IN CINEMAS FEBRUARY 26
© 2015 Par. Pics.
© ATOM 2015 A STUDY GUIDE BY KATY MARRINER
http://www.metromagazine.com.au
ISBN: 978-1-74295-538-4 http://www.theeducationshop.com.au BOOK YOUR CLASS IN TO SEE
IN CINEMAS FEBRUARY 26 GREAT DISCOUNTS FOR SCHOOL GROUPS! If you are interested in taking your school or class to see PROJECT ALMANAC, please contact your local cinema for more details. Highly discounted rates are available, and teachers go along free of charge (at participating cinemas). Contact your local cinema and book a screening today! screenings available from Monday February 16th.
HOYTS Christine Kilpatrick | Education Manager Hoyts Corporation Ph +61 2 8071 6239 Fax +61 2 8071 6191 Mobile +61 439 461 877 [email protected] www.cinemapark.com.au
Event, Greater Union and Birch Carol Coyle: Please contact your nearest Event, Greater Union or BCC cinema http://www.eventcinemas.com.au/
Village cinemas (VIC only) Emma & Jessie [email protected] 1300 993 150
Reading: For pre-release bookings please contact: Ryan Fox - Sales and Operations Co-Ordinator ([email protected]) For in-season bookings please contact your nearest Reading cinema http://readingcinemas.com.au/
Grand cinemas (WA only): Kirsty Bertoldo – (08) 9247 7413 ([email protected])
ACE cinemas (WA) only): Karen Smith ([email protected]) PROJECT ALMANAC IS A FEATURE FILM WRITTEN BY JASON HARRY PAGAN AND ANDREW DEUTSCHMAN, AND DIRECTED BY DEAN ISRAELITE.
TO FIX THE PAST, WOULD YOU RISK YOUR FUTURE? WHEN A GROUP OF TEENAGERS DISCOVER THE PLANS OF A TIME MACHINE, THEY DECIDE TO CONSTRUCT ONE. WHILE THEY INITIALLY USE THE TIME MACHINE WISELY, THE TEMPTATION OF PERSONAL GAIN MEANS THAT THE PROJECT ESCAPES THEIR CONTROL.
Curriculum links • understand the aesthetic, style and format of a film; • use critical approaches to analyse and interpret a film; Project Almanac is recommended viewing for students in • understand how audiences participate in the construction Years 9 – 10. The film is relevant to units of work in the learn- of the meaning of a film and explain ways in which a film ing areas of English, Media Arts and Science. reinforces or challenges social, cultural and artistic values; • use appropriate media terminology and personal interpre- The Australian Curriculum: English is built around the three tations to describe the structure, content and aesthetic interrelated strands of Language, Literature and Literacy. qualities of a film. Together the strands focus on developing students’ knowl- edge, understanding and skills in listening, reading, viewing, Given its exploration of time travel, Project Almanac may speaking, writing and creating. The activities within this study be of interest to students in Years 9 and 10 Australian guide provide opportunities for students in Years 9 and 10 to: Curriculum: Science. The film provides an opportunity to work with English and Media Arts teachers to develop an • analyse, explain and evaluate the structure of a text and integrated unit. The activities within this study guide provide how the features of the text influence audience response; opportunities for students to: • to develop and justify their own and other interpretations of a text; • formulate questions or hypotheses that can be investi-
• to create a wide range of texts, make presentations and gated scientifically; SCREEN EDUCATION © ATOM 2015 contribute actively to class and group discussions. • use scientific knowledge to evaluate whether they should accept claims, explanations or predictions; In Years 9 and 10 Australian Curriculum: Media Arts, students • communicate scientific ideas and information for a par- critically discuss contemporary films. They analyse, interpret, ticular purpose, including constructing evidence-based and evaluate the stylistic, technical, expressive and aesthetic arguments and using appropriate scientific language, con- features of these works and the ways that the works commu- ventions and representations; nicate and challenge ideas and meaning. The activities within • understand that the motion of objects can be described this study guide provide opportunities for students to: and predicted using the laws of physics. 3 Synopsis
David Raskin (Jonny Weston) is a high of his teenager self in the background longer David’s unattainable crush but school senior and scientific genius. of several frames. rather a willing time-traveller. Being accepted to study Physics at Massachusetts Institute of Technology Determined to explain the inexpli- What begins as a solution to a prob- (MIT) is a dream come true, until he cable, David, along with Christina, lem – David’s entrance into MIT – and realises that the tuition fees are too and his best buddies Adam (Allen a chance to decode the mystery of the expensive. Having come so close to Evangelista) and Quinn (Sam Lerner) home video, soon becomes a means achieving his ambition, David begins venture into the basement, where they of pleasure. The teenagers jump back the search for a project that will allow discover Mr Raskin’s blueprints for a hours, then days and finally weeks. him to qualify for a full scholarship. project called Almanac. Certain that They pass tests they previously failed, this is the project that will pave the defeat school bullies, win the Georgia Scouring the attic of his family home way for David’s MIT scholarship, the Lottery and make it to Lollapalooza. for an idea, David and his sister boys decide to build Almanac – a ma- Almanac seems to have limitless poten- SCREEN EDUCATION © ATOM 2015 Christina (Virginia Gardner) discover chine that allows matter to be moved tial. That is until, David decides to jump a camcorder. The footage on the through time and space. Christina is alone and in rewriting his past, present camcorder is of David’s seventh responsible for filming the experiment. and future for the better, he inadvert- birthday, shot by David’s father, now When the teenagers decide to use ently put the lives of others in danger. deceased. Replaying the footage, Jesse’s (Sofia Black-D’Elia) car as an Jumping may be fun but changing the David is shocked to catch a glimpse energy source for Almanac, she is no past has dire consequences.
