how in film, performers with disabilities have mostly been confined to the roles of villain, victim or freak.
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www.bfi.org.uk/disabling imagery Shrek Lesson 3
Disability Equality Learning Objectives Film Learning Objectives • To learn that people who are different can • To identify characteristics from characters’ believe hurtful, negative things that are said behaviour; about them; • To understand using humour to make a point. • To appreciate that people who are physically or Curriculum Objectives – PSHE mentally different often learn from others’ • To reinforce that bullying and insulting people negative reactions not to trust people and to is wrong (See Introducing disability in class on feel bad about themselves. the bfi website: www.bfi.org.uk/disablingimagery?) • To understand positive ways of behaving to allow people’s self-esteem to grow.
Activity 1 Teaching and Learning activity Essential notes Write up several quotes from the characters in the Children should have seen the whole film to do film and ask the children to decide who they think this but, if not, use the first 15 minutes or so. said them, eg: ‘You don’t know what it’s like to be considered a freak…’ (Donkey)
‘Look at me… what am I?’ (Shrek)
Learning Outcomes • Children understand that people’s feelings about themselves are affected by others’ behaviour.
Activity 2
Teaching and Learning activity Essential notes Create and write down positive sentences.
Mix these up as a class, draw them out and identify which character could have said them.
Learning Outcomes • Children learn to write in an appropriate style. • Children consider the positive things about people.
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www.bfi.org.uk/disabling imagery
Hunchback of Notre Dame Lesson 1
Disability Equality Learning Objectives • To explore how a character is portrayed in a • To understand that in the past, ignorance and film story; superstition easily led to difference being • To identify the use of camera shots. viewed as evil or a punishment; Curriculum Objectives – Literacy • To understand that in the past, physical • To identify words and phrases related to a difference was used in stories to frighten, and character profile; ‘monsters‘ were viewed as outcasts; • To understand and use words and phrases • To understand that negative opinions and related to disability in an informed way. prejudices shape the way in which disabled Further Curriculum Links – Literacy people are treated by society today; • Explore other traditional stories and compare, in • To understand that treating people who are print and on film, their portrayal of characters with different as figures of fun is wrong. differences or disability, eg Shrek, Rumplestiltskin, Film Learning Objectives Snow White and the Seven Dwarfs. • To explore how fairytales portray disabled characters;
Activity 1 Teaching and Learning activity Essential notes Watch the opening scenes which describe how It is important to discuss language used to put the Frolo ‘saves’ the baby and consigns him to a life in issue of disability into context within the film. the bell tower because he is a ‘freak’.
Identify the phrases/words used to establish how Quasimodo will be seen by people, eg when he Quasimodo means ‘half formed’. first comes down from the church to the crowd.
Learning Outcomes • Children understand how negative descriptions of disabled people create negative stereotypes.
Activity 2 Teaching and Learning activity Essential notes Watch the opening again, focusing on Frolo. Make Because Quasimodo has been told he is ugly/ a list of his characteristics . Focus on the lies he deformed, he grows up to believe it and that it is tells Quasimodo and others. a crime. Children could use the Comparing characters Discuss the negative power of language, eg sheet in Student handouts on the bfi website: Quasimodo says, ‘I’m not normal.’ www.bfi.org.uk/disablingimagery?
Learning Outcomes • Understanding how derogatory, insulting language perpetuates and reinforces negative self-image.
Activity 3 Teaching and Learning activity Essential notes In the first scene, the question is raised, ‘Who is the monster and who is the man?’ Ask pupils to discuss: What would make Quasimodo a man? What makes Frolo a monster?
Learning Outcomes • Pupils have considered the difficulties disabled people face in overcoming negative images and opinions in society.
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www.bfi.org.uk/disabling imagery Hunchback of Notre Dame Lesson 2 Disability Equality Learning Objectives Curriculum Objectives – PSHE • To learn that disabled people have positive • To identify positive things about people and self images; their achievements; • To understand how society disables people • To understand that people are responsible for through negative language and behaviour. their actions; Film Learning Objectives • To encourage children to talk about issues • To understand the importance of dialogue which affect themselves and society. and speech in developing character. Further Curriculum Links – Literacy • To explore the use of positive and negative phrases; • To gather information in list form; • To take notes. Activity 1 Teaching and Learning activity Essential notes Having watched the film, children list all the See Stereotypes for information on the positive attributes that Quasimodo has. Sentences reinforcement of negative images; and History of could begin with, ‘Quasimodo can…’ attitudes to disabled people for views of disability as a punishment from God/ something evil, encouraging society to treat disabled people badly, both on the bfi website: www.bfi.org.uk/disablingimagery?
Children could use the Comparing characters handout in Student handouts on the bfi website: www.bfi.org.uk/disablingimagery?
Learning Outcomes • Children understand that a disabled person’s self-image can be negatively affected by other people’s behaviour. • Children learn that they have a responsibility for the way they behave towards other people.
Activity 2 Teaching and Learning activity Essential notes Compare the ‘Quasimodo can…’ list with examples See History of attitudes to disabled people for of Frolo’s lies (from Lesson one). information about the historical portrayal of disabled characters on the bfi website: Children turn Frolo’s comments into positive www.bfi.org.uk/disablingimagery? statements, based on Quasimodo’s talents and Negative stereotypes are often perpetuated in personality. modern films.
Learning Outcomes • Children understand how people are equal in terms of their rights and value within a community.
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www.bfi.org.uk/disabling imagery Hunchback of Notre Dame Lesson 3
Disability Equality Learning Objectives Curriculum Objectives – Literacy • To understand that stereotyping can lead to • To write first person accounts; bullying and violence against disabled people; • To compare character viewpoints; • To explore how negative stereotypes in texts • To explore the use of reporting styles. can be challenged. Film Learning Objectives • To understand how camera shots can be used to express viewpoint.
Activity 1
Teaching and Learning activity Essential notes Watch the Festival of Fools scene. Divide children Encourage children to think about camera shots into three groups: Group 1 imagine they are Frolo, (eg close-up / high/low angle) to indicate character Group 2 imagine they are Esmeralda, Group 3 viewpoint or expression of emotion). imagine they are Quasimodo. See the sheet on Camera shots and moves in Describe, using hot-seating, or setting up a still Student handouts on the bfi website: image of a particular moment, how a character www.bfi.org.uk/disablingimagery? felt/what they were thinking.
Learning Outcomes • Children think about the consequences of society’s treatment of disabled people. • Children can identify forms of bullying and negative behaviour and understand that they are wrong.
Activity 2 Teaching and Learning activity Essential notes Children write a first person account of their character’s experience at the Festival of Fools. Think carefully about each one’s characteristics and how each would describe their feelings and their perspective on the event.
Accounts of the Festival could be represented in a different way eg, interviews set up with different characters as if for the evening news after the event.
Learning Outcomes • Children consider the effects of people’s behaviour, comments and actions on others.
Activity 3
Teaching and Learning activity Essential notes Discuss how the Festival may have been different if Quasimodo had been accepted.
Write a new scene, either as a narrative account or in You could use the Storyboard in Student handouts the form of a storyboard, to illustrate the changes. on the bfi website: www.bfi.org.uk/disablingimagery? In addition, children create a list of examples of situations they could find themselves in where they may be able to change their own or other people’s behaviour towards someone. Learning Outcomes • Children understand that they can challenge negative stereotypes and attitudes, not just in fiction but in real life.
