Film Festival

[Anonymous]

Everytime I show this movie there is not a dry eye in the house. This films touches students on an emotional level and they are struck with how war destroys not only countries but families.

[Anonymous]

Many years ago when I first saw "Shower" on TV I found that the old story line talking about Chinese filial piety, loyalty to people you love and trust, etc. is repeatedly talking about in this film. In addition, it also discusses how the political and economic changes have gradually, if not speedily, changed the entire layout of a city. The little guys such as the main characters in "Shower" can do is to maintain a good spirit to let things go but to hold the beautiful fading old memories in heart. There are quite a few scenes unsuitable for the underaged kids to watch, yet in "Shower" really authentically reveal how the ordinary Chinese people live. They are happy with less, not more. They cherish friendship and they comfort each other for things that seem very trivial in the eyes of a materialistic world. I would recommend students to watch it in their own leisure time and it would be a great start for students to learn how a typical Chinese household has a similar problem like all Americans and appreciate how people use their network and resources to resolve the conflict and difference. It is a great film after all, so go to get your own dvd and enjoy it. julie

[Anonymous]

This movie is very graphic and Director Zhang seems like to use "Red" colors to reveal the cravings of human nature. The story of the film is happened during the time when the Japanese army occupied the northern part of China. Many of Director Zhang's films are talking about justice and lust that all human beings can identify with, yet this one is quite different than his other movie works. As the other reviewers mentioned earlier, the film is very violent. It might an expression to symbolize how red colors have been repeatedly used. Like other movies shown at Director Zhang's work, this one has given the audience a sense of justice and moral lesson. I would not recommend to use it in my classroom. It would be good for students and their family to watch it together. This film is suitable for adults due to its graphic and sexual scenes. julie

[Anonymous]

I would be hesitant to show Not One Lost to impatient high school students. Although the film has a touching closure and a great depiction of the differences between rural and urban China, It takes over an hour for the film to coalesce. For the first hour I sat in wonderment of the poverty of the countryside and the stubborness and naive-ness of the protagonist, a 13 year old substitute teacher. For most of the movie I was frustrated by her selfishness, but she did become more endearing as she showed more genuine feelings towards her students. The film may be useful to show the extent of poverty in the countryside and the migration of children to the cities to make money for their families. The film presents the disturbing reality of how the rural poor live and how rudimentary some Chinese schools are. The film can also help American students appreciate their own schools as this Chinese school barely had enough money to buy chalk. If you want to show a glimpse of the poverty you can show just the first 5-10 minutes of the film when the teacher is getting a tour of the school. Beyond that it may be difficult to splice the film.

[Anonymous]

Film: The Road Home (1999-2000)
Director: Zhang Yimou
Starring: Zhang Ziyi and Sun Honglei
Rating: G Running time: 89 minutes

I loved this film and will use it entirely in my World History class! This is my third Zhang Yimou film, I look forward to viewing his others.

Synopsis of the Film:
The film opens with Luo Yusheng, a young man, driving home to Sanhetun, the village in North China to be with his mother after his father’s death. When he arrives he finds her grief-stricken, keeping a vigil outside the village schoolhouse, where his father was the teacher for forty years. His uncle and the mayor of the village are both concerned because his mother wants her husband's funeral to follow an age-old local custom, of local men carrying the coffin from the hospital back to the village. The mayor does not believe he can find enough men to carry the coffin. But his mother remains adamant; she wants him to take the Road Home one last time.
As the mother is weaving the burial cloth, Luo Yusheng, reflects back on the stories he heard about his parents from the very beginning. Telling us the story of their romance. He realizes how important this is to his mother and pays the Mayor 5,000 Yuen to hire the men to carry his father. As it turns out hundreds of men show up to honor the teacher and carry him home refusing to accept any payment.
After the father is buried on a hill above his school and where his wife will join him at her death, Luo Yusheng asks his mother to return with him to the city but she wants to remain in the village. His mother does make a request of him to teach at the school. Early the next morning she hears students reciting and goes to the school where many of the villagers have gathered and there she sees her son teaching from the same book his father used the first day he taught so many years before.

