Film Festival

[Anonymous]

There's a website that lets you watch (and therefore download) classic Chinese movies from the late 20's to the 70's, for free of course. No English, but you can catch a glimpse of the past. http://classicchinesemovies.blogspot.com/

[Anonymous]

Anicolai's post reminded of a source for many of the films on the list that do have English subtitles. A number are double features on DVD and several are from the silent era. Titles include such films as "Princess Iron Fan" (an animated feature), "Spring River Flows East,"
"Empress Wu Zutian," "A Spray of Plum Blossoms," etc., but you can peruse them for yourself at Amazon by searching for "Chinese film classics collection."

[Anonymous]

One of the films that I highly recommend is the recently released Mongol. However, I want to preface this by saying that the movie is rated "R" (bloody battle scenes, minimal adult language) and will need parental permission in order to be shown.

The movie is based on the early years of Temujin (Genghis Khan), and his subsequent rise in becoming Genghis Khan. The movie is solid in illustrating the everyday lives of the Mongols, focusing on culture, traditions, dietary habits, alliances, general customs, and religion. It also does a good job at demonstrating the political prowess of Genghis Khan and how it led to the loyalty of so many Mongols. Also, it provides the viewer with a glimpses of why the Mongols were a powerful military force, based on their fighting tactics and strategy. Overall, the movie provides the viewer with a glimpse of the Mongol peoples and how one man was able to unify them under one name.

I did use the movie in my classroom, and was surprisingly well received. Although the movie is subtitled throughout, because all that is spoken is the Mongol tongue & Chinese (I believe), my students (10th graders) were highly interested and were following/understanding the movie from beginning to end.

I would also like to note that this movie is the first part of a trilogy that is being developed to focus on Genghis Khan & the Mongols.

Manuel 😀

[Anonymous]

The movie that I chose to review for this assignment was the 2002 action film Hero starring Jet Li and directed by Yimou Zhang. This action movie tells the tale of four assassins mixed in a plot to kill Qin Shi Huang at the end of the Warring States Period. The movie ends when a couple of the assassins come to realize that despite the king’s ruthlessness, he has unified “our land” and, despite their own desires of vengeance, should not be killed.
In order to finish this assignment on time and as sort of a test run I showed this movie to my 8th grade elective class whose social studies curriculum deals with the first half of US history. In preparation for the film they reviewed the warring states period and how the “first emperor” was able to unify the different regions of China; which is part of the 6th grade social studies standards. During the film students had to use their notes to create a list of both fictional and factual events that took place in the film. After the movie they used their lists to write a four-paragraph essay which concluded with their opinion on weather or not they thought that this was a good way to learn about Chinese history. The opinions were mixed. Many seemed to learn more about Chinese culture than history, which alone makes the assignment successful. A few of the higher-performing students however, made the connection between the main character’s new found sense of nationalism with his refusal to kill the emperor at the end.
Although this was a successful lesson, there were some problems that I would have to address before doing this again. The first is that there are a couple of scenes that might be inappropriate for middle school students. There was one scene of brief nudity and one sex scene. I also did not realize that you could change the settings on the DVD from subtitles to dub in English; or French or Spanish if you like. The first twenty minutes the kids had a hard time following along fast enough with the subtitles.

[Anonymous]

After obtaining the permission/authorization of Miranda Ko, I reviewed the 1937 movie version of Pearl S. Buck's novel, The Good Earth. Although dated, and based on a novel published in 1931, there are elements which might work well if used in comparison with novels and short stories in American literature.

The film(novel) is portrayed from the point of view of a missionary because Pearl S. Buck was married twice, both times to missionaries in China. This point of view may "color" her presentation and portray the Chinese as being in need of help, or as somewhat backward or infantile by Western outlook.

In the film, Wang Lung and his wife, O-lan - a former slave girl, live the lives of peasant farmers. Their lives are distinguished by good and bad fortune and their ways of dealing with each. Through farming prosperity and tragedy, through the birth of children, and through dogged perseverance, the family follows the rise and fall of events in China and nature.

Throughout the film, Confucian ethics are obvious. Filial piety is obvious between all male characters, and the subordinate role of a woman is more than obvious in O-lan, the wife.

The universal theme of man's connection to the earth and being pitted against the forces of nature(bringing prosperity and poverty) are as readily available here as they are in a variety of writings in American literature. One could easily build a series of correspondences between Steinbeck's story of "The Pearl" or his novel Grapes of Wrath. One might also be able to make a comparative case for Hemingway's idea of "Grace under pressure" in A Farewell to Arms or the existential idea of "Sisyphus and the rock" in the novella The Old Man and the Sea.

