‘’: A Study Guide PRIMARY SCHOOL TEACHER RESOURCE BY CHRISTINE EVELY

About the Film The story home to himself once again. Shrek is an animated fam- Background ily movie that has turned the Shrek is full of hilarious, al- he fi lm version of Shrek classic fairytale formula upside though frequently irreverent is based on William down. (John Lith- fairytale references, including TSteig’s book of the same gow), an evil tyrant who reigns a river-dancing Robin Hood name. It came to the attention of over the kingdom of Duloc, is and his Merry Men. The movie Producer John H. Williams when paying a cash reward for people also stars a wolf disguised as a he was reading with his two to turn in all the fairytale char- grandmother, a love-sick dragon young children. He says: ‘Even acters. As a result the fairytale and, of course, Shrek is accom- as an adult I thought Shrek was characters have invaded the panied on his quest by a very outrageous, irreverent, iconclas- swamp that is home to Shrek—a annoying and highly talkative tic, gross and just a lot of fun. reclusive, smelly green . sidekick, who happens to be a He was a great movie character (). in search of a movie.’ Following a scene in which the Lord Farquaad tortures Shrek is rated PG as it includes the Gingerbread Man, we some mildly unsuitable lan- see him consulting guage and occasional crude the magic mirror in humour. order to choose Production THE VERY The success of Shrek is a com- ANNOYING AND HIGHLY bination of the amazing abilities TALKATIVE of the voice cast and the incred- SIDEKICK, WHO ible achievements of the com- HAPPENS TO puter-animation team from PDI/ BE A DONKEY (EDDIE MURPHY) DreamWorks. One of the key his perfect breakthroughs featured in Shrek bride. The mirror is the creation of realistic hu- introduces potential mans and human-like creatures brides via a TV-style that can effectively express blind date show where dialogue and emotions. This is Farquaad meets ‘today’s eligi- achieved through a complex ble bachelorettes’. With some ‘audience participation’ from his guards, Farquaad chooses the fi ery, red-headed Prin- cess Fiona (Cameron Diaz), to be the ‘perfect bride’ for a ‘perfect king’. ISSUE 36 The only catch is that Prin- cess Fiona must be rescued SCREEN EDU from a far-off castle guarded by a fi re-breathing dragon. facial animation system devel-

C Shrek (Mike Myers) becomes the oped at PDI, using special tools ATION hero of this tale by agreeing to called ‘shaders’ to apply interac- rescue the beautiful princess for tive layers of bone, muscle, fat, the cowardly Lord, in return for skin, hair and clothing. 70 the right to have his swampy Facial animation begins with a slime and lava, along with real- computer-generated skull based istic fi re that included torches, on human anatomy. The skull is campfi res and a fi re-breathing then built up with layers refl ecting dragon, were also created using the muscles of the face, followed PDI/DreamWorks’ award-winning by layers of skin programmed to Fluid Animation System. Instead respond to movements of facial of compositing live-action foot- muscles, while also taking ac- age of fi res, motion simulation count of laugh lines, wrinkles and and shading techniques were facial creases. Literally hundreds used by the effects team to cre- mating the characters and their of controls are programmed to ate computer-generated fi re. settings. Mike Myers decided he enable animators to recreate would like to re-record his entire facial movements, which then ‘We wanted to make a fairytale portrayal of Shrek with a Scottish leads to an amazing ability to lip- come to life … as if you opened accent. The extra animation re- synch voices. a storybook and stepped into quired to enable this to take place that world’, says Director Andrew is reported to have cost about A shaper is a layering process Adamson. One of the ways this US$4million. that changes the surface from was achieved was through the the inside out. When an inner many other characters; the walk- Before Watching the layer is changed, the change ing, clapping, cheering ‘extras’ extends outwards, ultimately who were brought to life. As- Film

Teachers may select from the following activities to support students’ viewing and close analysis of the fi lm. Reading and defi ning fairytales