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www.bfi.org.uk/disabling imagery One Flew Over The Cuckoo’s Nest
Disability Equality Learning Objectives Film Learning Objectives • To understand that most people with mental • To understand representation of characters in health issues are not violent, but are often film; stereotyped as such and discriminated against; • To appreciate narrative style. • To develop an understanding that any long- Curriculum Objectives stay hospital or prison can take away people’s • PSHE – appreciating mental health issues. ability to act and think for themselves – they Further Curriculum Links become institutionalised; • Media Studies – how film depicts mental • To understand that alternatives to locking health through narrative and characterisation; away people with mental health issues exist, • English – read extracts of the book and such as community care, therapeutic support compare to sections in the film. Note how the and medication; different media engage their audiences. • To understand that how you feel about yourself and other people is important, and that if you are not coping you should seek help and support from a sympathetic adult.
NOTE: The following activities have been devised so that it isn’t essential that the students view the whole film. However, depending on the class teacher’s subject area and own objectives, it is possible to integrate the activities while watching the whole film.
Activity 1
Teaching and Learning activity Essential notes Teach a lesson on mental health and get the class See the information on mental health in Statistics to discuss the type of situations that may make it on the bfi website: more likely that people will develop mental health www.bfi.org.uk/disablingimagery? issues.
Discuss with the class the idea of an institution, and institutionalisation, and the impact these can have on ‘inmates’ ; compare this with more modern responses, such as care in the community.
Learning Outcomes • Students learn about mental health issues and the kinds of situations that are most likely to give rise to/exacerbate them. • Students understand that caring for people with mental health issues in institutions is not the only/best way to help them. Students appreciate what it means to become institutionalised.
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www.bfi.org.uk/disabling imagery One Flew Over The Cuckoo’s Nest Activity 2 Teaching and Learning activity Essential notes Before viewing an extract of the film that is most appropriate to the class, allow each student to choose a character to focus on when viewing it. After viewing, discuss initial reactions.
Watch the extract again and make notes on the Students could use the Comparing characters interaction between the characters – the sheet in Student handouts on the bfi website: differences and similarities between the way their www.bfi.org.uk/disablingimagery? mental health issues are represented.
Discuss different forms of care, other than those depicted in the film, and decide which may work best for each character.
Learning Outcomes • Learn how film characters are constructed to highlight social stereotypes in order to motivate the narrative. • Understand how other forms of care that don’t involve incarceration may be more suitable for the characters in the film. Activity 3
Teaching and Learning activity Essential notes Shine and A Beautiful Mind have more recently dealt with mental health issues. Write a sympathetic scenario for a film showing mental health issues of a group of teenagers on a field trip:
Ask students to place the characters from One Flew Over the Cuckoo’s Nest, or their own set of characters, in the scenario of a field trip.
Students may work in groups or individually and must convey a sense of freedom for the characters and a sense of community and teamwork. Students may wish to use the following formats to convey the scenario: 1. Storyboard up to six important scenes from Students could use the Storyboard or Writing a their scenario; scene or storyline handouts from the Student 2. Script a short scene from the scenario to convey handouts on the bfi website: the above; www.bfi.org.uk/disablingimagery? 3. Write a synopsis of the overall scenario.
Learning Outcomes • Students are transferring one scenario depicting mental health into their own style of scenario to convey a more positive representation of mental health. • Students are using various forms to convey this information, depending on the ability of the group.
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www.bfi.org.uk/disabling imagery The Men, Coming Home and Born on the Fourth of July Disability Equality Learning Objectives • To understand that the way disability is • To understand the difference between viewed in society will have a big impact on impairment and disability; this process of rehabilitation; • To understand why, in society in the past, it • To appreciate that the true cost of war is loss has often been disabled war veterans who of life and permanent impairment; have adjustments made for them and State • To appreciate that war should be the last support provided before similar treatment is resort of any state that supports human available for disabled civilians; rights. • To see clearly the nature and type of barriers Film Learning Objectives disabled people face in society; • To analyse bias in war films; • To appreciate the negative impact on self- • To deconstruct stereotypical characters. image that occurs for young men or women Curriculum Objectives who acquire a permanent impairment; • PSHE – how disability and impairment are • To appreciate how such young men and dealt with in society. women may adjust to being disabled people Further Curriculum Links and get on with their lives; • History – war and its effects on veterans.
NOTE: Teacher should view the whole films and select appropriate extracts for their own schemes of work, and to accommodate the disability and learning objectives above.
Activity 1
- Teaching and Learning activity Essential notes Ask students to discuss the difference between ‘Impairment is the loss or limitation of physical, impairment and disability. mental or sensory function on a long-term, or permanent basis.’ Write a definition on the board for students to note. ‘Disablement is the loss or limitation of opportunities to take part in the normal life of the community on an equal level with others due to physical and social barriers.’ (Disabled People's International 1981)
Learning Outcomes • Students appreciate the terminology used.
Activity 2
Teaching and Learning activity Essential notes Watch a suitable extract from any of the films to represent how the third, fourth and fifth Disability Equality Learning Objectives above are shown.
In groups, students watch the extract again and each group lists answers to one of these three learning objectives, understanding how the film represents the objectives.
Learning Outcomes • By using filmic evidence, students deconstruct how the veterans’ disabilities and impairments affect their existence in society. • Analysing how the characters are depicted and, possibly, stereotyped.
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www.bfi.org.uk/disabling imagery The Men, Coming Home and Born on the Fourth of July
Activity 3 Teaching and Learning activity Essential notes Get students to make a three-column table showing: Types of impairment include: a) a list of the types of permanent • Amputation of an arm, leg, hand, foot, or a injuries that may result from war; combination of these. b) for each type of injury, write the • Spinal injury – check the Disability glossary on everyday things the disabled veteran may the bfi website: not be able to do; www.bfi.org.uk/disablingimagery? c) now list the adjustments that may be • Shell shock – psychological necessary to the activities, or the way the • Gulf War Syndrome disabled veteran does them. • Radiation • Blindness Watch another extract of the film and ask students • Deafness to decide who the war would benefit, according to • Head injury the depiction of bias and agendas in the chosen • Facial disfigurement requiring reconstructive film? surgery. • Burns – to all or any part of the body, requiring List why war is necessary and why war shouldn’t plastic surgery. occur, with reference to the teacher’s chosen extract. Then hold a debate to come to a conclusion relating to the last two learning objectives above.
Learning Outcomes • Appreciate that the way disability is viewed in society will have a big impact on the process of rehabilitation. • Appreciate that the true cost of war is loss of life and permanent impairment. • Appreciate that war should be the last resort of any state that supports human rights. • Analyse bias in a war film.
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www.bfi.org.uk/disabling imagery Forrest Gump Lesson 1
Disability Equality Learning Objectives • To understand the ways that someone with • To know about the types of impairment that learning difficulties could be portrayed lead to experiencing learning difficulties; without being stereotyped. • To understand the ways in which society has Film Learning Objectives responded negatively to people with learning • Use of flashback to enhance narrative. difficulties; Curriculum Objectives • To understand the adjustments and support • PSHE – deconstruct Hollywood filmic depiction that can be provided so people with learning of a character with learning disabilities and its difficulties can be fully included in society; relation to reality. • To understand the difference between a Further Curriculum Links realistic portrayal of someone with a learning • GCSE English – Of Mice and Men – difficulty, such as in I am Sam, and a characterisation of Lennie in the novel and caricatured portrayal, such as in Forrest Gump; the film adaptation, compared to Forrest; • To appreciate that there is a long tradition in • Media Studies – Hollywood portrayal of a the cinema of laughing at people with character with learning difficulties, and the learning difficulties; ‘star’ concept associated with this film.