How to use film in classroom:

I will use this film to look at fundamental values in Chinese society and history:

Education.: This story shows the attitude of country people towards education- as being one of respect. It is as if what was taking place in the cities really did not have much to do with the people in the country.

Social Issues: At a time of arrange marriages the film is showing two young people falling in love without a matchmaker.

Political issues: I will use the scene where the teacher is recalled to the city as a focal point to discuss the Cultural Revolution (1966-69). Although not explicit in the film, I believe this is what Zhang Yimou, was alluding to.

The Arts: I will use this film to show how the Culture has changed since the political agenda of Mao was installed and the Cultural Revolution. Zhang Yimou uses simplicity to tell stories about ordinary people. There is not a political agenda.

[Anonymous]

A classic Japanese comedy about the importance of food and work ethic for everyone in their culture. It was very popular when it came out in the mid-80's. Subtitles. You could use this in Econ, Japanese language class, or in a section on contemporary Asian culture.

Plot summary - A single mother owns a run down noodle shop on the outskirts of a busy city. She is befriended by a "cowboy" truck driver who helps her turn her business around by bringing in experts, spying, and an endless amount of hours to make the perfect bowl of noodles. Along the way they encounter Japanese from every walk of life.

*Warning: Skip over the 3 scenes with the man in the white hat; his character explores the connection between sex and food. This should bring the movie down to a hour and a half.

[Anonymous]

This is an Anime movie that the kids will enjoy watching. Recommended for World History: WWII Unit

In the latter part of World War II, a boy and his sister, orphaned when their mother is killed in the firebombing of Tokyo, are left to survive on their own in what remains of civilian life in Japan. As the situation grows progressively worse in the war, things deteriorate proportionally on the homefront. We follow Seita and Setsuko as they do their best to survive in the Japanese countryside, battling hunger, prejudice, and pride in their own personal battle.

At first glance, one might get the idea that Grave of the Fireflies is some kind of anti-American propaganda. In truth, it is nearly the opposite. Although the children fall victim to the hardships brought on by the war, no Americans are rarely mentioned and there are no battle scenes. If anything, on one level, this movie could be seen as a metaphor for the entire country of Japan during the war: fighting a losing battle, yet too stubbornly proud to admit defeat or accept help.

It is based on a semi-autobiographical novel written by a man who survived the war on the homefront, but whose younger sister died of starvation while in his care. The enemy in this movie is painted as the kind of human weaknesses that come from and even create war: pride, the suspicion that falls upon two children trying to live on their own, and the prejudice leveled against a healthy young man who doesn't want to fight.

produced by Studio Ghibli, Hayao Miyazaki's studio (also produced Spirited Away, Totoro and many other great movies)

[Anonymous]

I recommend the documentary Small Happiness. It provides a compelling examination of women's roles in rural China. The segment on footbinding is particularly informative. There is also a portion on birth control that is illuminating.

In terms of the film's teachability, I would recommend excerpting the portions particular to your curriculum. Students tend to disengage during documentaries, so I think it is best shown in small clips.

It is interesting to examine the stark contrast between the lives of women in these villages and our own in America. The documentary is a little more than 20 years old, but that still makes it fairly contemporary.

I would recommend supplementing the documentary with some of the readings provided by the insitute, particularly “Antifootbinding,” “An Address,” “On Freeing” (129-134); “Quotations from Mao: Society” (151). These primary source documents don't necessarily match the exact time period, but they provide good context before showing the documentary.

[Anonymous]

Not One Less, China,
Director: Zhang Yimou

I would recommend utilizing the film Not One Less with students in the classroom. It is a sweet film that demonstrates the modern rural village lifestyle of China today in a simple way. The director chose to use real people instead of actors to portray the characters. These people do an exemplary job and really pull off amazing acting.

