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Dr. Carmen Herrero ©2011
JUNK 2010 ·∙ Dir. (Kirk Hendry)
STUDY PACK
www.filta.org.uk
in collaboration with
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Dr Carmen Herrero 2011 © ·∙ FILTA ·∙ Junk Study Pack
About this Study Guide
Symbols
reading
writing
listening
speaking
✎
discussion
media skills
• Sociocultural content Students will have ·∙ been encouraged to value their peers’ opinions in order to become more autonomous ·∙ increased their responsibility for the management of their own learning in order to be able to learn how to improve their language skills more autonomously ·∙ developed and appreciation of their peers’ contribution to the language learning process through collaborative activities ·∙ improved their interpersonal skills (e.g. collaborative decision making) by participating in collaborative tasks • New media literacies Students will have ·∙ increased their understanding of film as a medium of communication ·∙ gained the ability to plan and carry out projects using creativity, IT, research and film editing skills ·∙ improved their ability to think and respond creatively to multimedia input
Objectives
• Functional content Students will have ·∙ developed confidence in their ability to communicate in English using both, interactional and transactional language
• Linguistic content Students will have ·∙ developed all four skills (speaking, reading, writing and listening) with the aid of both, visual and audiovisual authentic materials. ·∙ practised their spoken fluency through active participation with their peers. ·∙ become more aware of their listening and speaking skills in general and been encouraged to identify specific areas in which improvement is needed
• Lexical content Students will have expanded their vocabulary on a range of topics (e.g. character analysis, film language, …)
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Dr Carmen Herrero 2011 © ·∙ FILTA ·∙ Junk Study Pack
A tale of an obsession with junk food that may prove hard to swallow!
Synopsis
Media Release Junk is the latest project of Kirk Hendry, an award-‐winning New Zealand born, London based film-‐maker. The British short film Junk has taken a team of twenty artists two years to complete. The film has been supported by the UK Film Council’s New Cinema Fund and includes the involvement of the Royal College of Music. It has won numerous awards including the Most Promising Newcomer at London’s Creative Circle Awards. [Picture and text adapted from http://www.KiRKHENDRY.com] [picture and text adapted from: http://www.callumcooper.com/ LB_PressRelease_Callum_Cooper.pdf]
Running Time: 6:30
Genre: Animation
Completed: 2010
Written and directed by: Kirk Hendry
Produced by: Lydia Russell
Music by: Janine Forrester
Narrator: Barry Clayton
2-‐D Character animation: Michael Burges
3-‐D animation: Florence Richer
Viktor Berg
Llyr Williams
Tim Kirkby
Sam Miller
Shaun Whoriskey
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Dr Carmen Herrero 2011 © ·∙ FILTA ·∙ Junk Study Pack
Activity 1: Prediction task
Focus: warmer, generate interest in topic
Interaction: pairs or small groups
Materials: board, board pens, synopsis of film
Procedure
The teacher writes the short film title Junk on the
board and asks students to guess what this film
might be about. Students work in pairs with a time
limit of two minutes. The teacher writes the
students’ suggestions on the board (one per pair) in
the form of key words.
Students then read the synopsis of the film or watch the film and compare their predictions. Which prediction was the most/least similar to the synopsis?
Pre-‐viewing Activities
Activity 2:
Interpreting the image
Focus: warmer, generate interest in topic
Interaction: pairs or small groups
Materials: board, board pens, poster of film
Procedure
The teacher shows the poster of Junk and ask the
students to consider the importance of the
marketing campaign designed to introduce an
audience to the film
(http://www.kirkhendry.com/junk/index.html). The
teacher asks the students to explore and interpret
the layout of the poster and what information is
conveyed. Students work in pairs with a time limit of
Activity 3: Mind mapping
Focus: generate lexis on the topic ‘junk’
Interaction: small groups (3-‐4 learners)
Materials: sheet of paper per group, pens
Procedure
Each group of learners brainstorms phrases linked to
the topic ‘junk food’. The first question should be
trying to define ‘junk food’ and provide examples of
it. They should be encouraged to use their previous
knowledge of the topic area as well as dictionaries or
mobile phones with internet access to create this.