Activity 1 Teaching and Learning activity Essential notes Teach the class about the nature of having a See History of attitudes to disabled people (Early learning difficulty and how society has 20th century) on the bfi website: discriminated against this group of disabled www.bfi.org.uk/disablingimagery? people in the past and today.
Write the following points on the board for students to think about when watching the extracts:
How do the filmmakers use: a) flashbacks to tell the story? b) Forrest’s narrative to involve the audience?
Watch the most suitable extracts to show how the flashbacks convey a narrative which simultaneously represents Forrest’s life.
Ask students to describe how they think this would affect the audience?
Learning Outcomes • Use of flashback to enhance narrative. • Understand the types of impairment that lead to experiencing learning difficulties. • Understand the ways that society has responded negatively to people with learning difficulties. • Understand the adjustments and support that can be provided so people with learning difficulties can be fully included in society.
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www.bfi.org.uk/disabling imagery Forrest Gump Activity 2 Teaching and Learning activity Essential notes After watching extracts, the whole class Students could use the Comparing characters brainstorms words to describe the character of sheet in the Student handouts on the bfi website: Forrest. Students may profile Forrest’s character www.bfi.org.uk/disablingimagery? individually after this.
Watch an extract of the film that demonstrates that Forrest has a learning difficulty.
The class discusses whether this is a realistic portrayal of a person with learning difficulties. Give reasons.
Learning Outcomes • Understand the difference between a realistic portrayal of someone with a learning difficulty, such as in I am Sam, and a caricatured portrayal, such as in Forrest Gump. • Appreciate that there is a long tradition in the cinema of laughing at people with learning difficulties.
Activity 3 Teaching and Learning activity Essential notes The class views the extract that depicts how Lieutenant Dan becomes physically disabled. While watching the extract, the class notes how Forrest helps him come to terms with his impairment.
Activity 4 Teaching and Learning activity Essential notes The teacher defines the term ‘satire’, with relevant examples found in the film or in the current press to demonstrate the meaning.
Explain to the class, with extracts from the film, that the filmmakers are taking a satirical look at recent American history, using actual documentary film of events. Note to teachers: you could complete a grid with a Once this is understood, the class must explain column for the events in American history and how Forrest is included in these events. another for how Forrest is included in the events. Ask how Forrest acted, and why? Ask the class how likely it was that the events in the film could happen to one person? Then This could be done by the whole class on the discuss why you think the filmmakers used a board, while watching the extracts; or students do character with learning difficulties as the main it on individual sheets. character within these events?
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www.bfi.org.uk/disabling imagery Forrest Gump Activity 5 Teaching and Learning activity Essential notes Divide the class into four groups. Each group As above, you could use a grid on the board for deconstructs: column a) and column b), while students observe a) how the filmmakers are portraying Forrest; the extracts. b) how the events are related to this portrayal; in these scenes:
• The running scene, up to the end of being in the college team ( 15’’–24’’); • In Vietnam (37”–44”); The final activity in this section could allow the • In Washington for the medal ceremony, up to teacher to compare Forrest’s depiction to Lennie in the end of the Peace Rally ( 59’–1’04”); Of Mice and Men. • The last scene in the film, after Jenny has died and Forrest is looking after young Forrest Students could deconstruct Lennie’s personality (2’ 02”–2’ 06”). and compare him to Forrest and discuss the author/film director’s intention in portraying this Ask the class to discuss in small groups: in the novel or film. This would be a successful How could Forrest, who clearly has learning task particularly if students are studying this novel difficulties, be included in a film without making for GCSE English. fun of him or showing him doing unrealistic things? You could use the Write a scene/storyline sheet in Ask the students to devise a more appropriate plot Student handouts on the bfi website: synopsis. www.bfi.org.uk/disablingimagery?
Learning Outcomes • Understand the ways that someone with learning difficulties could be portrayed without being stereotyped.
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www.bfi.org.uk/disabling imagery Four Weddings And A Funeral
Disability Equality Learning Objectives Curriculum Objectives • To understand how a disabled character can • Media Studies – construction of a film review be included in a non-stereotyped way and add programme, interpreted and produced by to the plot line of a film; students, to convey the above Disability • To appreciate how distorted most films are Equality Learning Objectives; because they either stereotype disabled • PSHE/Citizenship – a non-stereotyped characters or just do not include any reference approach to various films. to disability, which affects 15% of humanity; Further Curriculum Links • To appreciate the filmic value of using • English – speaking and listening activities; different forms of communication, such as • Drama – producing and appearing in a British Sign Language or sub-titles. simulation of a film review programme. Film Learning Objectives • Use of non-stereotyped characters; • Other forms of communication in films.
Activity 1
Teaching and Learning activity Essential notes Watch an extract from the film. Half the class lists the personality traits of Charles and the other half lists David’s. Then discuss, or write a short synopsis of, how the filmmakers show the differences in the two brothers’ characters.
While watching the most suitable extracts, write as many quotations as possible to demonstrate how David’s inclusion added to the humour of the film.
Learning Outcomes • Characterisation in a non-stereotypical style. • The appeal of humour to the audience.
Activity 2
Teaching and Learning activity Essential notes Students write a short essay or give a short speech, individually or in small groups, on whether all films should automatically be sub-titled and Sign interpreted to provide access for deaf people. Give arguments for and against.
Learning Outcomes • Appreciate the filmic value of using different forms of communication, such as British Sign Language or sub-titles. • Speaking and listening presentation for English or PSHE.
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www.bfi.org.uk/disabling imagery Four Weddings And A Funeral Activity 3
Teaching and Learning activity Essential notes Ask individuals to name other films where disabled characters are included in their own right, not for dramatic effect or as a stereotype. Describe the characters’ roles in these films.
Compile a Top Ten list of these films. Students write a synopsis of each to be displayed on the wall. Present the list in a ‘Jonathon Ross – Film 200?’ style by asking students in small groups to nominate a presenter, scriptwriter and camera person. Say it’s for a 7–10-minute time slot.
Include in the programme: Show students an example of a TV film review • a review of a scene from a film you know well programme before allowing them to complete this that includes non-stereotyped disabled characters task. Also note the target audience of the show as an integral and essential part of the plot; and the scheduling involved. • the presentation on subtitling from Activity 2.
If possible, film these short programmes.
Learning Outcomes • Understand how a disabled character can be included in a non-stereotyped way and add to the plot line of a film. • Appreciate how distorted most films are because they either stereotype disabled characters or just do not include any reference to disability, which affects 15% of humanity. • Use of non-stereotyped characters. • Deconstructing a TV programme format to convey an inclusive approach to film review programming.