In summation, the movie was compelling and has promise as a comparative work of literature, which depicts Chinese culture and values;however, one may have to allow for the caucasian, Western, missonary point of view.

Respectfully submitted,
Walt Banta
[Edit by="wbanta on Dec 25, 11:26:05 AM"][/Edit]

[Anonymous]

Beijing Bicycle
Director: Wang Xiaoshuai
Starring: Xun Zhou, Lee Bin, Cui Lin
Screenwriter: Wang Xiaoshuai, Tang Danian, Peggy Chiao, Hsu Hsiao-ming
Producer: Fabienne Vonier, Peggy Chiao
Studio: Sony Pictures Classics
Released: 2002

This film was very different than I thought it would be. I thought from the title that it might be appropriate for younger students, but it is definitely something that should be shown only in high school or above. It is the story of a country boy, Guei, who moves to modern Beijing. He is awed by the big buildings and different lifestyle, but he finds a job as a delivery boy. As part of his job, he is given a bicycle to ride when delivering messages around the city. Part of his meager paycheck is put aside until the bike is paid for. He works hard and almost has the bike paid off when it is stolen. He is determined to find the bicycle and keep his job.

Guei made a mark on the bike to identify it. He searches throughout Beijing through thousands of bikes. He finally finds the bicycle which has been taken by a city boy. Jian. At first it is not clear whether Jian stole the bike, but he claims that he bought it secondhand. However, the money he used to buy the bike was money he stole from his father. Jian appears to be a very selfish, spoiled boy who feels that his father cheated him out of a bike since his father kept promising to buy him one but never did. Jian feels he needs the bike to fit in with his gang and to attract a girl he likes.

Guei takes the bike from Jian and is beaten by Jian's friends. Eventually, Guei and Jian agree to share the bike. Jian sees the girl he likes with another boy and hits him with a brick. His friends then chase him to where Guei is waiting to get his bike back. The gang beats up Jian and Guei and break the bike.

The themes this film explores are the desire to fit in, relationships between father and son, perserverance in pursuit of a goal, and how life has changed for the country people who move to the city. The film can be used with high school students to explore gang violence, peer relationships, parental expectations, and how life has changed in a country that has moved from agrarian to urban life.

The film can also be used to explore character development. Character sketches of each of the main characters would be a good way for students to explore development in the story. Point of view can also be examined by having students retell the story from each of the characters' points of view.

Susan Dubin

[Anonymous]

This was one of my favorite stagings of this beautiful opera! The Forbidden City made the somewhat silly plot seem plausible. The music was heavenly and the drumming was soul-stirring. Whether an opera fan or not, find a copy of this show and enjoy!
Susan Dubin

[Anonymous]

I watched the movie Letters from Imo Jima and was absolutely blown away (no pun intended). It was a beautiful film about a man, Saigo, trying to survive a losing battle in which he didn't truly believe.

This film did a great job in telling the other side of the battle over the small island of Imo Jima and the significance this island had to both the Japanese and the Americans. There is one scene in particular I would show my students to illustrate the heartbreak and sacrifice of war and to help them see that no matter what side you're on, people are more alike than they are different. In this scene, an American soldier is wounded and treated by Japanese soldiers. The commander speaks English with him and they form a bond. Later, after the American soldier dies, the commander translates a letter he found on his dead body to the other Japanese soldiers. The letter is written by the boy's mother and describes the daily routines at home and how the family is praying for his safety and speedy return. The protagonist, Saigo, is taken away by this. He received a very similar letter from his own mother earlier in the film and in this moment he realizes that his ideas about Americans are all wrong and he feels the guilt of his misconceptions.

I really loved this film--which is saying a lot considering I steer away from both war movies and sub-titled films. The art direction of the film was amazing. I don't know what the effect is called, but it was almost black and white to give a nostalgic feel, but there was enough color in it that you could make out all the different things going on. It was really beautiful.

As far as the classroom goes, I would recommend that my students rent it and watch it at home. There is a lot of violence in it (of course!) including a very disturbing mass suicide scene. I wouldn't feel comfortable showing it in my class, but I think it tells a very important story. I also think it is eye-opening for students to see the story from the former enemies' point of view so that they can understand that Japanese soldiers were worried about making home to their families just as American soldiers were. I would also want them to view the attitudes and ideologies of the Japanese soldiers. In this film, it was very evident what was considered honorable and decent and I think my student's would find that surprising.

This film will go on my list of possibilities for an outside research project. It is simply too violent to show inside the classroom.