4 The time-travellers David Raskin: A high school senior and scientific genius. Christina Raskin: David’s younger sister and willing camera operator. Adam Le: David’s best friend and fellow time-traveller. Quinn Goldberg: David’s best friend and fellow time-traveller. Jesse: David’s unattainable crush.
STUDENT ACTIVITIES
FIRST machine. Time travel is a recognised per hour. The question is, can we travel IMPRESSIONS concept in philosophy and fiction. A backward in time or forward in time? science fiction novel written in 1895 Share your answers to the following called The Time Machine, by H. G. • Is air travel a little like time travel? questions with others in the class. Wells, was instrumental in moving the Have you ever crossed from one concept of time travel to the forefront of time zone to another? Was it an odd • Did you enjoy Project Almanac? the public imagination. experience to lose or gain time? Why or why not? • Just for fun. • Do you have a favourite scene? Would you like to time travel? Watch Good Mythical Morning • Who was your favourite character? – ‘4 Real Cases of Time Travel’: Why? • If you could travel through time, https://www.youtube.com/ • Are the characters of Project when and where would you go? watch?v=e4fBR4p_UtE Almanac convincing? • If you could go back, what would • What makes Project Almanac differ- you do or undo or redo? The passage of time is measured in ent from other films that you have • How far forward would you like to seconds, minutes and hours but this watched? travel? Why? doesn’t mean time flows at a constant
• What is the message of Project rate. Time is relative. It all comes down SCREEN EDUCATION © ATOM 2015 Almanac? IS TIME TRAVEL to the relationship between time and POSSIBLE? space. Time can’t exist without space, WHAT IS TIME and space can’t exist without time. TRAVEL? ‘So all we need for time travel, is a The two exist as one: the space-time space ship that will go faster than light.’ continuum. Any event that occurs in the Time travel is the concept of moving – Stephen Hawking universe has to involve both space and between different points in time using time. a theoretical invention known as a time We travel in time at the rate of one hour 5 A useful starting point: http://science. DISCUSSING KEY as he moves around a small hover- howstuffworks.com/science-vs-myth/ SCENES AND ing drone that he is piloting using everyday-myths/time-travel.htm SEQUENCES sensors on his fingers and his smart phone. Why do you think the direc- • What are Einstein’s theories of gen- Begin by asking students to share their tor Dean Israelite decided to begin eral and special relativity? Do they favourite moments of Project Almanac. Project Almanac in this way? offer any proof that time travel could The class can then sort these mo- • The climax of a narrative is the exist? ments to form a list of key scenes and turning point, which changes the • What are black holes and worm- sequences. protagonist’s fate. holes? Do they exist? Are they what What scene provides the climax of we need to time travel? • Working in a small group, make a Project Almanac? • What is time dilation? Is it for real? detailed analysis of one of the film’s Hint: When does everything go Could it help us travel into the future key scenes. Use the following ques- wrong for the protagonist? (but not the past)? tions to make notes about the scene • In the final scene of the film, the -au you have selected. dience returns to a moment that has KEY QUOTATIONS What is the scene about? already played out. David walks up Why is the scene significant? to Jesse who is sitting by herself in Compile a list of key quotations from How does the filmmaker use story the school cafeteria. He returns her
Project Almanac. Make sure that the and production elements to convey bag that he has inadvertently taken SCREEN EDUCATION © ATOM 2015 list is revealing of the film’s situations, meaning? thinking it was his. A conversation concerns and characters. Use these • ‘MIT could use a guy like David begins. quotations to generate discussions Raskin.’ Why does Israelite end the story about Project Almanac and to complete Watch the opening sequence. When here? the suggested activities. the film begins, we are watching • Rewrite your favourite scene of the application video that David Project Almanac as a piece of prose. Raskin is submitting to MIT. David awkwardly addresses the camera 6 WHAT IS PROJECT Quinn build. You may choose to toy convertible back in time. ALMANAC? sketch Almanac and annotate your sketch or use a still image of • Drawing on the information that Project Almanac is the name of the Almanac from the film and annotate you have documented, answer the secret project that makes time travel the still. following question in essay form: possible for the teenage characters. • What is the glass circuit and what Do the teenagers use their ability to exactly does it do? time travel responsibly? • What is an almanac? Having annotated an image of • David: We’ve got to have rules.’ • Explain the significance of the film’s Almanac, write a set of instructions Having watched time travel films, title – Project Almanac. that explains how the time machine the teenagers know that time travel works. And don’t forget to mention requires rules. The schematics in the basement of the the app! What are the rules of time travel in Raskin family home provide detailed • What happens when they flip Project Almanac? instructions to build a precisely de- Almanac’s switch? How does the Who breaks the rules? Why? signed time machine. The teenagers do regular world behave (and why)? Do the teenagers actually learn the not have the access to the resources • What does time travel in Project rules as they go? that David’s father did in his work. Almanac look like? How do the • If you could add a ‘jump’ to the film, David, Adam and Quinn are forced to filmmakers use visual and sound ef- what would it be? Storyboard the improvise. Their Almanac is part what is fects to portray the shift in time and jump sequence and pitch it to the SCREEN EDUCATION © ATOM 2015 left over in the basement and part what space? class. they own, can buy at Home Depot and can ‘borrow’ from school. That’s why JUMPS: THE PROS DISCUSSING the time machine has limited power and AND CONS THEMES can only take the gang back so far. Use Table 1 on page 7 to document the • Working as a class, make a list • Write a detailed description of the teenagers’ ‘jumps’. Remember that the of the themes explored in Project Almanac that David, Adam and first jump involves sending Barbie and a Almanac. 7 TABLE 1
JUMP NB. DESTINATION: TIME, PLACE WHO JUMPS MOTIVATION(S) OUTCOME(S) SCREEN EDUCATION © ATOM 2015
8 Cast »» David Raskin: Jonny Weston »» Jesse: Sofia Black-D’Elia »» Christina Raskin: Virginia Gardner »» Quinn Goldberg: Sam Lerner »» Adam Le: Allen Evangelista »» Kathy Raskin: Amy Landecker »» Dr Lu: Gary Grubbs »» Sarah Nathan: Michelle DeFraites
Key creatives »» Executive Producers: Josh Appelbaum, André Nemec, Vicki Dee Rock »» Produced by Michael Bay, Andrew Form, Brad Fuller »» Written by Jason Pagan & Andrew Deutschman »» Directed by Dean Israelite
• Choose a theme and prepare a DISCUSSING caraccident on the day of David’s multimedia analysis of the film’s RELATIONSHIPS eighth birthday party. exploration of the theme. Make sure What does the audience learn about that your analysis considers how the David is the protagonist of Project David’s relationship with his father? theme is made evident through plot, Almanac. A protagonist is the central Where does Project Almanac fit in characters, setting and language. character of a literary narrative. their relationship? • Choose another theme from the list and working with a partner, sto- • Draw a mind map that shows TEENS ON ryboard, script and film your own David’s relationships with the other SCREEN found footage short film about the characters. Begin your mind map theme. by placing David’s name in a circle Project Almanac provides a portrayal of in the middle of your page. Then the life of contemporary teenagers. DISCUSSING use arrows and words to explain CHARACTERS David’s relationships with the other • How does the media, particularly characters. film and television, portray teenag- • Make a list of the main and minor • David and Jesse move in different ers? Are these portrayals authentic? characters of Project Almanac. social circles. David likes Jesse but Cliché? Constructive? • Write a detailed profile for each of he believes that Jesse has never • Who were the wide screen’s first
the main characters. Your profiles noticed him. teenagers? Use print and elec- SCREEN EDUCATION © ATOM 2015 should offer a description of each David is smart, really smart. Jesse is tronic texts to find an answer to this character’s: pretty and popular. question. Share the results of your • Appearance Why does David want Jesse to be a research with the class. • Personality part of his life? • Drawing on the collective knowl- • Motivations, fears and desires Why does Jesse want to be a part of edge of the class, what are the • Role/Function in the narrative David’s life? codes and conventions associated • Relationship to other characters • David: My dad is a genius. with the representation of teenagers David’s father was killed in a in narrative films? 9 Codes are objects or symbols used Choose a title or a director from the DISCUSSING to convey meaning. In addition, less list. GENRE obvious things such as lighting and Writing in an expository style, cre- camera angles qualify as codes ate a text that both informs your • Examine the promotional poster because they too have a dominant audience about and comments on and watch the trailer for Project meaning. the selected director’s depiction of Almanac. How does the market- Conventions are well-established teenage identity and belonging. ing campaign position a potential ways of constructing a media text. audience? Conventions are the meanings DISCUSSING • Media about Project Almanac uses derived from codes. They give us SETTINGS a variety of terms to label the genre more information about how we are of the film. These include: supposed to read the image to gain Project Almanac is set in 2014. David • Sci fi meaning. and his friends live in a suburb in the • Thriller Make a class list of ‘rules of repre- American state of Georgia. • Time travel sentation’ for teenagers in narrative • Coming of age films. The filmmakers use a variety of settings What label do you think best • Does Project Almanac conform to tell the story of Project Almanac. describes the genre of Project to or subvert these ‘rules of Almanac? Why? representation’? • Working as a class make a list of the