• Read a range of traditional fairytales with the class. Use butchers paper to record main characters and key events from each fairytale. Highlight features that help to make each one conform to affecting the shape of the outer sorted heads, body types, hair, the genre of the fairytale. layer. It is similar in principle to faces and wardrobes were mixed • Explain to students that the way muscles in your arm fl ex and matched to make up crowd fairytales have been told for a when you bend your arm. scenes of 1000 or more ‘people’. very long time. Point out that The animation of lush foliage on the Brothers Grimm, Hans Advances in the creation of 28,000 trees and three billion Christian Andersen, Perrault textures in wardrobe and props leaves and the creation of thirty- and others, recorded tradi- enabled animators to create six separate locations—more than tional fairytales. Depending clothing that moves, with folds in any previous computer-animat- on age and abilities, students and wrinkles that react to light like ed feature—also contributed to might investigate the variation

real fabric. Similarly, in creating the real-life feel of this tale. of fairytales across time and ISSUE 36 Fiona’s braided hair, variations in cultures. colour and highlights were able Animation and voices • Encourage class members SCREEN EDU to be created, while the irises of to share fairytales from other characters’ eyes were animated The recording of the voices of cultures. Discuss: Who told

in such a way that they could characters is frequently one of these tales? Who recorded C ATION react to the light in a shot. the earliest steps in the animation them and when? Why were production process. Following re- they told and to whom? Fluids of various viscosity, in- records and editing of recordings cluding water, mud, milk, beer, comes the big budget item—ani- 71 Primary School | Teacher Resource

Why tell Responding fairytales? • H Haveave sstudentstudents drawdraw oorr wwriterite a rresponseesponse • Read several fairy- toto wwhathat ttheyhey hhaveave sseen.een. talestales a ssecondecond ttime.ime. ShareShare rresponsesesponses aass a Before reading, class.class. ask students to think about who FairytalesFairytales past is telling the story, whose and presentpresent point of view, or voice, is repre- • ListList reasonsreasons sented? What whywhy tthehe fi llmmakersmmakers points of view maymay hhaveave ddecidedecided are not presented? toto bbeginegin Shrek with a Discuss why the voicevoice rreadingeading ffromrom storystory mmightight hhaveave bbeeneen ttoldold a mmedievaledieval sstyletyle and by whom. fairytalefairytale bbook.ook. WWhoho • Debate:Debate: FFairytalesairytales hhelpedelped isis rreadingeading tthehe sstory?tory? childrenchildren ffromrom ppreviousrevious ggen-en- Where is he while erationserations ttoo llearnearn hhowow ttoo he is reading? What approachapproach llife.ife. TTheyhey aarere reaction to the stillstill rrelevantelevant ttoo ttoday’soday’s story is shown? children. How is all this important in setting Story ladder the scene for the fi lm? • Have students work in groups Rewriting fairytales Play the above opening se- of three or four to create a • Rewrite a traditional fairytale quence again. Consider the con- story ladder on large sheets as a news report. Collate indi- trast between the opening music of butchers paper showing vidual news reports to make and the music that plays when key events from the follow- a fairytale newspaper. Give it Shrek comes out of the toilet. ing fairytales: Beauty and the a suitable name. Note also the contrast between Beast, The Ugly Duckling and • It is usually clear early in the light that fi lters down onto The Frog Prince. a romantic fairytale which the fairytale book and the dark • Display story ladders and as characters will be the ‘roman- shadows as the townsfolk visit a class discuss similarities tic couple’. Use the character the swamp to confront the ogre. and differences between the fl ashcards to show fairytale fairytales. couples. • List other contrasts observed • Have fun rearranging fairy- by students. As a class tale couples to create new discuss why you think these Fairytale characters ‘romances’. Use Worksheet 1 contrasts are part of the open- • As a class, brainstorm as to storyboard a new fairytale ing sequence. many fairytale characters as romance scene. • In pairs have students list you can. Use fl ashcards to cre- • Use fairytale characters features of Shrek that refl ect ate a large character list. Sort and fairytale events to write traditional fairytales, for ex- character fl ashcards into two ‘fairytale’ nursery rhymes or ample, Shrek’s book begins