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APPENDIX 2
APPENDIX 2 DETAILED LESSON PLANS FOR BFI DVD SHORT FILMS AND FILM CLIPS
Keystage 2
1 Better Or Worse
2 Cousin
3 Arko Ujyalo
4 Together
Keystage 3
5 Alison’s Baby
6 Blind Sensation
Keystage 3/4
7 See The Person, Not The Disability
Keystage 4
8 Black Dog
9 Tell It Like It Is
10 The Chapeau Roan
11 The Sixth Happiness
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www.bfi.org.uk/disabling imagery Better or Worse? Lesson 1
Disability Equality Learning Objectives Curriculum Objectives • To understand that disability discrimination is • Write in list form; an oppression like racism and sexism etc; • Write a first person account. • To explore how a visual impairment can be Further Curriculum Links understood in terms of barriers confronting • To learn that it is wrong to tease someone blind or visually impaired people; because they have a disability; • To learn that a person does not want to be • To recognise how behaviour affects other excluded because of their impairment. people; Film Learning Objectives • To use imagination to understand other • To understand that film effects can be used to people’s experiences. simulate visual impairment.
Activity 1 Teaching and Learning activity Essential notes Teach a lesson on disability as an oppression. Use ideas from Introducing disability in class on: www. bfi.org.uk/disabling imagery?.
Learning Outcomes • Class hold a discussion, drawing on their experience of discrimination.
Activity 2 Teaching and Learning activity Essential notes Watch Better or Worse? (9 mins). Discuss the use of camera to convey point of view. List moments in the film when the camera showed The film reflects the experiences of its director, the action through Rachel’s eyes, from her Jocelyn Cammack, in dealing with her own visits to viewpoint. the optician and her own visual impairment.
What ‘tricks’ does Rachel use to overcome the Rachel has devised strategies, such as counting, to barriers of her impairment? understand how long a dive takes, or cheating in the optician’s.
Learning Outcomes • Class hold a discussion, drawing on their experience of discrimination. • Pupils think about experiences from someone else’s point of view.
Activity 3 Teaching and Learning activity Essential notes Choose one moment and write a description of what Rachel can see eg when she is asked to read letters in the optician’s, or standing on the side of the pool looking up at the diving board.
Write an account of her ‘deception’, how she disguises her impairment and overcomes the barriers she faces.
Learning Outcomes • Children understand that people with an impairment or disability want to be treated the same as everyone else and do the same things.
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www.bfi.org.uk/disabling imagery Better or Worse? Lesson 2
Disability Equality Learning Objectives Curriculum Learning Objectives - PSHE • To gain an understanding of barriers which • To learn that it is wrong to tease someone confront visually impaired people and how because they have a disability; these can create feelings of isolation. • To discuss bullying and its consequences. Film Learning Objectives • To explore the effect of settings on a character. Activity 1
Teaching and Learning activity Essential notes As the class watch Better or Worse?, pupils The colours and ‘feel’ of the two main settings are concentrate on the settings in the film. Which are very different, reflecting how Rachel feels about the two most important? them: the warmth and comfort of the optician’s and the cool, blue loneliness and expanse of the What other settings can they identify? pool.
Activity 2
Teaching and Learning activity Essential notes List events which happen in each setting, eg pool – Rachel is being called and cannot see who is See Word power in Student handouts on the bfi calling her… teacher says, ‘are you deaf?!’ website: www.bfi.org.uk/disablingimagery?
Children choose an environment within/outside school and make lists of possible obstacles to a visually impaired person, eg – lunch menu written Research information from organisations such as on a board, articles left lying around on the floor, RNIB and NCTD (National Centre for Tactile steps into the playground, reading signs/ Diagrams), University of Hertfordshire, Hatfield, instructions. Herts, AL10 9AB UK website: www.nctd.org.uk Devise ways to improve some of these.
Learning Outcomes • Children have considered obstacles facing disabled people in the wider environment. • Children have considered other people’s needs. • Children have considered practical and emotional implications.
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www.bfi.org.uk/disabling imagery Better or Worse? Lesson 3 Disability Equality Learning Objectives Film Learning Objectives • To learn that disabled people are subjected to • Identify a character from their behaviour; discrimination and this can take many forms; • Explore the use of close-up shots. • To learn that it is wrong to bully someone Curriculum Learning Objectives - PSHE because they are different; • Discuss bullying and its consequences. • To understand that bullies are often unhappy or ‘different’ themselves and choose victims who are obviously different in some way.
Activity 1 Teaching and Learning activity Essential notes Watch Better or Worse? Ask children to pick out moments when Rachel ‘hides’ the fact that she has impaired vision. Discuss why she feels she has to hide the fact?
Learning Outcomes • Children have identified negative feelings associated with impairment and thought about how these can be caused.
Activity 2 Teaching and Learning activity Essential notes Watch the scene in the film when Luke and others It is important for children to realise that most are laughing at the blind man across the road. blind people are perfectly capable of negotiating Ask pupils to describe Rachel’s part in the scene. obstacles in the street and that the director has chosen to illustrate her point using this scenario. In pairs, pupils use ‘thought tracking’ to show how Rachel is really feeling when she joins in with One child plays Rachel and ‘acts out’ her role in the bullies. the scene. The other speaks Rachel’s real thoughts.
Arrange children as if in a ‘still’ from the film. Children may find this scene funny, but it is When a ‘character’ is tapped on the shoulder, they important to use it as a focus for discussing why say their thoughts. Try doing this for the bullies as people are really laughing and what they are well, to imagine what they are thinking/feeling. really feeling.
Write a list of Rachel’s/the bullies’ feelings. Pupils show the class their thought tracking moments.
Learning Outcomes • Children understand that it is wrong to laugh at someone because they are different in any way. • Children understand that laughing at someone’s disability or impairment is wrong.
Activity 3 Teaching and Learning activity Essential notes - Watch the scene with the blind man again. List Close-up shots are used in Better or Worse? to words to describe Luke’s behaviour and character. focus on people’s faces and show emotions, eg when Luke is feeling scared on the diving board; When do you see a close-up shot of Luke, and and to show isolation, eg when Rachel is in the what does this tell you about his character? swimming pool or looking through the railings.
Learning Outcomes • Children understand that visually impaired people are capable of everyday tasks and actions but are sometimes disabled by the environment and people’s attitudes. • Children understand that bullying is unacceptable. • Children have identified possible causes of bullying behaviour.
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www.bfi.org.uk/disabling imagery Cousin Lesson 1
Disability Equality Learning Objectives Curriculum Objectives – Literacy • To understand that sometimes negative • To use a text to gather information; attitudes towards disabled people can affect • Note taking; how they feel, as do negative attitudes about • Writing in list form. your culture, gender or sexuality; Further Curriculum Links – Citizenship/PSHE • To realize that disablist name-calling is hurtful; • To learn that it is wrong to bully someone • To know that a disabled person can be because they have an impairment or are described in different ways which will shape different in any way; how we think of them. • To identify and respect differences and Film Learning Objectives similarities between people; • To understand that a moving image text • To develop vocabulary and understand words conveys information; such as tolerance, respect, independence. • To explore how characters are used to present real-life issues.
Activity 1 Teaching and Learning activity Essential notes Watch Cousin, and note down how other characters behave towards Cousin.
Create a two-column list showing positive and See Word power in Student handouts on the bfi negative, eg website: www.bfi.org.uk/disabling imagery? –ve: talking about someone behind their back; + ve: asking someone about what they are doing.
Learning Outcomes • Pupils identify negative attitudes towards a disabled person. • Pupils think about consequences of negative behaviour towards a disabled person. • Pupils develop note-taking and list-making skills.