✎
Example phrases Junk food is high in fat and low in nutrients. To be addicted to junk food means… Junk food is being blamed for the epidemic of childhood obesity. To develop healthy eating habits early…
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Dr Carmen Herrero 2011 © ·∙ FILTA ·∙ Junk Study Pack
Activity 4: Setting
Focus: Writing (note-‐taking)
Interaction: individually, pairs
Materials: film, paper, pen
Procedure Students focus on the scenery of the film. Looking at the scenes showing the centre and the outskirts of London, what impression of each place do they get? Which emblematic buildings do they recognise? Ask students to make note of all the spaces (individually) and in pairs compare their notes and make sentences e.g. London seems like…; The outskirts look like… What are the predominant colours and the style of the film? Why do you think the director decided to film it this way? What effect does this have on the viewer?
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While Viewing Activities
[Still from Junk, © Kirk Hendry 2010; available at http://www.KiRKHENDRY.com]
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Dr Carmen Herrero 2011 © ·∙ FILTA ·∙ Junk Study Pack
Activity 6: Interview
with the director
Focus: developing reading skills
(reading longer texts)
Interaction: individual
Materials: text ‘Festival du Film Merveilleux
Interview with director Kirk Hendry’
Questions
True or False?
1 Junk was borne from Kirk Hendry’s own obsession
and dreams.
2 Tim Burton’s films are a direct influence on Junk.
3 The director admires classical movies from the
1950s.
4 He is not very keen on using 3D animation.
5 People can produce animation in 3D with a small
budget production.
Activity 5: Character analysis
Focus: Writing (note-‐taking) and discussion
Interaction: small groups
Materials: paper, pen and film
Character analysis In small groups try to
create an outline of the
protagonist. Brainstorm
and write down all the
words that you can
think of to describe
Jasper O’Leary’s
personality.
Why do you think that
Jasper O’Leary is eating
all that stuff? Is his addiction genetic or is it
connected to the environment?
Is he a lonely character?
Describe what loneliness means to you. What
makes you feel lonely?
Post-‐viewing Activities
[Still from Junk, © Kirk Hendry 2010;
available at http://www.KiRKHENDRY.com]
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Dr Carmen Herrero 2011 © ·∙ FILTA ·∙ Junk Study Pack
Can you summarize your movie? Well, it’s the story of a boy with an obsession for junk food. But it’s about human progress and adaptability. And about the borderline insanity of chasing your dreams. Why this story? What message do you wish to give? I wrote a bunch of short stories that all featured a single character pursuing their dream, but their dreams were not ones that were approved of by their society. So they lived on the periphery, were essentially friendless, and all had horrible things happen to them. But in spite of this, they stuck with their dream til the end. They were cautionary tales told with black humour and Junk was one of these stories. I guess much of this was borne out of the frustration of pursuing my own dreams, and watching other people I knew give up theirs as the years went by. Can we say Tim Burton is an inspiration? And what are your inspirations in the animation world? Tim has done some great work -‐ Edward Scissorhands in particular -‐ although he is not a direct influence on JUNK. Lotte Reiniger, who made what is considered to be the first animated feature film with ‘The Adventures of Prince Achmed’, was the stylistic starting point. But I think with any project you do, there is never one inspiration. You are always pulling from a lifetime of things that have meant something to you that is forever sloshing around inside you. I love animation, however my inspiration comes from fantastical creations in general, of which animation is one of many. I get inspired by fifties and sixties musicals,
matte paintings from old movies, the things Walt Disney did, beyond the wonderful animation he produced, like the theme parks and music projects he oversaw. Karel Zeman. Star Wars. And of course many things outside of the film and illustration world. Music, sport, whatever. Anytime someone executes something with personality and love, I am very admiring of that. And you need a lot of love for what you are doing to enable you to get to the finish line. I think it is an amazing time for animation because what is considered animation is now wide open. With 3-‐D and photorealism, many live action
films have sequences that are essentially animation. So there is a lot of great character work being done. And with motion capture, we are making ‘animated’ movies that begin with an actor’s performance. Though I think audiences are still uncomfortable with the look of virtual actors. The era of animation being considered ‘cartoons’ seems to be over. What I also like is people doing 3-‐D in an illustrative style, and not just using it in a photo real way. Making the aesthetic hand drawn, but having the depth and dynamics of 3-‐D. And all these tools are
available to people at minimal cost. So the most incredible work is being produced in short films now. The ideas being expressed just blows your mind sometimes. It’s wonderful. Source: ‘Interview’ with Kirk Hendry in French magazine Khimaira, available on http://www.kirkhendry.com/press/ khimaira_interview_france.pdf
Follow up: You can get access to another interview with Kirk Hendry at http://www.computerarts.co.uk/interviews/kirk-‐hendry [Interview with the director by Ed Ricketts on October 19, 2011]
Festival du Film Merveilleux Interview with director Kirk Hendry
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Dr Carmen Herrero 2011 © ·∙ FILTA ·∙ Junk Study Pack
Activity 7: Discussion
Focus: personalised speaking practice (authentic)
Interaction: small groups
Materials: text of Festival du Film Merveilleux
Interview with director Kirk Hendry.
