Jim Sheridan

Linda Rubens

(Thanks to

Chris Wells)

learning outcomesBy the time you have completed this unit, you should be able to:

analyse film image and sequences in detail;

understand the way film language creates setting, theme and character, and manipulates our responses;

describe how verbal and visual features are combined for different purposes;

respond to and interpret meaning, ideas and effects;

write about aspects of the text.

Plot summary

In pairs:

1. Use the info in the above link to create a timeline of at least 10 events from the film.

2. Research the following terms and record their definitions:

a. IRA

b. Model citizen

c. Guildford Four

d. Provable alibis

e. Justice

plotThinking

Relating to others

Using language, text and

symbols

Managing self

Participating and

contributing

Gathering

1. Before class: Read the following article:

2. http://rogerebert.suntimes.com/apps/pbcs.dll/article?AID=/19940114/REVIEWS/401140301/1023

3. In class:

a. Describe the location and time period that the film is set in.

b. Brainstorm 5 adjectives to describe the atmosphere/mood of the setting.

c. Locate still shots to match the adjectives.

d. Choose 2 adjectives and write a paragraph for each to describe and explain which film techniques were used to help create the atmosphere/mood.

e. Share your ideas with your neighbour.

setting

Thinking

Relating to others

Using language, text and

symbols

Managing self

Participating and

contributing

Gathering

Processing

1. Explain the effect that the setting has on the life of

Gerry Conlon .

2. Explain what you think the author wants us to learn

about Conlon by placing him in this setting.

3. Imagine how the setting would affect you. Write a

blog to describe how you would react to the

setting. Include specific examples from the film.

setting & effect

Thinking

Using language, text and

symbols

Managing self

Participating and

contributing

Processing

Applying

Before class: Read the cast list

In class: Work in pairs to -

1. List the 4 main characters.

2. Identify the protagonist in this film. And who is the antagonist? Explain why you believe this.

3. List the main obstacles and/or problems faced by the protagonist and the antagonist in the story. How do they overcome them?

4. For each of the main characters, create a timeline of their 'journey'.

charactersThinking

Relating to others

Using language, text

and symbols

Managing self

Participating and

contributing

Gathering

Processing

1. Explain the

outcome of this

change. What

did the

character learn

from this?

2. What does the

director want us

as viewers to

learn from this

change?

3. Include

visual/verbal

features.

1. Identify and

describe the

event or person

that influenced

a change in the

character.

2. Explain how the

character

changed.

3. Include

visual/verbal

features.

change in a character

Choose a

character and…

1. Describe the

character at the

beginning of the

film.

2. Include

visual/verbal

features to

support your

description.

Thinking

Using language,

text and symbols

Managing self

Gathering

Processing

relationship

development

1. Identify an important

relationship in the

film.

2. Describe this

relationship – are

they friends, related,

enemies?

3. Identify any

visual/verbal features

that support your

description.

1. Identify and

describe the

changes in this

relationship. Does

the balance of

power change?

Is there a

conflict? Does

one person help

the other in some

way?

2. What is the

outcome?

3. Include

visual/verbal

features.

1. Describe the

relationship at the

end of the film.

Are the

characters

friends? Why/why

not?

2. Explain what the

director want us

as viewers to learn

from this

relationship.

3. Can this be linked

to human nature

or the world in

general?

4. Include

visual/verbal

techniques.

Thinking

Using language, text

and symbols

Managing self

Gathering

Processing

Applying

“Forget the big players in the world; it is the people in

the margins of our society whose stories are most

compelling.”

To what extent do you agree with this statement?

Respond to this statement with close reference to the

text you have studied.

essay

Thinking

Using language, text and

symbols

Managing self

Processing

Applying

Before class: think about the themes of injustice and prejudice

In class: work in pairs to –1. Identify and describe 3 examples of each theme

being shown in the film. Which characters are linked to this theme?

2. Explain each theme’s relevance to today’s world. Record examples of which are seen in real life.

3. Describe the director’s intention in relation to this message. What did Sheridan want the viewer to learn or think about?

4. Identify and describe the social issues that are represented in the film.

5. Explain what you learnt from these themes.6. Explain what lessons we can learn about human

behaviour.

themes

Thinking

Relating to others

Using language, text and

symbols

Managing self

Participating and

contributing

Gathering

Processing

Applying

“A successful visual or oral text is one in which a

director seeks to create new realities and/or fresh

perspectives for old ideas.”

To what extent do you agree with this statement?

Respond to this statement with close reference to one

or more texts you have studied.

essay

Thinking

Using language, text

and symbols

Managing self

Processing

Applying

In class: Work in pairs to -

1. Choose 2characters and locate an example of each

of their costumes.(Google)

2. For each character, explain what the costume reveals

about their character.

3. For each character, discuss what the costume

represents.

4. Explain the overall effect the director wanted to

create with these costumes.

5. Present your ideas to the class.

costume

Thinking

Relating to others

Using language, text

and symbols

Managing self

Participating and

contributing

Gathering

Processing

In groups, answer the questions about sound in a sequence of your choice. We will watch the scenes first as a class.

Include:

1. A description of what is happening,

2. Is the sound diegetic or non-diegetic?

3. Does the sound represent a certain character, theme or setting? In what way?

4. What does the sound tell us about the character, setting or theme?

5. Create a playlist of 5-10 songs that you believe would represent the setting, characters and themes in the film.

soundThinking

Relating to others

Using language, text

and symbols

Managing self

Participating and

contributing

Gathering

Processing

Applying

“In order to motivate or persuade an audience to

take action, a text must appeal to the ears as much

as to the eyes.”

To what extent do you agree with this statement?

Respond to this statement with close reference to one

or more texts you have studied.

essay

Thinking

Using language, text and

symbols

Managing self

Processing

Applying

1. NZQA draft resource

2. IMDb

3. Wikipedia

References