TELEVISION, FILMS, BOOK PUBLISHING

ACTIVITIES
◾ Use the Internet to research the success of recent major motion pictures. Visit a website such as Box Office Guru. Make a list of the five films that are box office successes locally or internationally. If possible, view the trailers online for each of these films, or select one film and watch it in its entirety. Describe who or what is represented as central to
the storyline. Explain why this representation might be appealing to audiences
◾ Ask teachers to identify various versions of the representation of historical events.
For example, Napoleon in Russia: books published during and about this period; films
created in various genres; artworks or pictures; any other visuals such as photos and
music videos. Visit a museum or archive (if one exists in this subject area in your region)
and based on this, collect material to prepare an essay about your observations
◾ Select any book or article written about your country. It could be about your community,
culture, or a specific event. Identify how different aspects of the subject selected are
represented. Do you agree with these representations? Why or why not? Discuss
◾ Obtain a collection of advertisements from the Internet or local newspapers or
television in your country. Try to ensure that these advertisements feature both women
and men. In small groups, discuss how women are represented in the advertisements
vis-à-vis men. Write down some of your observations. Discuss the possible implications
of some of these representations. Are certain representations viewed differently by
some members of the group? Why do you think this is so?
◾ A popular feature film formula focuses on the archetypal myth of the ‘heroic journey’.
Myths represent implicit belief systems that express the fears, desires and aspirations
of a culture. In these stories, the hero – unaware of his destiny – is called upon to take
up an important quest. The hero usually passes through several stages as part of the
quest, including: his ‘birth’ or beginning, becoming aware of his ‘calling’ or destiny,
experiencing romance, encountering foes, receiving advice from a wise elder and,
finally, returning home
● Develop a list of films that are based on this formula. Account for their appeal.
Describe the hero, explaining to what extent the hero represents the desires and
values of the individual in society
● Describe the camera work as well as the use of sound and music. Assess how
these technical elements reinforce the representations central to the story (i.e. the
impression created of a villain or a romantic hero). Explain how the meaning of
particular scenes in the film would change if, for example, the sound track were
different
◾ ‘Our goal is to get a variety of perspectives represented in film and television. Increasing
the number of points of view available on screen is not taking anything away from
anybody. In fact, it leads to more and better programming, new visions on screen.’ (Joan
Pennefather, first woman chair of the Nation Film Board of Canada, in Maclean’s, 29
March, 1993)
● Visit the websites for mainstream, indigenous or community media that represent
alternatives to the Hollywood blockbuster. Browse the selection of stories being told
through these companies or organizations. Compare these stories to those being
produced by the major Hollywood studios. Assess the value of these ‘independent’
organizations in giving representation or voice to alternative, indigenous stories
● Discuss the responsibility of the film and television industries to their viewers. Why
should all viewers be able to see themselves and their stories on the screen? Discuss
the implications of mainstream stories and representations for various audiences.
Explore how specialty channels, various Internet sites, blogs and new technologies
are influencing the art of storytelling and offering alternative representations to
audiences