Discussion
To what extent has his filmmaking been influenced by different types of art?
How much access did you have to the cinema during your childhood?
What are your favourite movies (films that you remember)?
How enjoyable do you find other types of art (exhibitions, photography, painting, theatre…)?
The director says that Junk is ‘about the borderline insanity of chasing your dreams’. What was Jasper’s ambition? What is your dream and do you think it is important to have a dream?
Activity 8: Discussion
Focus: personalised speaking practice (authentic)
Interaction: small groups
Materials: Music composed by Janine Forrester
Discussion
What contribution did the music make to your enjoyment and understanding of the short film? You can visit the website of the composer Janine Forrester and listen to it again (http://forrestermusic.com/). Reading her biography, answer the following questions: How many instruments can she play? Do you play any instruments or compose music? What is your favourite type of music? Provide some specific examples and discuss your music taste with your colleagues.
Activity 9:
Research
Use the KWL format to do a quick research on a topic related to or mentioned in the film.
Possible topics: overeating, fast food, organic food, healthy diet, addiction, marketing, disease, environmental pollution and the impact on health, … Working individually, present your findings for the rest of the class on one of the specific topics in one of the following modes: PowerPoint, Prezi, or poster presentation.
WHAT I KNOW WHAT I WANT TO KNOW WHAT I LEARNED
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Dr Carmen Herrero 2011 © ·∙ FILTA ·∙ Junk Study Pack
Activity 10: The life of Jasper
O’Leary
Focus: Writing (personalised).
Grammar (present, future and past tenses)
Interaction: individually
Materials: paper, pen
Procedure
In the following chart are listed various forms of biography and autobiography. Think about the advantages and disadvantages of each of them. Choose one to ‘re-‐tell’ the story of Jasper O’Leary. STYLE
ADVANTAGES
DISADVANTAGES
BIOGRAPHY AUTOBIOGRAPHY DIARY LETTERS MEMOIR Variations: Use face time on your phone to record a video diary. Write a status update for Jasper O’Leary on his facebook/twitter profile. Create your own animation film with your ‘adaptation’ using xtranormal (http://www.xtranormal.com/).
[Still from Junk, © Kirk Hendry 2010; available at http://www.KiRKHENDRY.com
Research Variation: Setting
The film is set in part in Brixton, a multiethnic district
in South London. In August 2011, Brixton was in the
national and international news due to the explosion
of violent riots. Read the article from the BBC
(http://www.digitalhen.co.uk/news/uk-‐england-‐
london-‐14445570) and carry out some further
research about the area to find out more about its
history, the setting, culture, etc. Why do you think
Kirk Hendry used this setting for his film?
http://en.wikipedia.org/?title=Brixton%2C_London%2C_England
http://www.urban75.org/brixton/index.html
http://brixtonblog.wordpress.com/
http://audioboo.fm/boos/264231-‐bbc-‐world-‐service-‐brixton-‐intro
Working in small groups, present your findings for the rest of the class in one of the following modes: PowerPoint, Prezi, or poster presentation.
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Dr Carmen Herrero 2011 © ·∙ FILTA ·∙ Junk Study Pack
Activiity 11:
Film review
Focus: personalised speaking
practice (authentic)
Interaction: small groups and
individually
Materials: paper, pen
In small groups brainstorm those aspects that are the best part of the film. Your final task is to write a review or essay about how effective this short film is.
EFFECTIVENESS TOPICS EXAMPLES OR QUOTES Style Visual aspects The film is an animation in
which visual hyperbole… Humour
Black humour Humour exposed the dark side of…
Relevance The value of films to communicate cultural values, attitudes…
Because this short film is based on a topical issue, the audience is also forced to think about…
Ideas The debate on healthy eating habits and junk food. Obsession. Impact of the environment in human habits.
‘it’s about human progress and adaptability’
✎
www.filta.org.uk
Resources written for Alcacine 41 [www.alcacine.org] 2011 by Dr. Carmen Herrero [c.herrero@mmu.ac.uk], Manchester Metropolitan University and Film in Language Teaching Association [www.filta.org.uk]. To get further information, or to join our association, please visit our website. The graphic materials of the film belongs to the producers. Images are used for study purposes only without claim of ownership.
in collaboration with
Dr Carmen Herrero ·∙ FILTA ©2011
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