[Anonymous]

As a fan of Foreign Film, I thought it was a crime that I hadn't yet seen Rashomon. So, as part of this seminar and out of necessity I watched it. The story is simple and the directing was marvelous. I think overall for me, from a teacher's perspective and as a woman, i found the entire themes of contradiction, truth and perspective to be my favorite parts of the movie. At the end of the movie, I was perplexed, undecided and intrigued. I thought to myself that this would be an exceptional film to use as a teaching tool for among many reasons- the discussion of truth.Surely, a debate would ensue about who was telling the truth-and that is an interesting discussion. I would love to use this film to engage my students in a discussion of perspective and truth. Furthermore, I appreciate that the film also introduces the topic of faith, humanity and redemption. I think that with a lesson covering briefly Japanese history at the time this film could really be useful in bridging history and cultures in the classroom.

[Anonymous]

Hello everyone! I am completing my requirements for the East Asia and Media in my Classroom Seminar and I am looking for a good film that might relate to the classes that I teach - 9th grade English (college prep) or AP European History. Any fabulous suggestions? Thanks! - Stephanie

[Anonymous]

Dolls (2002) directed by Takeshi Kitano

I had originally planned to talk about Eat, Drink, Man, Woman for the Asian film I watched for this class; however, an unexpected opportunity brought me to this film, so I thought I would discuss it here.

We have a wonderful colleague here at Carson, Josh, who teaches English, Philosophy, and Cinema, and he often will invite classes other than his own to watch an intriguing film. A few weeks ago, he offered this film to my regular 10th grade English class, so we went. I was worried that the students wouldn't stay with it as it is very slow moving, very quiet, and full of vivid images. However, I was pleasantly surprised at both my students and my own enjoyment. Here sat many of the most rambunctious kids in school, and they watched and tried to understand the symbolism, and were able to discuss advanced elements of archetypal imagery. Almost every kid stayed awake (hey, that's an accomplishment early in the morning!) and most at least had an appreciation for what they watched.

The film focuses on the characters' emotions, but the overall premise of the movie is this:

Throughout Dolls we feel as if we are observing the life of two Japanese Banraku dolls on an inner journey to escape the prison of their reality as they tell their story through three couples who seem to be struggling with similar themes and emotional issues. [The kids didn't get this part right away]

The centerpiece is the sad story of Matsumoto and Sawako. These two youngsters plan to get married, but then Matsumoto caves in to pressure from his parents to marry the daughter of his boss. On the day of the wedding, Matsumoto finds out that Sawako tried to kill herself. Matsumoto leaves the wedding to get Sawako out of the hospital, and he leaves everything (his parents, his job, his future) to take Sawako away.

But Sawako is greatly ill from her traumatic experience and is almost child-like, especially in the way she wanders off, so Matsumoto ties them together with a blood-red cord, and they become known as the 'bound beggars.' Their wordless, hypnotic wandering lets them encounter others who have their own pain in their lives.

Along the way we also pick up the story of an elderly Yakuza gangster, haunted by memories of the lover he deserted three decades earlier and generations of "brothers" for whose deaths he was, in the accepted order of things, responsible. Another strand is added to the imagistic weave via Haruna, a doll-like pop idol and Nukui, a fantatical groupie "blinded" by devotion to her. Literally!

We watch as they struggle with their lives, which have been made nearly unbearable by their mistakes and decisions. Some may have the capacity to end happily, but all will clearly struggle. This almost silent contemplative art is much more poetic than dramatically complex and yet intricately woven so as to mingle the dreams and imaginings of six souls longing for completion. [Josh's question to the students: Perhaps examine the IMAGES you see in this film. What do they represent?]

I think this film was beautifully photographed and choreographed (when you see the film, you'll know what i mean), and it is something I would not have thought to watch. However, I remembered the lecture that we had on Japanese theater, and the opening and closing pieces show the masterful puppetry. I think this film could be used in a history class, but most specifically in a drama class. Once you've seen the film, you can really see the connections between the motions of the puppets and the characters in the center of the film. I was lucky in that my students actually stuck with it because it is very quiet, but I think it can be useful both in the use of clips or the film as a whole. I highly recommend Dolls.

This is a copy of a posting I made to the East Asia Seminar site; I should have looked here first and known to post it here.

[Anonymous]

In reply to Dr. Choi's comments on Asian films:

"Asian films has been popularized these days and I want to make couple of points of interest as we teach them.
Not only does it have content that is specific in what we teach but also it carries aesthetic beauty throughout the film but also drama that is not so 'American.'

