It was once rare for a documentary film to be released in mainstream theaters, but that is beginning to change. Given the growing influence of documentaries, it is important Text lies and clip part 3 of 4 students have the skills to understand and analyze these information sources. The activities utilize not only POV films, but also POV's extraordinary archive of interviews with many of the world's most accomplished documentary filmmakers.
The activities can be used together to create a mini unit, or individually to supplement existing curriculum. The activities are especially appropriate for:.
One of the ways to distinguish between media genres is to identify the unique techniques that each genre uses to communicate its messages.
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We call the set of techniques used by each genre its "conventions. They recognize a newscast and stop on that channel. Ask each student to sketch quickly on a piece of scrap paper what is on the screen where he or she stopped, noting that this part of the activity should be done without talking and that there will be an opportunity to discuss their pictures in a moment.
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The idea here is to record their initial snapshots, not to create artistic masterpieces. Invite the class to create a list of the most common features e. Note that the things on the list are visual cues we use as shortcuts to identify news programs. Those cues are conventions of the genre. You might also point out and discuss stereotypes by asking about the gender or race of the news anchors in students' pictures or discussing what anchors are wearing and what messages that clothing communicates.
Talk a little bit about why people might choose to make something that looks like a newscast, but isn't. Answers might include humor, commentary or lending an air of authority or truth to the message being conveyed. If no student suggests documentary, add the word to their list and inform them that they Text lies and clip part 3 of 4 going to be doing a mini unit on documentaries and their conventions.
Together the class is going to examine what makes a documentary a documentary and whether or not documentaries tell the truth. Prepare in advance to show a 5- to minute clip from a documentary by choosing an age-and subject-appropriate documentary from POV's collection.
There are always films streaming for free on the POV website. Educators can also borrow copies of selected films from POV's lending library. Ask them to share briefly what they have seen and their reactions. Ask them what they think of when they hear the term "documentary" and instruct them to keep those ideas in mind as they view the clip.
Assign them to look for conventions of the documentary form, i.
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This can be presented to advanced students as an open-ended task--just ask them what they notice. If the students are not familiar with media analysis, you may want to suggest that they keep these things in mind:. If necessary, remind students that they are meant to be analyzing how the clip is constructed rather than the filmmakers' message s.
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Let students know that it is okay if the list isn't totally comprehensive or if there are items they aren't sure are accurate. By now, students should begin to identify a few things that distinguish a documentary from a news report. They may notice that both forms use interviews, but the length of those interviews tends to be longer in a documentary.
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Or they may notice that news reporters try to separate themselves personally from their subjects, while documentarians often share personal stories and are interested in conveying particular perspectives rather than making sure that all possible voices are heard. They may notice that documentaries use film as an art form or use humor in ways that news does not.
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This activity has three parts: Watch an interview together as a class. Watch an interview independently and summarize its main points. Use filmmaker interviews to come up with a list of features common to documentaries.
Inform students that they are going to continue to delve into what makes documentaries unique and are going to learn from the best possible source -- documentary filmmakers! Tell students they are going to watch an interview with documentary filmmaker Freida Lee Mock and ask them to listen for the answers to two questions:. Watch the minute interview together as a class.
This will provide students a chance to practice so that they can watch and analyze interviews by themselves later on. After viewing the interview, discuss what students learned that might help them answer the Text lies and clip part 3 of 4 questions that you initially posed. You might also want to highlight these quotes from the interview with Mock and discuss what they mean:.
It's more of a storytelling about an idea that also has social, political complexities. Assign students to watch filmmaker interviews by themselves either during or outside of class and be prepared to answer the two questions posed in Part 1 about the interviews they watch.
Answers may be presented orally or in writing -- you can decide based on the skills you'd like students to practice. You can assign everyone to watch the same interview or have each student choose an interview from a list that you create of interviews with filmmakers who have made films on topics related to your curriculum.
You can search POV films by topic to find relevant selections.
Alternately, let students choose from the recommendations listed below. Advanced students may be asked to compare and contrast two of these interviews. Natalia Almada Almada, who has made several films about Mexican history and life in the U.
She also discusses sound editing and what choices best represent the events she documented. Louis Alvarez and Andrew Kolker This pair of filmmakers, whose first POV film explored American language and dialect, Text lies and clip part 3 of 4 the difference between being "accurate" and being "objective," the role of humor and changes in technology.
Alan Berliner Berliner, who uses home movies and his own family's experiences to explore what we all can "learn from the life of an ordinary person," talks about the value of storytelling and how he approaches filmmaking as if he were assembling a collage. Katrina Browne A first-time filmmaker discusses her personal family journey, which intersects with a major topic in American history the slave tradeand examines trust issues between filmmaker and subjects, as well as who gets to tell stories and what difference it makes to have access to different voices.
Marshall Curry The film Curry discusses here examines whether or not the Earth Liberation Front is a terrorist organization.
In the interview, he looks at the balance between being a journalist, an artist and a storyteller who purposefully includes conflicting perspectives in order to stretch people's points of view, "nudge" them out of their Text lies and clip part 3 of 4 zones and "elevate the conversation a little bit and have people discuss it and think about it in a more nuanced and more complex way.