ISSUE 36 groups: ‘goodies’ and ‘baddies’, limericks. with ‘Once upon a time … and display in the classroom. Have each pair of students • Write a letter to a fairytale join with another pair to share SCREEN EDU Introducing the Film ‘baddie’ telling him or her how lists. Begin to develop a class to improve, or what to do to Version Of Shrek master list of traditional fairy-

C become a fairytale ‘goodie’. tale features found in Shrek. ATION • During the next few days Play the opening sequence up • Compile another class list encourage students to suggest to the scene where Shrek sits that records things noticed by other ways to sort the charac- down at his table to eat from a students that tell them Shrek 72 ter fl ashcards. bowl. is not likely to be a traditional contribute to our ‘reading’ of a character may include informa- tion related to:

- gender - colour and design of cos- tume/wardrobe - action, behaviour or move- ments, including posture, or conventional fairytale. If gestures, facial expressions necessary, view the open- - other aspects of physical ap- ing sequence again. Note pearance the scene where the talking - interactions with other char- donkey fl ies. Ask students acters. - the gender and tone of the to recall another fi lm that is voice referred to in the soundtrack There may also be audio quali- - dialogue or what is said during this moment. ties that add to our reading of - accent • Complete Worksheet 2 using a character, for example, in the - speech impediment or other vocabulary from Shrek to case of animation: similar qualities record some things you have - sound or music associated found out about the opening - the choice of actor who pro- with the character. sequence of this fi lm. vides a voice for the character • Create a class chart (see Characters chart 01) and record charac- teristics or features of Shrek. In a fi lm, the ‘look’ of a character tells Chart 1 much about his or her personality and • As a class use the part he or she plays data from chart 1 to in the story. It is possible to write a detailed paragraph have a good deal of control describing the looks, behav- over the features presented iour and audio qualities of to viewers in an animated Shrek. fi lm. • Create a class list of fairytales

Some of the visual attributes that

SHREK, A RECLUSIVE, SMELLY GREEN OGRE ISSUE 36 SCREEN EDU C ATION

73 Primary School | Teacher Resource

CHARACTERISTICS: CHARACTER: SHREK

Gender

Physical appearance (looks, size, ethnicity, colouring)

Costume/wardrobe

Behaviour

Facial expressions

Choice of actor to provide voice

Accent

Tone of voice

Dialogue (examples of types of things the character says)

Other speech qualities

Music associated with the character

Sounds associated with the character

CHART 01

with , monsters or other folk, a close-up shot of his mouth ness account from one of the characters whose physical is used to suggest he is about to townsfolk stating what was characteristics are highlight- eat them. seen and heard when they ed, for example, Beauty and visited the ogre ‘monster’. the Beast, The Hunchback of • If necessary, re-play the Notre Dame, Rumpelstiltsken, scene where Shrek frightens View the next sequence where Jack and the Beanstalk (the the townsfolk and discuss the Shrek and the Donkey meet up, giant), Snow White (the seven close-up described above. to where the Donkey lies down dwarves), Cinderella (‘ugly’ outside Shrek’s door. step-sisters and stepmother). • Categorize characters into • As a class discuss what we those that are and those now know about Shrek’s char- that are not intended to be acter. What are the signs that frightening. Discuss reasons Shrek is in fact not a terrifi y- why storytellers may have ing ogre? included characters that have • What have you seen in the distinguishing physical char- fi lm so far that tells you that acteristics. creatures or people who are different are treated poorly? Wanted Ogre Why does Donkey describe Ask students to explain how himself as a freak? What is a Play the opening sequence dark colours and other fi lmic freak? Find out how people again, this time up to and includ- conventions also help to cre- who were considered freaks ing the sequence where Shrek ate meaning in this scene. were treated in the past. Dis- has frightened the townsfolk • Discuss whether Shrek ap- cuss whether this treatment

ISSUE 36 away. pears as frightening as ogres still occurs. or monsters from other fairy- • Discuss the actions of the tales. Why or why not? What SCREEN EDU Setting townsfolk after they see qualities differentiate him the ‘Wanted Ogres Reward’ from other ‘ogre type’ charac- Usually fi lms open with an estab-

