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Fact to Fiction Drama

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Fact to Fiction Drama iNfotECh visualization. Involving teens in this type of analysis asks them to dive into the facts behind each scene in a movie fact to fiction drama. the truth behind movies based trUth oN fiLm on true stories Data, facts, and information may all be part of telling a story. annette Lamb However, truth is drawn from our own perspectives of au- thenticity. Someone who is a protester from one perspective may be a terrorist in the eyes of another. A fact to one person any movie dramas begin with a statement that they can be seen as an embellishment by someone else. are a true story, based on a true story, or inspired by The Immortal Life of Henrietta Lacks (2010) by Re- Ma true story. These catchphrases can be confusing for becca Skloot is a popular work of nonfi ction in high schools both children and adults. across America. In 2017, a made-for-television fi lm was re- Film dramas and biographies such as Schindler’s List (R, leased. However, not all of the Lacks family members were 8.9, 1993) are often used in classrooms to help mature teens excited by the fi lm adaptation. They didn’t feel that the visualize real-world people and events, so it’s essential that movie accurately represented the family members. both students and their teachers are media literate and able The website History vs Hollywood <http://www.his- to distinguish fact from fi ction.Schindler’s List is an exam- toryvshollywood.com/> explores the connection between ple of a fi lm that has been praised for its educational merits fi lms and their roots in reality. Use this website to jumpstart and historical authenticity. However, it’s a docudrama, not a conversations and inquiries into the facts that laid the foun- documentary. dation for a movie. Youth will enjoy reading the articles and In documentary fi lmmaking, the goal is to present an un- examining the “reel face vs the real face” of the actors. excepre icabo. dellorem. Alicta doluptam eum aut ped orrovit ligendio im faccus aut etur acera M nonsect otassequiam quae vol- dandis et modit, odiasitatque e dolorehenis eicab il ipsan- annette Lamb Curriculum part 2: Connections across the Library author Name and the school title here Crowdsourcing sECtioNiNfotECh titLE biased examination of the facts. However, those who label In elementary school, we clearly differentiate between the fi lms as “based on a true story” aren’t tied to the facts. In fi ction and nonfi ction sections of the library. However, when many cases, people, places, and events may be altered for dealing with movies, these distinctions are often more dif- dramatic effect. It may not be possible to know exactly what fi cult to identify. This is particularly true of movies based people said in private, so a dramatic fi lm may fi ll in the gaps on true stories. with invented dialogue. Fly away Home (PG, 1996, 6.8) tells the story of an inven- It’s useful for youth to think of these movie dramas on a tive way to help a gaggle of geese make their way south for spectrum. The website Information Is Beautiful <https:// the winter. Although based on the true story of Bill Lishman’s informationisbeautiful.net/visualizations/based-on-a-true- experience leading a fl ight of geese with his ultralight aircraft, true-story/> published an infographic detailing the scene- the fi lm featured fi ctionalized characters. So although the sci- by-scene breakdown of Hollywood fi lms based on true sto- ence and the historical event ries. Users can even examine the data used for building the are accurate, much of the plot of the movie isn’t. The term docudrama refers to a fi lm that adheres closely to known historical facts. Where possible, the dialogue includes the actual words spoken as recorded in primary source documents such as court pro- ceedings. Many space science movies, Based on a True, True Story. such as First Man (PG-13, First Man 46 TEACHER LIBRARIAN 46:5 7.4, 2018), based on the book by James the “Who Was” biography series from merous books and movies examine the R. Hansen, are docudramas. Another Penguin Random House. Use film as a topic from various points of view. For example is Apollo 13 (PG, 7.6, 1995), way to jumpstart an exploration of bi- instance, A Fire Story (2019) by Brian based on the book Lost Moon: The ographies. Fies is a graphic memoir focused on the Perilous Voyage of Apollo 13 by Jim The award-winning film Bohemian 2017 wildfires that burned throughout Lovell and Jeffrey Kluger. Historical Rhapsody (PG-13, 2018, 8.1) has been Northern California. Use this firsthand footage and actual audio recordings popular with all ages. Use this film to account to immerse readers in the pain- contribute to the authenticity of these introduce teens to the wide range of ful reality of surviving a disaster. films. fascinating biographies in the library, The film Only the Brave (PG-13, Let’s explore ways that teacher li- from rock stars to sports figures. 