Not One Less is the story of a young girl, Wei who becomes the substitute teacher for a small one-room school in rural China. She does not seem to have much experience teaching and is thrown into the situation. She sleeps at the school with some of her students in her bed. She is given barely any supplies, but is allowed one piece of chalk for each day throughout the month she teaches. Substitute Teacher Wei must adapt to teaching and disciplining a group of children who are barely a year or two younger than herself. When one of her students is suddenly taken to the city to work because his mother is sick, Wei sets out to find him and bring him back to the village school. Her innocence and tenacious character are refreshing to see. The film demonstrates a matter of fact approach to life in China.

I really believe that the American modern high school student would enjoy this film. Mostly it is a wonderful teaching tool to show China today in very simple terms. Students may get bored at the beginning, but the film gets going and is quite entertaining about 20 minutes in. I heartily recommend this film as a teaching tool for representing modern rural village life in China. It is delightful!

[Anonymous]

This is a movie that takes place in and around the JSA, the Joint Security Area, which is the border region guarded by the armies from North and South Korea along the DMZ. There are also some international "peace keeper's" buildings found along this border area as well. When two North Korean soldiers are found dead in a guard building on the northern side of the border, it sets off a political chain of events that threatens to plunge the countries into war with each other.
As the investigation begins, Soldiers from Switzerland are called in to run an unbiased investigation. Two South Korean soldiers are wounded while crossing the border from North Korea to South Korea during the skirmish. So the question that must be solved is: Why were they on the Northern side of the border, which is an act of war.
One Theory; they were kidnapped and shot the North Korean soldiers in order to escape. This was supported by the South. Theory #2; The South Korean soldiers were spies, and they were caught by the North Koreans and had to shoot their way back into their country. This theory was supported by the north.
So as the investigation continues, it turns out that both theories are wrong. Through a series of events the four soldiers, two from each side, become friends, and secretly cross the border in the middle of the night to hang out and exchange trinkets, ideas, and laughter. They share a similar language and culture, but have a differently political ideology, which they sometimes question.
The movie is mostly in Korean, but has some English, and has English subtitles. I might use a middle part in my classroom. There was a part which shows what looks like actual footage shot during the Korean conflict, and it talks about the POW's that were returned to each side. Each POW had the option of returning to the other side, or staying where they were captured, but with the ability of starting a new life. Well it turns out that 75 or so decided that they wanted to do neither and left Korea all together. But what was interesting was the fact that neither Switzerland nor Sweden, both neutral countries during the conflict would take any of these people.
I might be more inclined to show parts of "Not One Less” or "The Way Home" the other movies that we watched during our film nights, but since there were less people at the showing of JSA, I thought that I'd write a review for you here.

[Anonymous]

The Last Emperor – 1987, Bernardo Bertolucci Movie Review

Though some decry this film as too slow, with not enough story to hold an adult’s attention, let alone an adolescent’s, I disagree. The Last Emperor is a beautiful film, much of it shot on location in the Forbidden City. There are good reasons why this film won nine academy awards, among them Best Film, Cinematography, Score, Art and Set Decoration. This film can truly transport you to other eras.
The story opens in 1950 China, with Pu Yi, the last emperor, being transported to prison after the communist revolution. As he tries to commit suicide the film flashes back to his childhood and his assumption to the throne of China upon the death of the Dowager Empress. The film is told through a series of flashbacks. We see Pu Yi transform as China is transforming outside the gate of the Forbidden City, an outside world he does not see for decades. Here is a boy and then a man who is a puppet long before the Japanese use him as one in Manchuria/Manchukuo. Different actors portray Pu Yi in his childhood, with John Lone doing a wonderful job as the young adult Pu Yi until his death. We see the restrictions and sheltering of him as a child, his tutelage under his Scot tutor, Mr. Johnson, his marriages, and his attempt to adapt to the outside world when released, though still in a sheltered world. The story continues with Pu Yi during the Japanese takeover of Manchuria and World War II. The beauty and symbolism of the colors and images along with the powerful music, (created by an international team headed by David Byrne of the Talking Heads), create a powerful emotional response.
As far as use in the classroom, perhaps students of very low ability or a young age might have a hard time with the 160 minutes, but those students would enjoy Pu Yi as the toddler or use of the scene where he becomes emperor again under the Japanese. If using the film in its entirety, students should have already finished World War II, the communist revolution in China, and Mao’s Cultural Revolution. The Cultural Revolution and Red Guards are touched on at the end of the film, so students will understand this better if they have an understanding and knowledge of Chinese twentieth century history. It is not difficult to break this film into 20-30 minute sections and show it over the course of a unit. The flashback nature of the film lends itself to this. This is also a good film to have students think about the nature of film. Why are certain colors used in the scenes; for example, dark cold colors shots in the prison scene. What are the animal images? (Freedom). When is certain music repeated? Use of the image of a door, or the word door, (freedom/imprisonment). They can be taught that breaking down film, is like examining and breaking down literature: images, themes, metaphors, etc.
I would recommend the use of the film The Last Emperor in high school world history classes. If you have the time to fit it in your curriculum at the end of the year, it is a valuable tool; if not, see if you can at least use some of the film’s clips.