Activity 2 Teaching and Learning activity Essential notes Focus on the negative column of the list. Add a third column of places or situations where children think this might happen: in their own lives and in the communities of which they are members, eg at school, clubs, family, with friends outside school.
Learning Outcomes • Pupils think about wider social consequences of negative behaviour.
Activity 2 Teaching and Learning activity Essential notes Class create a list of rules of behaviour for everyone.
Learning Outcomes • Pupils think about results of verbal insults and ways to change negative behaviour.
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www.bfi.org.uk/disabling imagery Cousin Lesson 2
Disability Equality Learning Objectives • To think about how film uses humour to • To learn that disabled people are subjected to explore an issue; discrimination and this can take many forms; • To learn that animation can be used to • To understand that there are positive and highlight a character’s feelings and emotions. negative ways to respond to bullies; Curriculum Objectives – PSHE • To know how to act when they see bullying or • To explore sameness, difference and diversity; are bullied themselves. • To learn that it is wrong to tease someone Film Learning Objectives because they have a disability; • To learn that narration can be used to explain • To discuss bullying and its consequences. and enhance images;
Activity 1 Teaching and Learning activity Essential notes Watch the film Cousin without listening to the Talk about what ‘character’ means: different soundtrack. elements which make up a person’s character/ personality and words they might use to describe Ask the children what they can say about the someone. character of the Cousin from the images alone. Ask the children when they watch the film to Make a list of words/phrases to describe him. concentrate on the little boy and think about how they would describe him and his character. Watch the film with the soundtrack. Ask children to listen for words used to describe Add other words to the list from the narration, Cousin. which are used to describe Cousin.
Learning Outcomes • Pupils identify character elements. • Pupils identify positive and negative language. • Pupils learn that information about a character can be carried in narration.
Activity 2 Teaching and Learning activity Essential notes Choose one or two scenes from the film, replay This should be discussed with attention to how a them and talk about how the ‘bully’ could have character could have behaved… what the children behaved differently. themselves would and would not say to show they understand about someone’s disability.
Children take on the roles of some of the This raises children’s awareness that they can have characters from the film and recreate these scenes. an effect on a situation rather than just ignore This could be extended by introducing a new what is happening, exploring this within the safe character into the action – how would they environment of the classroom. intervene?
Refer back to the list of words and replace with See Word power in the Student handouts on the preferred language. bfi website: www.bfi.org.uk/disabling imagery?
Learning Outcomes • Pupils can identify bullying behaviour. • Pupils use drama to express emotions and opinions. • Pupils rehearse the use of positive, preferred language.
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Cousin Lesson 3
Disability Equality Learning Objectives Curriculum Objectives – Literacy • To learn that name calling in relation to a • To use drama and role play to explore a person’s disability is wrong; character’s situation. • To identify negative and preferred language. Curriculum Objectives – PSHE Film Learning Objectives • To learn how behaviour affects other people; • To explore the use of humour in a film to • To understand that there are different forms address an issue. of bullying.
Activity 1 Teaching and Learning activity Essential notes Watch the film Cousin again. This could be compared with the scene in Better or Worse? when children laugh at the blind man. Children identify moments in the film that made How are those portrayals and reactions different? them laugh. Can they say why?
Learning Outcomes • Pupils recognise the positive use of humour to explore a situation in a film.
Activity 2 Teaching and Learning activity Essential notes Discuss why children think people might laugh at Children should think about how people respond someone who has a disability? if they meet a disabled person but do not understand the person’s disability. Are they What other reasons might people laugh at embarrassed? Do they feel scared because they someone else? eg the way they dress, speak etc. don’t know how to behave? Children should be given a chance to be open and talk about situations like these.
Learning Outcomes • Pupils see their own thoughts and actions in a wider context.
Activity 3 Teaching and Learning activity Essential notes Children work in pairs to create short drama See Word power in Student handouts on the bfi scenes showing: website: a) using negative language (bullying); www.bfi.org.uk/disablingimagery? b) changing language used to preferred language.
Learning Outcomes • Pupils identify bullying language and understand how changing that behaviour can affect people’s feelings.
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Arko Ujyalo Lesson 1
Disability Equality Learning Objectives Curriculum Objectives – Literacy • To understand adaptations needed to • To use a text to gather information; accommodate a blind child. • To write instructions. Film Learning Objectives Further Curriculum Links – PSHE • To explore how a documentary shows life in a • To understand differences. particular community; • To understand that a film conveys information.
Activity 1 Teaching and Learning activity Essential notes Watch Arko Ujyalo. The class lists the ways Nandalal adapts the way he does things because he is blind.
The class lists the ways other people in the community adapt to help Nandalal.
Learning Outcomes • Pupils understand that communities need to change, as well as individuals, to accommodate a person’s needs.
Activity 2
Teaching and Learning activity Essential notes Watch the interview with Nandalal’s father again. Obviously, if there are members of the class who Ask the children to imagine how they might need have particular needs, their experiences would be to do things differently in their own families if important to share, if they are happy to. someone’s needs changed. If there are blind pupils in school it is important to highlight their needs and how they are met.
Learning Outcomes • Children identify practical needs of blind people at home and in the community.
Activity 3
Teaching and Learning activity Essential notes Children choose one daily task or activity and Simulating blindness is mentioned in the film. It is write a set of instructions for how to do it, not necessarily an appropriate way to understand including precise directions and guidance. lack of sight, but thinking about clear instructions and guiding someone through an activity will Try out the instructions with a partner. encourage children to focus on daily actions that they take for granted. Discuss how easy or difficult tasks were to carry out.
Learning Outcomes • Children appreciate different ways of carrying out tasks depending on a person’s needs and abilities.
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www.bfi.org.uk/disabling imagery Arko Ujyalo Lesson 2 Disability Equality Learning Objectives Curriculum Objectives – Literacy • To understand how changes are needed in a • Writing / speaking in the first person. school to facilitate inclusive education. Curriculum Objectives – PSHE Film Learning Objectives • To understand cultural differences. • To identify a sequence of events; • To explore the use of voice-over as narrative.
Activity 1 Teaching and Learning activity Essential notes Watch the parts of Arko Ujyalo that include Nandalal at school.
List familiar activities and those which are different from in a UK school.
How does Nandalal cope with his day at school?
Learning Outcomes • Children understand certain differences between schools in the UK and another country. • Children think about experiences of a blind child in school.
Activity 2
Teaching and Learning activity Essential notes Children imagine they are Nandalal and audio record a diary entry of one activity or a day at school, describing what they have done.
Learning Outcomes • Children use audio recording as an alternative to writing.
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Arko Ujyalo Lesson 3
Disability Equality Learning Objectives Curriculum Objectives – Literacy • To know the main cause of an impairment and • To write letters. how it could be prevented. Curriculum Objectives – Geography Film Learning Objectives • To explore the distribution of world resources; • To use film to gather evidence about another • To research information about another country and culture. country.
Activity 1 Teaching and Learning activity Essential notes Watch the opening sequence of Arko Ujyalo and discuss what life is like for Nandalal’s family. How do they make their living and carry out daily tasks, such as cooking and washing?
Learning Outcomes • Children appreciate that people in other counties carry out daily activities in a different way.
Activity 2 Teaching and Learning activity Essential notes Watch the film to find out how Nandalal became blind. Discuss how the children think this could have been prevented.
Learning Outcomes • Children understand how some diseases are spread and can cause impairments.