What comment does Project most significant settings. * Note to teachers: Project Almanac SCREEN EDUCATION © ATOM 2015 Almanac make about teenage iden- • Write a description of one of the joins the ranks of films about time trav- tity and belonging? interior settings. Explain how this el. Time travel is a popular sub-genre. • Working as a class, make a list setting is used to tell the story. The activities that follow allow students of narrative films that explore the • Write a description of one of the to undertake a comparative analysis of subject of teenage identity and exterior settings. Explain how this films within this sub-genre, drawing on belonging. Add to the list the names setting is used to tell the story. Project Almanac and two other source of directors whose films depict teen- texts. age identity and belonging. 10 DEAN ISRAELITE | DIRECTOR: short film Acholiland, which screened Born and raised in Johannesburg, South at numerous film festivals, winning, Africa, Dean Israelite attended the among other accolades, three Student University of Witwatersrand studying Emmys as well as a BAFTA/LA award. Dramatic Art before moving to Australia Israelite is currently being mentored by to attend Curtin University, where he both director Jonathan Liebesman and received his undergraduate degree in Film Academy Award-nominated screenwriter and Television. From there, he went on Scott Silver, who he met while working to receive his MFA from the American on the film Battle Los Angeles. He Film Institute (AFI) in Los Angeles continues to be mentored by both on as one of only twenty-eight directors one of his current projects, Chase Liberty, accepted into the program. Israelite which he wrote and is attached to direct. wrote and directed the award winning
TIME TRAVEL – A ACTIVITY 2. Story elements SUB-GENRE • the opening, development and reso- -- What are the codes and conventions lution of the narrative The title of the film and of the time travel of time travel films? • cause and effect project itself reference the almanac that -- How is Project Almanac similar to • establishment and development features in Back to the Future II. In Back and different from other time travel of and relationships between to the Future II, a time-travelling Marty films? characters McFly buys a copy of Grays Sports • point/s of view from which the nar- Almanac 1950 – 2000. When Doc ACTIVITY 3. rative is presented Brown discovers the almanac, he cau- • the function of setting in the tions Marty about attempting to profit Compare and contrast three fictional narrative financially from time travel. films about time travelling teenagers. • the relationship between multiple storylines In interviews about the film, Dean 1. Project Almanac (2014) • the structuring of time and its im- Israelite has explained that the pro- 2. Back to the Future (1985) or Bill and pact on narrative progression duction team were also influenced by Ted’s Excellent Adventure (1989) the futuristic action thriller Looper. In 3. Pleasantville (1998) or student Production elements Looper time travel is invented but is choice • camera techniques, technologies illegal and only available on the black and qualities for film marke. • Teachers are advised to check • lighting the classification of selected titles • mise-en-scene ACTIVITY 1. and their suitability for use in the • acting classroom. • sound -- Do you have a favourite film about • editing of vision and sound time travel? ACTIVITY 4. -- Working as a class, make a list of DISCUSSING SCREEN EDUCATION © ATOM 2015 films about time travel. Drawing on the notes that you have PRODUCTION -- Spend time as a class, discussing made, write a comparative analysis of VALUES cinema’s fascination with time travel. the three films. -- What films about time travel are • Do you like the way the film looks? referenced in Project Almanac? Your analysis should provide a detailed What elements of the production did discussing of how meaning is con- you find appealing? structed through production elements and story elements. When we watch a film we are caught up 11 in the story that it is telling and accept ‘Think of something better to write on in a journal devoted to film? Use everything that happens on the screen this wall.’ vocabulary and adopt a tone that as natural. In fact, everything that we best suits the publication that you see has been carefully chosen and David and Jesse stand in front an have chosen. arranged, on the screen and within the outdoor blackboard. Written on the Your review should offer information story, to have a specific effect on the blackboard is the sentence begin- about the film and your evaluation of audience watching the film. ning: ‘Before the World Ends….’