C poster. What do the townsfolk ters? Make a class chart that lishing shot that gives viewers ATION think of Shrek? Why do they contrasts Shrek with other an idea about when and where have this opinion of him? ogres or monsters. the fi lm is set and often provides • With a partner write a police some clues about genre. 74 When Shrek frightens the towns- report based on an eyewit- Re-play the opening scene. that indicate Farquaad is self-centred and unconcerned • Discuss the choices made by with what others think about the fi lmmakers. Discuss why situations? you think these choices were • Complete Worksheet 4 to made and how they affect show some of what you have viewers’ ideas about the story learned about characters in that will be told by the fi lm? Shrek.

In Shrek, settings are established the fi rst clues that Farquaad Play the scene where Shrek and though combinations of visuals is an evil tyrant. Consider: Donkey fi rst set eyes on the and sound. - the ways the camera is kingdom of Duloc. used to convey this mes- View the scenes where the fairy- sage • Contrast this scene with tale characters arrive at Shrek’s - colour and design related previous scenes showing the swamp, up to Shrek and Donkey to characters, setting and interior of Farquaad’s castle. walking away from the swamp props. Once again consider how to see Farquaad. the camera is used to create Play the sequence again, this meaning, the colours in the • Describe the setting in rela- time with the soundtrack. scenes, and the soundtrack. tion to the type of space, size of objects within the setting, • Discuss elements of the Age fi lm critic Tom Ryan be- and dominant colours. What soundtrack that add to the lieves the depiction of Lord sounds are evident in the set- meanings being conveyed. Farquaad’s kingdom ‘places it ting? What other sounds are Consider: somewhere between a sterile associated with this setting, - music Disneyland theme park and an for example, musical sound- - silence over-dressed, outer-suburban track? - dialogue property development’. • Complete Worksheet 3 to - sound effects show what you have learned (The Sunday Age ‘Review’, 24 about the introduction to the In the castle sequence Lord June 2001.) fi lm story of Shrek. Farquaad plays ‘blind date’ via the Magic Mirror that introduces • Discuss the meanings implied Is Lord Farquaad a ‘Today’s Eligible Bachelorettes’. by the comment above from Tom Ryan. ‘goodie’ or a ‘baddie’? • Discuss the visual and audi- tory clues in this sequence View the scene where Shrek PlayPlay tthehe nnextext ssequenceequence iinvolvingnvolving and Donkey fi rst set eyes on the thethe GGingerbreadingerbread MManan aandnd LLordord kingdom of Duloc, up to FarquaadFarquaad wwithoutithout ssound.ound. the welcome provided at the information booth • AAss a cclasslass ddiscussiscuss telling us that Duloc is the ‘perfect place’. You ISSUE 36 SCREEN EDU C ATION

