Film Unit: “On the Waterfront”

esson 2

“Designated Stoolie”

What’s on for today and why?

Today the class will be viewing chapters five through twelve (a total of about 22 minutes). Theclass will be divided into groups and will analyze different aspects of the film (imagery,symbolism, etc.). The objective of today’s lesson is to get students thinking about the differentroles that are invested into film making. The other objective is to foster the necessary skills for acritical analysis of a film, as if it were a piece of literature.

What to Do

After students take their sets draw their attention to the front board. On the board there will be anumbered list of different elements for film analysis:1.Imagery2.Camera Shots / Angles3.Set/ Scenery4.Audio / Music

*Symbolism & Themes*Start a number count (#1-4) with the students. After each student goes around the room, have the#’s 1, congregate and so forth. Once the groups are split up have each student ripe out a piece of loose leaf and write down their number with the element for analysis. They will be responsiblefor noting every aspect they see within the selected scenes that belong in that category. Number 5 (that is starred) is an element which every student needs to analyze within theviewing.Remind students that are in group #4 to pay close attention to the character’s dialogue and their language. Write down vocabulary words that are unfamiliar to you. 1940’s slang may beunfamiliar to you. Write these words down.Show chapters 5- 12. After the scenes are over, give the students time within their groups tocompare, contrast, and elaborate on their findings.With remaining time have the groups share their findings so the other groups can take note of their analysis. Drive home the themes developed within the film so far:

labor unions andcorruption, the mobs role in the community, the role the priest plays within the community,the pigeon coops, codes of silence, etc.