[Anonymous]

Winner of the grand prize at the Venice Film Festival in 2006, this was a breathtaking film to see immediately after attending the east-Asia conference as the history, current issues, statistics, and impressions have been percolating through my mind. Set amid the demolition and construction of a neighborhood along the Yangtze River after the opening of the Three Gorges Dam, the loose story involves the reunion of two couples separated by by complex social factors. The main character is, however, the landscape itself. Throughout are scenes of broken concrete and rubble, with laboring men in endless task of hammering away with little apparent progress that is almost painful to witness.
For students, this could represent a society laboring to demolish its foundation and rebuild a new tradition.
Though too long and sometimes slow for students, selected segments have much value in the portrayal of real life struggles of poverty, displacement, migration, and hope (or lack of it). As one placid-faced woman declares "I'm moving to Guangdong. I have no choice". Because of the planned rise of the river level, her home will become submerged.
Here is an opportunity to work in geography well--The Yangtze, Sichwan and Guangdong provinces, Shanghai.
The 'New China' is juxtaposed against the old in various scenes. A group of workers having nearly no money or possessions, use cell phones. Discuss with students where else this may occur around the world. One particularly stunning, almost comical scene shows 3 men sitting at table dressed in full regalia of a traditional period with elaborate headdresses, each intently playing a hand-held game device. Lots of discussion could ensue.

[clay dube]

Still Life is quite interesting, but slow. It allows a clear view of how mega-changes affect communities and individuals. Another Jia Zhangke film worth seeing is The World which is set among an amusement part featuring small versions of famous landmarks.

Here's an article which looks at Jia's past and at the making of The World.
http://archive.sensesofcinema.com/contents/04/32/chinese_underground_film.html

[Anonymous]

Japanese Internment

A colleague shared with my, Stand up for Justice: the Story of Ralph Lazo. It is set during the Japanese Internment at the Manzanar camp. It is about 30 minutes long and comes with several ready to use lessons. My students enjoyed it for several different reasons including, age of the main character, ethnicity (most of my students are Latino), and the overall storyline.

Ralph Lazo was a Mexican American teenager who went to the Manzanar internment camp. The movie shows different perspectives, including a Chinese boy who is told by his parents to wear a name tag that states he is Chinese. This was interesting because at a local liquor store, the owners have a sign stating they are Indians. The film also allows for lots of different discussions including, would you have gone? Overall, this was a pretty good movie and I highly recommend it.

http://www.ncrr-la.org/news/12_14_03/3.html

[Anonymous]

The Film TO LIVE that we viewed in class is definitely one that I will be showing to my students. The film fits in well with the theme of totalitarianism and how that type of government invades every aspect of people’s lives. One of the things that I like about TO LIVE is that it has a before and after aspect to it. The film takes the viewer through the changes that took place in China after MAO comes to power. We are shown the good and bad changes that came from the revolution. I think that the most powerful image of the movie for the students will be seeing the young girls (students really) as doctors because they took over the hospital and imprisoned the teachers, and then seeing the end result (the young girl dying). Through this movie we see the fervor and in some cases reluctance to the changes that were taking place. I feel as though my students will enjoy this film and be educated by it.

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