1. That life doesn't always end happily. In life there are tragedies and suffering, that is what makes us so human.
2. Asian films is not only about the story line (plot, climax, etc...) it incorporates the beauty of nature and it dictates the mood of the characters and scenes. Many of the scenes are breath-taking and beautiful.
3. The cinemotography of the film. The differences between "American" perspective to "Asian" perspective.
4. The muscial score is unlike any instruments we heard.

I will show some film to my students that pertain to the content area I teach but will also point out the wonderful aesthetic beauty of the cinemotography of the film as it graceful and elegant.
Asian films are great ways to show artistic qualities of color, contrast and character's mood.
What do you think?

I cannot agree more, and this is why I, and many of my colleagues at Carson, show so many Asian films...especially before they are co-opted by American filmmakers and ruined! My students have become used to reading subtitles and exploring film for the very reasons Dr. Choi cites above. I myself have become more educated on not only Asian sensibilities, but on new way to look at art and life through film. I wish more Americans would learn to not only appreciate the subtleties and aesthetics of Asian film, but begin to incorporate these more into their films instead of "Americanizing" such concepts. Students will learn and appreciate if they are exposed to a variety of worlds, not just the box they came in.

[Anonymous]

I agree- i am excited to use this i my high school classroom. It is such an interesting discussion to have and I think my students will be really engaged by the topic!

[Anonymous]

After hearing so much about the film, I decided to view Farewell my Concubine for my film review. The film follows the story of two young men who become close friends and stage brothers after meeting in the same acting company as boys. Their friendship is tested as their fame grows, one man decides to marry, and the changing political climate of China erupts in revolution.

The film is rated R and contains some violence and sexuality (and is quite long), so would probably not be suitable to show in its entirety in a high school classroom situation. However, the movie deals with so many issues and events in Chinese history, that it might prove very useful if shown in clips.

Clips of the flim could easily be used to illustrate the changing political climate of China, from tradition to Japanese occupation to cultural revolution. Some very poignant scenes also prominantly display propaganda and slogans that could then be discussed in the classroom.

Another aspect of the film that might prove useful in the classroom is the illustration of Chinese opera. The costumes, sounds, and staging is quite distinct from plays with which students might be familiar, but they could easily draw connections between Shakespearian plot lines and themes and those developed in this film. One prominant idea is that of the "play within a play" - a technique that lends itself to great discussion and analysis.

Overall, I enjoyed viewing the film because it took me out of my movie "comfort zone" and helped me to brainstorm even more ways to incorporate East Asia in my classroom.

[Anonymous]

There are a couple of Asian films I use in my classroom, so I thought I'd take a moment to discuss them.

First is Il Mare (2000), directed by Hyun-seung Lee (also under the Korean title Siworae) which has been turned into the American film The Lake House. This is a great film to use to introduce foreign film to young people. They may dislike the subtitles at first, but most are swept away by the romantic story, the beautiful photography, and trying to figure out the time mystery. I show this each year to my 10th grade students. I believe it is unrated, but it is merely PG material. The basic premise is that two people begin to contact each other through letters sent in a mystical mailbox at this house near the lake. The trick is, the people are two years apart, and eventually fall in love through their correspondence. There is humor and sadness, and again, the students get involved in trying to solve the mystery of whether these two characters will ever be together.

Secondly is After Life (1998), a Japanese film directed by Hirokazu Koreeda (also under the title, Wandâfuru raifu) in which we see characters entiering a "way station" just after they've died. After people die, they spend a week with counselors, also dead, who help them pick one memory, the only memory they can take to eternity. The movie is very quiet, and can be a bit slow for some students. However, the message of memory, and the impact of our memories, is what I take away from this movie. I use After Life in the closing weeks of my senior English class. Students are preparing to graduate and move into the real world, and we use this movie to stir reflection on where they've been and what has been important to them. I think, if your students find it too quiet and slow moving, you can successfully show specific clips from the beginning, middle and end, and still get the point across. What is the point? It's that hard-to-teach concept of really looking at our lives and what we will miss when we're gone. I also mention the play Our Town when discussing this movie, comparing the moment in the play when Emily has died and revisits one memory in her life. I discuss Thurber's claim that it's not the big things in our lives that are unique, such as weddings, funerals, birthdays, graduation, etc. Those things actually happen every day. It is the small things, the little day-to-day moments that will never happen again that are truly unique, and I think this movie brings that home to the students. I also have an assignment that goes with the movie: students make a list of 50 things they will miss after they die, and that goes in their final reflective portfolio. While many will initially dismiss this as an easy assignment, it becomes quite personal, and the students begin to realize how difficult it is to narrow their lives down to a simple list.

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