Activity 3 Teaching and Learning activity Essential notes Research organisations that are working towards Useful websites include: healthy living in other countries and trying to www.unicef.org prevent diseases. www.who.int (World Health Organisation) www.sightsavers.org Sight Savers is one of the UK's leading charities combating blindness in developing countries. www.oxfam.org.uk/coolplanet/kidsweb
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Together Lesson 1
Disability Equality Learning Objectives Curriculum Objectives – Literacy • To understand barriers facing deaf people, eg • To use a text to gather information; prejudice and lack of Sign language skills; • To write in dialogue form. • To learn the basic finger spelling alphabet; Curriculum Objectives – PSHE • To know something of the history of deaf • To learn that it is wrong to tease someone people and why the recognition of Sign because they have a disability; language is so important. • To explore sameness, difference and equality; Film Learning Objectives • To understand that we belong to a range of • To understand that a documentary can show groups and communities. personal life experiences; Further Curriculum Links – History • To explore the use of sound and silence to • To compare life today with life in the 1950s; portray characters’ experiences. • To illustrate life in post-war London.
Activity 1
Teaching and Learning activity Essential notes Watch the extract from Together. Identify moments Still image allows children to explore in more when people showed prejudice towards the two depth a character’s feelings or what they might be deaf men. thinking or saying.
Set up a still image of the two women watching the men. Ask other children to suggest what they were thinking/saying. Write a dialogue for them.
Learning Outcomes • Children understand that people can be prejudiced against people who have a disability/are different. • Children acknowledge lack of understanding as a possible cause of prejudice.
Activity 2
Teaching and Learning activity Essential notes Watch the clip of Together where the two deaf CACDP (Council for the Advancement of men are communicating between themselves. Communication with Deaf People) advocates total Identify other elements used to communicate, as communication, which includes Sign language, well as speech. Can pupils get an idea across using facial expression and body language. their own made-up signs and gestures? Useful websites include: www.cacdp.org.uk Research the history of British Sign Language and www.british-sign.co.uk, www.rnid.org.uk its recognition as an official community language.
Learning Outcomes • Children identify different ways of communicating. • Children learn that Sign language is a recognised community language. • Children develop a positive attitude towards deaf and hearing impaired people.
Activity 3
Teaching and Learning activity Essential notes Learn to finger spell the alphabet. Use signs and Download the finger spelling alphabet from: finger spelling to ask and answer questions. www.britishdeafassociation.org.uk www.rnid.org.uk
Learning Outcomes • Children learn to use Sign language.
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www.bfi.org.uk/disabling imagery Together Lesson 2 Disability Equality Learning Objectives • To think about the importance of the use of • To understand how essential communication is sound in a film; to comprehension; • To learn how close up and long shots are used • To understand why some deaf people view for different reasons. themselves as a linguistic minority, not Curriculum Objectives – PSHE disabled. • To understand how people communicate; Film Learning Objectives • To be aware of other people’s needs. • To explore how the use and absence of sound can simulate deafness; Activity 1 Teaching and Learning activity Essential notes While watching the extract of Together, think Close-up shots are used to focus on faces and about how camera shots and sound are used. when the deaf men are talking – on their hands. When is there silence? When are voices or music There are close-ups on children’s faces showing used or absent? Why? the deaf men’s viewpoint. There are also long shots to show children following the men. See the Camera shots and moves sheet in Student handouts on the bfi website: www.bfi.org.uk/disablingimagery?
Learning Outcomes • Children recognise the importance of sound and silence in a film. • Children relate lack of sound to the experience of a deaf person. • Children understand that not all deaf or hearing impaired people hear no sound at all.
Activity 2 Teaching and Learning activity Essential notes In the playground, around school or in the street, ask children to watch people having conversations. What do they notice about the way people communicate?
How much more or less can you understand if you are far away/near?
Learning Outcomes • Children identify relationships between speech, actions and communications in the context of the wider community.
Activity 3 Teaching and Learning activity Essential notes Watch different types of TV programme without For those who are not fluent, Sign language is fast sound. How much can you understand without it? and complicated. Perhaps children can compare this with any experiences they have of speaking Include watching a programme with subtitles and other languages – how easy is it to understand? an extract from BBC2 news with Signing.
If there are children who speak more than one language, try presenting their own news bulletin in two languages.
Learning Outcomes • Children appreciate the use of other languages and forms of communication.
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Together Lesson 3 Disability Equality Learning Objectives Curriculum Objectives – Literacy • To understand that environment and social • To use a text to collect evidence; attitudes change over time; • To write for a particular audience, supporting • To understand that prejudice is often caused an argument/point; by ignorance and can be changed. • To take notes. Film Learning Objectives • To understand that film can be used as historical evidence.
Activity 1 Teaching and Learning activity Essential notes Watch the extract from Together and note down Think about the children playing in the streets. historical and environmental differences you see. This was very common in the 1950s. The pub also provides a focus for the community to get together. Is this the same today or have things changed?
Activity 2 Teaching and Learning activity Essential notes Note down as many of the environments as Research information about facilities today which possible in the film, eg: flat, pub, street help towards less isolation for deaf and hearing impaired people, including induction loops in Decide what you think the barriers are in each public places, printed not verbal instructions. place. www.failte.com – Dublin’s Deaf Association Write a list of other environments today where website There are many local websites and this deaf people may face barriers. one in Dublin is a great example of the range of activities designed by and for people from the Write suggestions of adjustments you think could deaf community. be made to make places and activities more accessible.
Learning Outcomes • Children are aware of facilities available to improve access for deaf and hearing impaired people in the community. • Children identify clubs and specialist organisations that cater for deaf and hearing impaired people.
Activity 3 Teaching and Learning activity Essential notes Contact local venues about their facilities and send suggestions. Hopefully you will get responses!
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Alison’s Baby Lesson 1
Disability Equality Learning Objectives • To understand that if disabled people feel • To understand that disabled people good about themselves, they can find the experience oppression/discrimination similar means of getting round the barriers that to those of racism and sexism; restrict them. • To understand that disabled people can live Film Learning Objectives ordinary lives by doing things differently; • Become aware of the documentary genre; • To appreciate how many everyday tasks we • Appreciate representation. take for granted and how difficult these may Curriculum Objectives be if you have to do them differently; • English – Speaking and listening; note-making • To understand that there are many barriers skills. that restrict the lives of disabled people – Further Curriculum Links attitudes, environment and design, and • Citizenship organisation; that adjustments can be made to reduce these barriers;
Activity 1
Teaching and Learning activity Essential notes Teach about discrimination/oppression. See Introducing disability in class on the bfi website: www.bfi.org.uk/disabling imagery?
Learning Outcomes • Students discuss discrimination based on their own experiences.
Activity 2
Teaching and Learning activity Essential notes Create a concept map of types of TV programmes, eg soap, news, sitcom, chat show, documentary. Define the term documentary, giving general examples – Big Brother, reality TV, political issue.
Learning Outcomes • Students identify TV programme genres, with specific examples. • Appreciate the definition of the documentary genre and note that documentaries can give a personal view from the main character, as in Alison’s Baby.
Activity 3 Teaching and Learning activity Essential notes Class watches the film and notices whether Alison is able to put her point of view across. Discuss.
List ways in which the students have used their arms and legs during the day, eg getting dressed, There may be disabled students in class who can eating breakfast, walking to school. complete the second part of Activity 3 in the same way as able-bodied students. Watch the film once more and list how Alison adjusts her lifestyle.