75 Primary School | Teacher Resource

may need to view this scene After Watching the Does the style of Shrek re- several times. mind you of other animated Film fi lms? In what ways? • List images, dialogue and • The style of Shrek has been other aspects of the sound- Responding to the described as ‘stylized real- track that support or contra- ism’. What do you think this dict the comment made by fi lm means? Do you agree with Tom Ryan. • Seat students in a circle and this description? • Consider reasons the fi lm- encourage students to share • Make a class list of reasons makers may have decided their responses to the fi lm, for and against making a live- to represent Lord Farquaad’s ask about favourite parts of action fi lm version of Shrek. kingdom in this way. In what the fi lm: funniest, saddest, sil- way do the choices made liest, most rude, most enjoy- Camera as storyteller in depicting this setting help able part of the soundtrack provide information about and so on. During a fi lm the camera be- Lord Farquaad? comes the narrator, telling the Story ladder viewer the story through sequenc- Play the sequence from Shrek es of camera shots. Of course the and Donkey’s arrival at Duloc to • Use the Shrek Story Ladder story is also supported by careful the end of the ‘ogres have layers’ (Worksheet 6) to order the choices in the soundtrack. scene. events in the fi lm. • Examine the shots provided • How does Donkey think that Does it sound like a in this study guide and ex- Shrek should respond to plain how each one helps to Lord Farquaad’s challenge to fairytale? tell the story. What does each go on a quest? How would shot contribute to the story? you usually expect a hero to • As a class discuss: Is Shrek a Why would that particular shot meet a challenge like the one typical fairytale? Why or why have been selected to help proposed by Lord Farquaad’s not? Is the soundtrack what tell the story? You might locate knights? How does this com- you would expect in a tradi- and play the shots in order pare with Shrek’s response? tional fairytale? Explain your to explain your ideas to the • Complete Worskheet 5 to answers. class. show what you have found • Imagine the voices of Lord • View part or all of Shrek and out about Shrek, Donkey and Farquaad, Donkey and Shrek work with a partner to fi nd Lord Farquaad. have been swapped. In what your own examples of pow- • Shrek tells Donkey there is ways would the use of differ- erful shots from Shrek. Use much more to ogres than ent voices change each of Worksheet 7 and Worksheet 8 people think, that ‘ogres have these characters? How might to explain why you think each layers’. Explain what you such changes affect the sto- shot was chosen to help tell think Shrek means. ryline? the story. • Explain why the fi lmmak- Viewing the Entire ers may have selected Mike Supporting the story Myers as the voice of Shrek, Film Version of Shrek Eddie Murphy as the voice of with sound Donkey and John Lithgow as If possible, it is preferable for Lord Farquaad’s voice. How Sounds also help in the telling of students to view the entire fi lm in does each actor’s voice con- a fi lm story. Two main types of a cinema where all of the screen tribute to the development of sounds can be used in fi lms:

ISSUE 36 elements and the soundtrack that particular character? can be more fully appreciated. - diegetic sounds are part of the If this is not possible, arrange action in the story. They would SCREEN EDU Does it look like a to screen the entire fi lm in one be heard if you were present sitting and darken the room to fairytale? in the setting; for example, the

C recreate a cinematic atmosphere slop of the mud when Shrek ATION as much as possible. • Write three or four sentences washes in the opening se- that describe the animation quence, the thumps during the style used in the fi lm, Shrek. gladiator fi ght. 76 - non-diegetic sounds are those Compare the interactions ues to proclaim himself as that are not part of the action, between the prince and the King. events or setting in the story; princess with those of Shrek for example, the opening and and . Rhymes were often woven into closing songs. • Complete two copies of the traditional fairytales as spells. • View a favourite scene storyboard (Worksheet 1) to The fi lmmakers decided to from Shrek and identify compare what happens when weave this traditional element diegetic and non-diegetic Shrek rescues Princess Fiona into Shrek by including the fol- sounds that are part of the with what Princess Fiona lowing rhyme: soundtrack. expected to happen. • As a class discuss why Prin- By night—one way; By day—an- The soundtrack may include a cess Fiona says, ‘What kind other. number of different layers of di- of knight are you?’ How does This shall be the norm. egetic and non-diegetic sounds: Shrek compare with knights Until you fi nd true love’s fi rst kiss; from other fairytales? Then take love’s true form. - dialogue - voice-over Following the scene where • Discuss as a class: What do - music Princess Fiona deals with Robin you think the rhyme means? - silence (can intensify or em- Hood, Shrek expresses sur- What other fairytales include phasize an emotional scene prise at what Princess Fiona is such spells? How do the or create suspense) like, and she says, ‘ Maybe you outcomes in those fairytales - sound effects (may be added shouldn’t judge people before differ from the outcomes in to complement or highlight an you know them’. Shrek? Why do you think the action, such as bubbling lava rhyme or spell was included or crackling fi re, or to create • Discuss why these lines are in Shrek? How does the spell atmosphere or a particular so important. Find out the turn out to be ironic? mood). meaning of the word ‘ironic’. Explain why these lines prove You said it! • Listen to the soundtrack of to be ironic? Shrek. Why do you think mod- • List traditional and modern ern, popular or well-known The fi nal scenes of Shrek contain fairytales where a character songs were selected for this many related lines, for exam- might be likely to say some- fi lm? In what ways do they ple, after rescuing the princess, thing like, ‘They judge me support or interfere with the Donkey and Shrek are lying on before they even know me’. telling of the story? the rocks looking up at the stars • Create an illustrated book of • Make a class list of other when Shrek says, ‘Sometimes sayings related to looks and modern songs that could things are more than they appear’. beauty. Use calligraphy to have been selected to help He goes on to say that people write the sayings and illustrate tell the Shrek story. Justify ‘judge me before they know me, with references to traditional your choices. that’s why I’m better off alone’. fairytales, Shrek or to other • In small groups select a tradi- modern books or fi lms. Saying tional fairytale then compile • Once again, discuss why may include the following: a list of songs suitable for a these lines are so important - Beauty is only skin deep. modern day version of the in the fi lm and why they are - Don’t judge a book by its tale. ironic? cover. - Accept me for who I am. Things are not When Lord Farquaad arrives for - It’s not easy being green. Princess Fiona he says, ‘Beauti- always what they ful fair fl ower Fiona, will you be Heroes and villains ISSUE 36 seem the perfect bride for the perfect