Judith Helfand Helfand, who has made films about women's health and also important events in U. She explains how documentaries can be used to change and reform society and how films move viewers from inaction to action. She also discusses the psychological and emotional impact of good films--"Good films talk to people in ways that documents can't"--and the perils of revealing people's private moments. Laura Poitras Poitras reflects on her extraordinary interview with Osama bin Laden's bodyguard and how using documentary film to listen to and humanize the enemy can provide insights into "roads not taken.
Marco Williams and Whitney Dow This team explores reactions to a hate crime, how those reactions differed by race and how their own race affected the filmmaking process.
They also discuss "intimate human stories that help explicate broader societal issues" and how "documentaries are valuable tools for helping us better understand the strengths and weakness of what it means to be human. As time allows, invite students to share with one another what they learned from the interviews about the purpose and the truth of documentaries.
Guide them to explore:. To ensure that they don't all choose the same filmmaker, you can divide the class into groups and limit each group's choices to a part of the alphabet so group one can only choose filmmakers whose surnames begin with the letters A-F, the next group G-L and so on. Most of the interviews include film clips.
Several are also transcribed. If your purpose is to have students practice listening skills, you may want to insist that they watch their interviews rather than reading them. As a class, discuss the portrait that emerges of documentarians and what makes documentaries unique sources of information.
Using the topic search on the POV website, choose a documentary related to what you teach. To narrow the search, you may want to use the Text lies and clip part 3 of 4 search tool under the Educators tab. To prepare students for viewing, ask them how they might be able to determine whether or not a documentary is telling the truth. What questions would they ask? Have students use these questions, along with their own, to do close readings of the documentary.
After viewing, ask students whether the film seemed more like fiction or non-fiction.
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Be sure to ask them to provide evidence for their opinions. Advanced students may be asked to describe the point of view of the film and explain how a documentary differs from propaganda. Then connect the film's content to your curriculum and explore how students' answers to questions about the film's methods and perspectives provide insight about both the subject of the film and the subject that the class has been studying.
As time allows, invite students to discuss how news coverage of the film's topic would have differed from the approach taken by the documentary. What do they learn from this comparison about what documentaries do well that news does not and vice versa?
Write or create a multimedia essay supporting the idea that documentary films tell a Text lies and clip part 3 of 4, but not the truth. Include and discuss at least one of the filmmaker quotes below as part of your essay:. That's been my definition for most of my life.
We take something from journalism and something from the essay. But our work isn't scientific, it's a form of artistic work, so it's subjective, a matter of ideas, intuitions, comparisons and the juxtaposition of interesting things. They need to know that there's a person behind the camera, that there's a person who cut the story together, that it reflects a perspective.
It's important that we make programs that push people to ask questions and then come to their own conclusions or choose how to respond. More than anything, it's important to ask people to think. I think it's a disservice, in a sense, when we make media that doesn't ask people to think but just tells them how Text lies and clip part 3 of 4 should feel and what they should do.
Watch a documentary and a news report from a mainstream television news source. Using the News Story and Documentary handout PDFask students to complete the grid and write a one-page summary of their results that explains the major differences between a news story and a documentary. For advanced students, you may want to include categories such as Hollywood film, reality TV show or instructional video in addition to or in place of news report.
Advanced students may Text lies and clip part 3 of 4 be asked to add a paragraph or two explaining what a documentary achieves that news cannot and vice versa. If students are not already familiar with media literacy, explain to them that media literacy education is based on the premise that the following things are true about media:. After ensuring that everyone understands what each concept means, assign students to explain, either in writing or in oral presentations, how the filmmaker interview they listened to provided evidence to support one or, for advanced students, all of these concepts.
Invite students to produce--or storyboard--a short documentary. As students plan, have them consider how their story would unfold differently if they were creating a news report rather than a documentary.
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A Very Short Introduction. What are the filmmaker's main purposes for making documentary films? What do they learn from this comparison about what documentaries do well that news does not and vice versa?
All media messages contain embedded values and points of view. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others' use of evidence.
Is it racism to refuse to date anyone not your race? It was once rare for a documentary film to be released in mainstream theaters, but that is beginning to change. skills, writing and speaking; Engage in close reading of a media "text" be analyzing how the clip is constructed rather than the filmmakers' message(s). . Part 3: (30 minutes in class plus out of class research). Text, Lies And clip Pt 3. 3 years ago. Text, Lies And clip scene Pt 1. 3 years ago. This video Is Part 2 Of A three Part Series Filmed..
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Write or create a multimedia essay supporting the idea that documentary films tell a truth, but not the truth. Using the topic search on the POV website, choose a documentary related to what you teach. National Association for Media Literacy Education. You might also want to highlight these quotes from the interview with Mock and discuss what they mean:.
You can assign everyone to watch the same interview or have each student choose an interview from a list that you create of interviews with filmmakers who have made films on topics related to your curriculum.
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