. the film’s worth. Lollapalooza goers are invited to chalk Your review should begin with a title. Understanding Project Almanac in- their desires and goals in bright colors Below the title you should provide volves an investigation of film making on the blackboard. the name of the film and a rating. techniques employed in telling the story. Mention the key members of the The way in which the film is constructed What would you write? production team by name. Mention is a matter of camera angles and shots, the genre. framing, editing, sound, lighting, set Use a flat surface in an outdoor area of You will need to name the subject design, costumes, make-up and props. your school to create your own ‘Before of the film and provide your reader the World Ends…’ mural. You will need with a synopsis of what happens in • Working with a partner, describe the to ask permission and also develop the film. After the synopsis, go into way the director of Project Almanac some simple guidelines for students to detail about what you thought of the has used one film making technique. follow. Take a series of photographs to film. What did you like? Why? What Use PowerPoint to present your document the project from beginning didn’t you like? Why? You will need description to the class. Limit your to end. to mention the actors by name. You presentation to five slides. Your should comment on how the direc- presentation should use words and REVIEW tor has portrayed the subject of the images. You may incorporate video film. You should comment on how and audio clips. • Locate a review of Project Almanac the director has used production on the Internet by using a reliable elements. Found footage is a term used to de- search engine. Download an appropriate image scribe when all or a substantial part of Print a copy of the review. As you from the Internet to include in your a fictional film is presented as if it were read the review place a tick beside review. Ask your teacher to act as discovered film or video recordings. The the statements with which you agree your editor and don’t forget to de- events on screen are seen through the and a cross besides the statements vise an attention demanding title for camera of one or more of the characters with which you disagree. Use a your review. involved, who often speaks off screen. question mark to indicate those Filming may be done by the actors statements that you find confusing RESPOND themselves as they recite their lines, or feel uncertain about. and shaky camera work and naturalistic Complete a detailed analysis of one The following topic provides an op- acting are often employed. of the reviews that you have located. portunity for students to construct a Your response should address the text response that discusses Project Project Almanac can be labeled a found following questions: Almanac. footage film because of its reliance on • What is the purpose of the review? this technique. The character of Christine • Who is the intended audience of the David: There are no second chances. is mostly responsible for filming the review? building of Almanac and the teenagers’ • What views are expressed about Is this the message of Project Almanac? time travel experiments. Other charac- Project Almanac? ters take turns to film and sometimes • What evidence is provided to sup- Your text response should be 500 - 750 the camera is positioned on a table or port these views? words in length and should draw on elsewhere to capture the action. • What values and assumptions specific evidence from Project Almanac. inform the reviewer’s views? • Have you watched any other found • Do you agree with the reviewer’s footage films? Are you a fan? interpretation of Project Almanac? Project Almanac • Describe the use of found footage in Drawing on your annotations, write a Project Almanac. How does the use 350-word commentary that evalu- online of found footage shape audience ates the review.
engagement? • Write a review of Project Almanac. http://en.wikipedia.org/wiki/ SCREEN EDUCATION © ATOM 2015 Spend some time researching the Project_Almanac BEFORE THE qualities of a review before you https://twitter.com/almanacmovie WORLD ENDS… begin. https://www.facebook.com/ You will need to decide on the ProjectAlmanac.AU ‘I hope to sit on a jury.’ type of publication that will feature http://www.imdb.com/title/tt2436386/ ‘I need to ask for a raise.’ your review. Are you writing for the http://www.welcometoyesterday.com.au/ ‘I will contain my enthusiasm.’ arts pages of a daily or weekend https://www.youtube.com/ ‘Reinvent the internet.’ newspaper? Will your review appear watch?v=8Yih-CxTWsw 12 This study guide was produced by ATOM. (© ATOM 2015) ISBN: 978-1-74295-538-4 [email protected] For information on SCREEN EDUCATION magazine, or to download other study guides for assessment, visit
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