Learning Outcomes • Comment on how the documentary portrays Alison’s point of view. • Students become aware of how the environment is created for the able-bodied and that Alison has adapted her lifestyle to suit the environment. • Develop note-making skills while watching a moving image.
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www.bfi.org.uk/disabling imagery Alison’s Baby Lesson 2 Disability Equality Learning Objectives • To understand that if disabled people feel • To understand that disabled people good about themselves, they can find the experience oppression/discrimination similar means of getting round the barriers that to those of racism and sexism; restrict them. • To understand that disabled people can live Film Learning Objectives ordinary lives by doing things differently; • Become aware of the documentary genre; • To appreciate how many everyday tasks we • Appreciate representation. take for granted and how difficult these may Curriculum Objectives be if you have to do them differently; • Use IT to access information; • To understand that there are many barriers • English – Speaking and listening; that restrict the lives of disabled people – Further Curriculum Links attitudes, environment and design, and • English – deconstruct newspaper articles; organisation; that adjustments can be made make notes; create a questionnaire. to reduce these barriers;
Activity 1
Teaching and Learning activity Essential notes Log-on to Alison’s website to read about her. Also try these web sites for information: www.alisonlapper.com/pages/alisonla.htm www.ovalhouse.com/archive/alisonarchive.htm www.bbc.co.uk/ouch/closeup/lapper.shtml Make short written notes on the information. www.geocities.com/kpierce11r/Alison/Alison.html www.youreable.com/TwoShare/getPage/01News/01 Current/Features/Art+and+soul
Learning Outcomes • Logging-on and using the internet. • Write in note form.
Activity 2
Teaching and Learning activity Essential notes Analyse newspaper articles and/or provided You may find this site useful: information on Alison/other Thalidomide survivors. http://www.radar.org.uk/RANE/Templates/Article1.a sp?lHeaderID=432 Devise questions to ask Alison on her life so far and her future role as a mother in an interview.
Learning Outcomes • Deconstruct newspaper articles. • Create a questionnaire.
Activity 3
Teaching and Learning activity Essential notes Work in pairs, one partner is the interviewer, the You may find this site useful: other takes the role of a Thalidomide survivor (this http://www.radar.org.uk/RANE/Templates/Article1.a could be Alison) for a radio programme. sp?lHeaderID=432
The pairs perform their interviews for the rest of the class. They could be recorded.
Learning Outcomes • Complete Speaking and listening criteria. • Provide evidence that a Thalidomide survivor’s lifestyle has been understood.
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www.bfi.org.uk/disabling imagery Alison’s Baby Lessons 3/4 Disability Equality Learning Objectives • To understand that if disabled people feel • To understand that disabled people good about themselves, they can find the experience oppression/discrimination similar means of getting round the barriers that to those of racism and sexism; restrict them. • To understand that disabled people can live Film Learning Objectives ordinary lives by doing things differently; • Become aware of the documentary genre; • To appreciate how many everyday tasks we • Appreciate representation. take for granted and how difficult these may Curriculum Objectives be if you have to do them differently; • Use IT to access information; • To understand that there are many barriers • English – Speaking and listening; that restrict the lives of disabled people – • Media Studies – marketing a film package. attitudes, environment and design, and Further Curriculum Links organisation; that adjustments can be made • Citizenship to reduce these barriers;
Activity 1 Teaching and Learning activity Essential notes Students work in groups as a marketing team.
Deconstruct other types of film marketing.
Devise advert/leaflets/video cover/scheduling for TV/newspaper audience.
Write a pitch to deliver to the TV broadcaster.
Learning Outcomes • Develop teamwork. • Focus on creating a certain image and style to attract the audience.
Activity 2 Teaching and Learning activity Essential notes Class divides into two and suggests ‘for’ and ‘against’ reasons on whether Alison should keep her baby, based on evidence from newspaper articles and the film or any other source. Hold a debate. NOTE: This activity could reinforce negative See Introducing disability in class on the bfi attitudes unless you have previously taught a website: www.bfi.org.uk/disablingimagery? lesson on the history of disabled people and where their oppression comes from.
Learning Outcomes • Develop speaking and listening activity into a formal debate led by the teacher or appointed students.
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www.bfi.org.uk/disabling imagery Blind Sensation Lesson 1
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Blind Sensation Lesson 2
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Blind Sensation Lesson 3
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www.bfi.org.uk/disabling imagery See the Person, Not the Disability Lessons 1/2
Disability Equality Learning Objectives Curriculum Objectives • To understand the under-representation of • English – content analysis; disabled people in advertising, and why this is; • Media Studies – styles of advertising. • To understand how filmmakers can challenge Further Curriculum Links pre-conceptions about disabled people. • Citizenship Film Learning Objectives • Representation of disabled people within the context of advertising; • Relationship between the audience and the representation of people. Activity 1 Teaching and Learning activity Essential notes Deconstruct print advertisements that advertise a product or charity, rather than a disability. Students must comment on: • Colour; • Characters involved; • Text used; • Type of language; • Use of Image; • What message does this send to the audience?
Content analysis of See The Person, Not the It could be useful to give students the Camera Disability and the Coca-Cola advertisement. shots and moves sheet in Student handouts on Comment on: the bfi website: • Camera techniques; www.bfi.org.uk/disablingimagery? • Use of sound; • Lighting.
Learning Outcomes • Deconstruct still images, then develop on to the moving image. • Recognise components of moving image. • Identify how advertisement-makers can challenge representations of disability. • Understand how filmmakers can challenge pre-conceptions about disabled people.
Activity 2 Teaching and Learning activity Essential notes Class discussion on why certain stereotypes are often used in advertising.
Deconstruct magazine advertisements and note the amount of disabled representation in various magazines.
Discuss why disabled people may be under- represented. List reasons on the board.
Learning Outcomes • Continuing content analysis and applying it to representations of disability. • Interpreting why advertising uses stereotypes.
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See the Person, Not the Disability Lesson 3
Activity 3
Teaching and Learning activity Essential notes Students choose a print advertisement and photocopy it. They also take a picture of a disabled person and rearrange the advert in a collage style to focus on showing a disabled person selling the product.
Present the collages to the group and say why this type of advertising should be used to change social preconceptions of disability.
Learning Outcomes • Create an alternative form of advertising by cutting and pasting a standard advert for eg beauty products to include images of a disabled person. • Class devise statements about representations. • Noting how advertising is constructed, through the relationship between the audience and the style
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Black Dog and Rhythm of Survival Lesson 1
Disability Equality Learning Objectives Film Learning Objectives • To know that the film medium can be used as • Identifying synchronisation of sound and a metaphor for mental illness; image; • To develop a critical view of such filmic • Identifying iconography and symbolism. attempts to simulate states of mind; Curriculum Objectives • To know that depression can be • Citizenship all-encompassing and not easy to live with; • PSHE • To understand that people who are mental Further Curriculum Links health survivors can be creative and lead • Music composition positive lives; • English • To understand that there is greater stigma • Media/Film Studies attached to mental health survivors than to other disabled people.
Activity 1
Teaching and Learning activity Essential notes Deconstruct the title. List connotations of mood and style of film.
Listen to the sound alone and ask students to draw/sketch images that are conjured in their minds.
Watch the film and appreciate the symbols/iconography within the film that represent an unstable feeling.