groom?’ • Imagine you are working for SCREEN EDU When Shrek fi nally arrives to an advertising company. In rescue princess Fiona he shakes • Why does this question also groups of four, plan, design

her violently. turn out to be ironic, espe- and create a billboard adver- C ATION cially since he later tells the tisement that portrays Shrek in • Find similar scenes in fi lm knights to ‘get that out of my a positive way. Your brief is to versions of Snow White, Cin- sight’, orders them to arrest take a large sheet of butchers derella and Sleeping Beauty. Fiona and Shrek and contin- paper, and use colour, words 77 Primary School | Teacher Resource

and images to convince peo- usual fairytale ogre or mon- Traditional versus ple that Shrek is a hero. ster. While he’s green and can • Who was the ‘baddie’ in Shrek? be scary, underneath he has a modern fairytales What characteristics does he kind heart. Now that you have Few traditional fairytales involve have that tell you he is a ‘bad- seen the fi lm, compare Shrek’s ‘fairies’, although elements of ‘a su- die’? Design a ‘Wanted’ slide characteristics with other fairy- pernatural world’ often creep into that will be shown on televi- tale monsters and ogres. what appears to be a convention- sion after the news to alert • Work with a partner to make al world. This may be via magic or citizens to be on the lookout a concertina book explor- transformations. They are usually for this ‘baddie’. Be sure to ing the idea that ‘ogres have set in some indeterminate time to describe his physical charac- layers’. What are the different help us accept or imagine that ‘un- teristics and ‘bad’ qualities. layers that become evident in believable’ things might happen. • Compare and contrast the Shrek’s personality or charac- Traditional fairytales may involve a Shrek ‘goodies’ and ‘baddies’ ter by the end of the fi lm? quest, the return or recovery of an with those from a number of • Have each class member cre- object or person, and frequently fairytales such as Beauty and ate a personal shield with six a giant, ogre, supernatural beast the Beast, Cinderella, Sleeping to eight motifs representing or evil character may need to be Beauty, Snow White, Rumpel- his or her ‘layers’ or personal overcome. Fairytale characters stiltsken and The Frog Prince. strengths or qualities. can usually be described as stock characters, or archetypes, portray- Messages and How real is Shrek? ing ‘good’ or evil’. themes The character of Shrek has many Traditional fairytales often have layers that contribute to the a theme that revolves around a Shrek Producer and DreamWorks storyline. The fi lm itself also has usually young main character principal, Jeffrey Katzenburg, de- many layers. who has problems with his or scribes the fi lm version of Shrek her family, who is separated as having at its core an incred- • Identify as many layers of from his or her family, or who is ible heart. He says, meaning as you can within unhappy about some aspect of the fi lm. Create a large dis- his or her life or self. Often the The story really is an allegory in play to show the layers in the situation becomes worse during which we can fi nd some thing fi lm. You might want to use the story or the character has about our own lives. Each of our Donkey’s parfait idea! to overcome greater challenges characters comes to understand or obstacles. These frequently that there is something wonder- Shrek is an animation that has involve supernatural, magical, ful—warts and all—about who some realistic looking settings beastly or fantasy elements. they are. I think that’s true for all and characters. However there is However the story inevitably of us; that people who ultimately more to a good fi lm story than ‘the ends with the diffi culties re- come to know and love us, see look of the fi lm’. While viewers are solved and the main character the strengths inside of us. Wheth- watching a good fi lm, a ‘suspen- living happily ever after—often er you’re a princess, a donkey, sion of disbelief’ allows them to with some romantic solution. or even a big, green stinky ogre, enter the world of the fi lm. This you can fi nd love and happiness. means that although they know Shrek is a modern fairytale with the fi lm is actually only a ‘repre- many references to traditional • As a class discuss Katz- sentation of reality’ they perceive fairytales. burg’s ideas. Do you agree or it as ‘real’ while they are viewing. disagree? Share your opinion • List as many of these refer- by standing on an imaginary As a class discuss the following: ences as you can and in line in your classroom that particular references found