2017, 7.7) explores the issue of wild- brarians can assist students and teach- Engage Reluctant Readers. Many fires from a different perspective. ers in making good choices about view- movies have their roots in current Based on the true story of the Granite ing films based on true stories. events. The 33 (PG-13, 6.9, 2015) is Mountain Hotshots, the movie takes based on a mine collapse, Deepwater the point of view of an elite fire- ViEwErs’ adVisory Horizon (PG-13, 7.1, 2016) is based fighter group dealing with a raging on a drilling rig explosion, and The wildfire. The movie is based on a GQ Young people are accustomed to ask- Cave (2019) is based on a recent cave article titled “No Exit,” but a number ing librarians for assistance in selecting disaster. Students will be fascinated by of books have been written about the good books. However, youth are also these true stories and might seek online event, too. interested in multimedia experiences. articles connected with these tragedies. Expanding readers’ advisory to include These informal reading experiences are viewers’ advisory services provides the an effective way to engage students who opportunity to connect with new users may not choose to read whole books. and expand exposure to both leisure They may also set the stage for reading themes and class-related topics. both fiction and nonfiction books con- Challenge Expectations. Seek out nected with other disasters. films that challenge student thinking. Focus on Adventure. Many teens For instance, many teens enjoy reading enjoy reading true stories about out- true-crime stories. Most students are door adventures. These types of books familiar with the story of Bonnie and make interesting book–movie compar- Clyde. However, they may not have isons. Although both Into the Wild (R, heard about the many law enforcement 8.1, 2007) and Wild (R, 7.1, 2014) are officers who pursued them. Encourage designed for mature audiences, they’re mature teens to watch The Highway- good examples of how works of non- men (R, 2019, 7.0). This film tells the fiction can be transformed into engag- story of two Texas Rangers who came ing films. Use these movies to engage out of retirement to catch the outlaws readers with the wide range of adven- Bonnie and Clyde. Rated R for vio- ture memoirs in the library. lence, this film will get teens thinking Explore Multiple Perspectives. A Fire Story and Only the Brave about outlaws and cultural fame. View- Use a combination of books and mov- ers will flock to the library to find out ies to provide teens with a rich exami- Bridge Fiction and Nonfiction. Use more about this violent time in Ameri- nation of a controversial or complex movies based on true stories to gener- can history. topic. ate interest in reading fiction. Sports is Bring Biographies to Life. Many an area where this connection works students don’t read a biography unless The problem of wildfires has been well. Below are a few examples: it’s required class reading or part of in the news the past several years. Nu- JUNE 2019 47 Battle of the Sexes (PG-13, 6.7, 2017) CLassroom CoNNECtioNs The Blind Side: Evolution of a Game (PG-13, 7.7, 2009) Viewing films can be a powerful learn- Eddie the Eagle (PG-13, 7.4, 2016) ing experience for youth. However, it McFarland USA (PG, 7.4, 2015) can also take considerable classroom Moneyball (PG-13, 7.6, 2017) time. Before suggesting the use of film Remember the Titans (PG, 7.8, as part of an in-class experience, con- 2000) sider the following guidelines. Seabiscuit: An American Legend Prepare an Experience. Some peo- (PG-13, 7.3, 2003) ple see film viewing as a “lazy teacher” Secretariat (PG, 7.2, 2010) activity. For decades, educators have We Are Marshall (PG, 7.1, 2006) shown films on Friday afternoons or at the end of the semester. Effective film Connect with Older Films. Young use takes planning. Build a rich learn- people often overlook films that are ing experience that connects reading, more than a few years old. Seek out viewing, and an interdisciplinary ap- inspirational stories and engaging proach. Expand the focus to include characters that will appeal to students. community- or family-viewing activi- October Sky (PG, 7.8, 1999) is an ex- ties. ample. Based on the true story of a teen Temple Grandin (TV-PG, 2010, who wins a scholarship and joins NASA 8.3) is a film that can be enjoyed at during the Sputnik era, this movie has many levels.
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