Learning Outcomes • Analysis of title. • Deconstruct use of sound as a communication of mood. • Appreciate iconography and representations.
Activity 2
Teaching and Learning activity Essential notes What meanings can be made from watching the film?
Decide on the audience and suggest how it might read the film?
Watch the film with sound, then without, and decide whether it is the sound or the images that define the mood, or both together. Learning Outcomes • Know that film can be interpreted by the audience as a metaphor for various different meanings. • Discuss how the use of sound and image are interpreted by different members of the audience.
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Black Dog and Rhythm of Survival Lesson 3/4
Activity 3 Teaching and Learning activity Essential notes List all the words from the film and create an acrostic poem, choosing words to portray the mood and ‘feel’ of the film.
Learning Outcomes • Apply poetic devices to the issue of depression from the students’ perspective.
Activity 4 Teaching and Learning activity Essential notes Watch Rhythm of Survival and list the positive You may find it useful to visit Core Arts’s website aspects promoted in it. to find out more about it:
Discuss the effects it has on the audience and how www.corearts.co.uk the representations of different people within the film differ.
Note the differences between this film and Black Dog.
Ask the class to conclude which film promotes mental illness in the most interesting way, and to justify their choice? Students could use the Film review sheet in Discuss the social stigma attached to mental Student handouts on the bfi website: health survivors and why it occurs. www.bfi.org.uk/disablingimagery?
Write a letter to the local newspaper reviewing both films and saying how they raise awareness of a stigmatised disability.
Learning Outcomes • Understanding that people who are mental health survivors can be creative and lead positive lives. • Comparing both styles of film and the issues within them. • Understanding that there is a greater stigma attached to mental health survivors than to other disabled people.
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Tell it like it is Lesson 1
Disability Equality Learning Objectives Conventions of TV programmes • To understand that, despite being 15% of the • Use of news values; world’s people, disabled people and their • Types of narrative used in news programming. issues rarely feature in the news; Curriculum Objectives • To know that patronising and dehumanising • Media Studies GCSE – news; language is offensive to disabled people, and • English GCSE – Media assignment or Speaking why; and listening assignment. • To know what is acceptable language; Further Curriculum Links • To understand that the press often uses • Citizenship negative language about disabled people, and that they can be described in neutral or positive ways.
Activity 1 Teaching and Learning activity Essential notes Instruct the class to read through some provided TV schedules and highlight programmes related to disability.
Students analyse TV schedules for disability programmes/issues.
List programmes on the board.
Learning Outcomes • Noticing that, despite being 15% of the world’s people, disabled people and their issues rarely feature in the news.
Activity 2 Teaching and Learning activity Essential notes Show the opening of any Channel 4 News. The class lists each item on the news.
Show the opening of Tell it like it is. Students list news conventions that are used in the clip.
Ask the class to list differences and similarities between the two news clips.
Learning Outcomes • Recognising the conventions and types of narrative used in news programming.
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www.bfi.org.uk/disabling imagery Tell it like it is Lesson 2 Activity 1
Teaching and Learning activity Essential notes Watch the next section of Tell it like it is.
Students list how language is commented on during the programme.
Students make notes on the issue of language. Learning Outcomes • Knowing what is acceptable language. • Understanding that the press often use negative language about disabled people, and that they can be described in neutral or positive ways.
Activity 2 Teaching and Learning activity Essential notes Students complete the Word power activity sheet. Word power activity sheet is in Student handouts on the bfi website: Then hold a debate about the use of language. www.bfi.org.uk/disablingimagery?
Learning Outcomes • Use appropriate language worksheets.
Activity 3 Teaching and Learning activity Essential notes Ask students to look at newspaper headlines and Use the Disabling newspaper headlines handout articles about disability in Student handouts on the bfi website: www.bfi.org.uk/disablingimagery? Discuss representation of disability in these articles. Also collect articles yourself over time, or get pupils to look on newspaper websites for recent articles. Some newspaper web sites to try are: www.guardian.co.uk www.the-times.co.uk www.thesun.co.uk www.dailymail.co.uk www.telegraph.co.uk Local papers are also a good source. Find them through your internet browser.
Learning Outcomes • Know that patronising and dehumanising language is offensive to disabled people, and why.
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www.bfi.org.uk/disabling imagery
The Chapeau Roan Lesson 1
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www.bfi.org.uk/disabling imagery
Sixth Happiness Lesson 1
Disability Equality Learning Objectives • Narrative structure; • To gain an understanding of how medical • Learn how a narrator can give continuity to a professionals often reduce disabled people to film which spans a long time period. a negative view of their impairment; Curriculum Objectives • To understand how the families of disabled • Citizenship; children may turn to superstition and healers • PSHE – sex education. rather than becoming allies to their disabled Further Curriculum Links children’s struggle for their own identity. • English – Speaking and listening; Film Learning Objectives • Film studies. • Use of camera; Activity 1 Teaching and Learning activity Essential notes Deconstruct the film’s title in relation to disability and sex. Concept map the connotations on the board.
Learning Outcomes • Pupils identify negative attitudes towards a disabled person. • Pupils think about the consequences of negative behaviour towards a disabled person. • Pupils develop note-taking and list-making skills.
Activity 2
Teaching and Learning activity Essential notes First, discuss students’ views on the representation of disabled people and sexual activity.
Discuss in pairs or as a class why the media may rely on stereotypes and continue to portray them?
Watch the film and note the positioning of the main character. Are high or low angles used at various points of the film?
Learning Outcomes • Knowing that disabled people have as diverse sexuality as non-disabled people. • Identifying high and low camera angles in relation to character position.
Activity 3 Teaching and Learning activity Essential notes Comment on Brit’s personality and attitudes in the film. How do the camera angles add to this?
Discuss which point of the narrative you think this clip demonstrates. Write the next part of the narrative. Decide what the ending and beginning of the film should be.
Learning Outcomes • Understanding why disabled people are often very shy to join in relationships. • Identifying that an extract is used and surmising the possible structure of the whole film.
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EDUCATION
CREDITS
Writer: Richard Rieser, Director of Disability Equality in Education, teacher and founder Raspberry Ripple Awards
With thanks to contributors:
Hilary Pearce, 5-14 Development Officer, bfi Education
Valentine McCarthy, Media Studies teacher
Paresh Palicha, Disabled activist and journalist, Kerala, South India
Susie Burrows, Founder Raspberry Ripple Awards and primary teacher
Anna Sullivan, Writer, Ex-teacher and DEE Trustee.
Wara Mutasa, Writer
With additional thanks to members of the project steering group including:
Julia Andrews, Cary Bazalgette, Suzie Burrows, El Forshaw, Victoria Gelberg, Lois Keith, Valentine McCarthy, Christine O'Mahoney, Dave Martin, Hilary Pearce, Nick Saunders, Cary Sawhney, Roz Webb
Thanks to:
Paul Darke, Outside Centre Ltd, for helping to get the project off the ground.
Thanks to:
Munni Kabir for her help and advice.
And thanks to:
Cathy McLoughlin for her invaluable help in rights clearances.
Commissioning Editor: Wendy Earle
Editor: Dovetail Creative Ltd.
Product manager: Caren Willig
Book design and layout: Caroline Grimshaw
Website design and development: Dovetail Creative Ltd.
ISBN xxxx
Published by DEE © DEE/BFI 2004
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