Learning literature in media context
Interpretations of «Metamorphosis»
by Franz Kafka in animation
Type of the lesson: Seminar on literature
Age of students: students of 4-5 year
General topic of the unit: Literature in media context
Topic of the class: Interpretations of «Metamorphosis» by Franz Kafka in animation
Goals of the class: to observe different animation versions of «Metamorphosis» by F. Kafka, and define the differences between them on different cultural levels (see below)
Age of students: students of 4-5 year
General topic of the unit: Literature in media context
Topic of the class: Interpretations of «Metamorphosis» by Franz Kafka in animation
Goals of the class: to observe different animation versions of «Metamorphosis» by F. Kafka, and define the differences between them on different cultural levels (see below)
Activities: watching animation, reading, discussion.
* the class occurs only after an usual seminar on «Metamorphosis» with discussion of its
formal and content elements.
1. There are several cultural levels which develop inside
and outside form of the given text. See the table (in Ukrainian):
2. Watch
the first animation (2005, Charlie Ramos' animated film «The Metamorphosis»):
3. Answer
the next question, using the table above and the cartoon you’ve seen:
- What was
added to the plot of the text by animators?
- Is the
main hero’s image changed? Why?
- What
technical details make the literary text different from one of animation?
4. Watch
the second cartoon («The Metamorphosis of Mr Samsa»):
5. Answer
the next question, using the table above and the cartoon you’ve seen:
- What was
added to the plot of the text by animators?
- Is the
main hero’s image changed? Why?
- What
technical details make the literary text different from one of animation?
6. Making conclusion:
- What do you think is the main tool in animation which
change the plot and the sense of the literary text?
7. Home
task:
Choose one
of the Kafka’s texts and sick it’s interpretations in animation. Having found
one or two pieces, please, make analyses of them (what is added, what is
missed? what do an animator creates the mood in a picture and how does it
correlates with the original text? how does animation change the text?). You
are advised to use the table above.
After reading Tanya's lesson I came to conclusion that it is perfectly structured. Although literature is quite an ambiguous subject that supposes diverse interpretations, Tanya managed to present this complicated topic in an understandable way. She attached the table with all the necessary theoretical issues and some videos concerning the topic so that students should only read, watch and have good marks =) Tanya has an interesting connection between literature and animation in her tasks proposing students to compare them. This way, I think, she will grab student's attention from the very beginning. So, I think the mark for Tanya should be 5.
ОтветитьУдалитьTanya's lesson has very logical structure. I think in her lesson all students'll be the participants. She presents the material combining theoretical and video resources. The most important point here ,I think is that "discussion" is the most important part of Tanya's lesson. I put her 5.
ОтветитьУдалитьTanya used a good and urgent topic. The lesson is well-planned and I think students will apreciate your creativity and good-thought-over activities. Kafka is a very good choice. I put 5)
ОтветитьУдалитьTanya's literature lesson is no doubt very unusual and unique. You can tell at a glance, that she is herself very keen on literature, and her students will certainly appreciate this. Her lesson presents the different views on Kafka's work, and the cartoons chosen will attract attention of even those who are not that interested in literature. Wonderful!
ОтветитьУдалитьThere is nothing unnecessary in this excerpt and I was not going through hell’s tortures trying to figure out was the point in writing all the stuff. Being a genuine otaku, it was a kind of an unusual experience to watch classical (or art house?) animation. The first one looks like “Крокодил Гена”. ^^ the material is interesting and not repulsive, ‘cause I love with a strange love all those filling the gaps and doing multiple choice questions. ‘5’ from me, fighting!
ОтветитьУдалитьWhat I like about the information that you have posted is your soul in it. I feel that this material was gathered by you and reread, rewritten thousands of time! It is interesting, involving and as Alisa mentioned - unique! I would like you to be my teacher of literature)
ОтветитьУдалитьVery good. I like this type of lessons. May I say nothing for not retelling all the information above?
УдалитьI think that this is the work for 5 from 5 points.
Dear Tanya!)Despite all my aversion to Kafka, I have to admit that your lesson is perfect!!!First of all- it's literature, it can't be boring anyway, and combining with cartoons it is for me very captivating! Students have to think not only about the plot of the Kafka's story, but also to get all ideas of creators of these cartoons. I think it's very diffuclt to understand what every image means, but at the same time when you're watching video,you can find somithing new for yourself! My mark is 5)))
ОтветитьУдалитьI believe that Tanya knows exactly how to stick us to the screens. I think that even people who simply do not like Kafka will enjoy the lesson. I think that it will fit any taste, especially people who like art. Cartoons are great, symbolic and thought-provoking. Tanya, storm of applause)))) Five out of five.
ОтветитьУдалить