ISSUE 36 represents a continuum, - Is Shrek fact or fi ction? in fi lm versions of traditional with ‘Agree’ at one end of the - Does Shrek represent real fairytales. room and ‘Disagree’ at the life? If so, in what ways? • Discuss why you think the SCREEN EDU other end. Each person must - Are there characters in Shrek fi lmmakers included such give a reason for their posi- that can be described as ar- references, for example, lines

C tion. Participants can change chetypes? such as Shrek saying, ‘What ATION positions as many times as - What are the elements of were you expecting—Prince they like, but must explain Shrek that enable many view- Charming?’ their reason for moving. ers to ‘suspend disbelief’? 78 • Discuss: Shrek is not your Taking Ideas Further Giant storyboard blingimagery to fi nd out how Shrek can be used to explore What’s green and • Use Worksheet 1 to develop issues related to self-esteem, a storyboard for an animated disability and equality. scary? story for the following idea: ‘I • Visit http://www.teachit.co.uk/ woke to fi nd everyone in my index.asp?QS=1 to learn how • Create an ‘ogres and mon- family had been turned into to construct an essay that sters joke book’, for example, giants.’ Show one or two key provides a close analysis of - What’s green, three metres shots for each scene in your the characters of Shrek and tall and mopes around all animated story. Lord Farquaad. day? - Answer: The Incredible Goldilocks—take two! Shrek Worksheet 1 Sulk • Work in small teams to role- (see Worksheet 1, overleaf) Shrek Trivia play the story of Goldilocks. • In the same teams rescript Shrek Worksheet 2 • Create a Shrek trivia game. Goldilocks as a courtroom Categories of questions might drama where a jury decides Watch the opening scenes up to include: whether or not Goldilocks is the scene where Shrek is eating. - Who said it? guilty of ‘breaking and en- - Where were they? tering’, ‘vandalism’ or some Write these words in alphabeti- - Which fairytale? other crimes you think relate cal order, then write each one - Which song/music? to the traditional fairytale. in a sentence to tell something • You might consider story- you found out while viewing Board game boarding and fi lming your the opening scenes of Shrek: dramatization. Each team fairytale, setting, swamp, ogre, • Work in groups of four or fi ve could take turns to perform enchantment, giant, princess, to create a quest or journey the roles of ‘crew’ to help an- knights, reward. (See Worksheet type board game based on other team fi lm their drama. 2, overleaf) Shrek or your own ‘new’ or ‘fractured’ fairytale. Players Fairytale chat Shrek Worksheet 3 may have to cross a lava-fi lled canyon, fi ght dragons, avoid • Imagine you have created a Write these words and the phrase hungry crocodiles. You might new fairytale set in today’s in alphabetical order, then write include cards with ‘fairytale world. As part of the story, each in a sentence to tell some- dangers’ or ‘magic’ tokens. characters ‘chat’ to one anoth- thing you have learned about the er using the Internet. Create a introduction to the fi lm Shrek. Shrek tech poster showing the design of a fairytale ‘chat’ room. Leave • Donkey, friends, freak, fairy- • Visit the Shrek web site, some space in the middle tale characters, hero, sound- www.Shrek.com or play that will fi t an A4 page. track, setting, army, sound extras on the Shrek DVD to • Develop a scene in your fairy- effects fi nd out as much as you can tale where characters ‘chat’ about the technology be- with each other. Think care- Shrek Worksheet 4 hind Shrek. List two or three fully about what they would features that were created say to each other? Type up Watch the fi lm up to when Lord especially for Shrek. the ‘chat’ and include it in the Farquaad selects his perfect • Create a poster, PowerPoint space on your fairytale chat bride. presentation or other visual room poster.

display to share your discov- Characters: List the characters ISSUE 36 eries about the animation and Web quest you have met so far in Shrek.

technology behind Shrek. SCREEN EDU • Write a job application ex- • Engage in a web quest that Choose a character from your plaining why you should be explores the question: Is list that you think is a main char-

given a job helping to make Shrek a hero? acter. Draw the character then C ATION the next Shrek fi lm. Think http://coe.west.asu.edu/stu- describe the character. about the type of job best dents/kgorzen/webquest/ suited to you, given your heros2.htm - What does your character skills and talents. • Visit www.bfi .org.uk/disa- look like? 79 Primary School | Teacher Resource

SHREK VOCABULARY SHREK VOCABULARY

WORKSHEET 2 NAME: ______DATE: ______WORKSHEET 3 NAME: ______DATE: ______

- How does your character act? - Which part did you enjoy - How does your character most? Shrek Worksheet 7 speak? - Why did you enjoy this part? Draw examples of powerful cam- - What do you think will hap- era shots in Shrek. (See Work- Shrek Worksheet 5 pen next? sheet 7). Explain why you think each shot was selected. Watch the scenes showing Shrek Shrek Worksheet 6 and Donkey’s arrival at Duloc to Shrek Worksheet 8 the end of the ‘ogres have layers’ Story Ladder: Cut and paste the scene. following to show the order of Draw examples of powerful cam- events in the fi lm Shrek. (see era shots in Shrek. (See Work- Setting: List the places, or set- Worksheet 6) sheet 8). Explain why you think tings, where action takes place. each shot was selected. Plot: What happens in these scenes? Try to use the words cas- Christine Evely is Education Program- tle, tournament, tyrant and quest mer at the Australian Centre for the in your description of the plot. Moving Image (ACMI). •

CHARACTER DRAWING DESCIPTION

WORKSHEET 4 NAME: ______DATE: ______ISSUE 36

SCREEN EDU SETTINGS PLOT COMMENTS C ATION

80 WORKSHEET 5 NAME: ______DATE: ______Princess Fiona and Shrek live Long happily ever after. shot

Shrek tells Princess Fiona he loves her. Medium or mid Shrek agrees to rescue Princess shot Fiona from the dragon’s keep, so Lord Farquaad can become King; and in return Farquaad will Close-up ensure Shrek has his swamp to shot himself once again.

Shrek ‘rescues’ Fiona from the tower guarded by the dragon. WORKSHEET 7 NAME: ______DATE: ______

Donkey discovers Princess Fiona has a secret about her true form. High angle shot Shrek meets Donkey.

The fi re-breathing dragon falls in Low love with Donkey. angle shot Shrek, Donkey and Princess Fiona begin the return journey to Duloc. Extreme close-up shot Princess Fiona becomes her true self.

WORKSHEET 8 NAME: ______DATE: ______Fairytale characters move to Shrek’s swamp.

Shrek goes to Duloc to tell Far- quaad he wants his swamp back to himself.

Shrek defeats Lord Farquaad’s knights in a tournament.

Donkey and Shrek begin a quest

to rescue Princess Fiona. ISSUE 36

Lord Farquaad and Princess SCREEN EDU Fiona are getting married. C ATION

81 STORYBOARD WORKSHEET 1 NAME: ______DATE: ______WORKSHEET 6