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AnonymousI.O.U.S.A
I used this film in my Economics class today. It is about 2 years old but discusses the cureent economic woes of the US. There is about a 10-15 segment in the movie that address the trade deficit with China. They also show a Chinese couple, their home (sparsely decorated) and share a conversation with them about saving for the future. The family makes about $10/day and is able to safe about half of that. This amazed the kids and I told the kids to think about all the stuff in their homes and if it were needed or not. This segment aso presents what the US is exporting to China and talks about the impact China has upon our economy.
AnonymousSpirited Away - Miyazaki
After our presentation by Pitelka, I decided to watch an anime film so that I could try to understand a part of my student's culture. This was a great decision on my part.
Spirited Away is a beautiful anime. It is about a young girl and her family relocating in Japan. While driving to their new house, dad takes the wrong road and decides to go on an adventure. The family ends up somewhere...and they go exploring. The young girl ends up going on an adventure and is guided by the spirits through this movie.
I was amazed at the beautiful scenes and creativity of this film. It is imaginative and I can understand why my students enjoy this form of art.
The key-players in the film look caucasian to me, but I am reminded that it is a Japanese film due to the freeway signs and driving on the "wrong" side of the road.
I definately recommend exposing yourself to anime!
AnonymousWell written. After we watched the movie, my friends and I ( all Chinese) said that non-Chinese would not understand the movie. I am happy we were wrong.
One thing beyond the movie that made me sad was that the actress, Tang Wei, was forbidden to act in China after some old revolutionaries protested to the central government that the movie ruined the image of a revolutionary heroine. They could do nothing to punish Ann Lee, nor Tony, the Hong Kong actor, but Tang Wei. That was disturbing.
AnonymousIt is a very beautiful Buddhist philosophy movie. The surrounding of the small temple, the leaving and returning of the hero, every scene illustrates Buddhist beliefs, such as : "all evils come from one's desire", and that "the world is a bitter sea, only when you return you will find the land of peace" etc.
AnonymousThanks for the recommendation. I bought a DVD last summer in China, but has not opened it yet, will show it to my students.
AnonymousAkira Kurosawa’s Kumonosu-jou or Throne of Blood retells Shakespeare’s Macbeth in the context of feudal Japan. I use it while teaching Macbeth.
This is one of the more entertaining versions of Shakespeare’s classic. Many of the scenes seem to pull from Kabuki Theater, especially the ones involving the Lady Macbeth character, Lady Washizu, played by Isuzu Yamada. This is one detail that will either enthrall students or repel them. For the most part, the film is so different from what students are used to, that they will at least appreciate its novelty. A bit drawn out at times, Kurosawa’s style can be very slow and detailed, and many students don’t enjoy it. However, even if the class can’t tolerate the whole movie, I always show the following scenes.
I show the opening scene to establish the context. Generals and someone who seems to be the emperor are awaiting the news from the battlefront where Washizu, Macbeth’s counterpart played by Toshiro Mifune, is waging glorious war. There are times when, as in Macbeth, the news is not so good. Now this may be one of the slowest scenes in the movie, for as the generals and the emperor discuss strategy, it takes each commander about two minutes to think about what he wants to say. However the absurdity of this and the costumes seem to keep the students entertained.
Then there is a scene where Washizu sees the ghost of his former partner Miki, this movie’s Banquo. Washizu insanely slashes the air with his sword as his wife attempts to calm his court and explain that he is simply drunk. The students enjoy this because it is humorous, but the image of the feudal court is educational and stylistically engrossing. It is also a great scene to use for discussing camera work and the use of angles to set up a shot. Of course Kirosawa does this masterfully.
The third scene I always show is that of Washizu being killed by his own men via a barrage of arrows. As melodramatic as it is, Mifune dies like no other actor. His facial expression, as the final arrow shoots through his neck, is masterful.
Kurosawa’s rendition of the play is great to use because it is more entertaining than Orson Welles, less grotesque and inappropriate than Polanski’s version he directed through Playboy Productions, and it is an excellent way to incorporate a discussion of film technique into your lessons. I use a film project to end the Macbeth Unit, and Kirosawa is a great model for film technique.
AnonymousDocumentary Film: The Da Ming Palace
I really wish I had this film back in Novemember with my AP class (when we were struggling through the post-classical period). I don't think I'd show the entire film but there are a few scenes that would have really "set the table" (with regard to our look at inter-regional trade and contact).
Brief synopsis: The film tells the story of the imperial palace during the reign of the Tang Dynasty (618-907). The Tang Dynasty had 20 emperors who ruled China from the 7th to 9th centuries China at that time was a remarkably open society, with unprecedented frequent and extensive exchanges and interactions with the rest of the world. The Tang Dynasty represents the height of Chinese civilization in terms of economical and cultural development. The era was marked by political stability, booming trade, thriving culture and religious growth.
Areas of the film I thoroughly enjoyed:
1. The cinematography is absolutely astounding (especially the vibrant colors)
2. The film gives the audience a "then and now" perspective
Why I'd recommend it:
1. It's fantastic if you're teaching early global networks: The capital (where the palace was located) and the Tang Dynasty had diplomatic ties with an estimated 300 foreign countries and states, envoys from neighboring Japan, Korea and India, as well as the remote Arab Empire and East Roman Empire, came to visit the capital city during that time.
2. It's easy to teach (comparing it to other palaces that are still around today, like Versailles)
3. Students like warriors and emperors.
4. It's a perfect resource for teaching about post-classical architecture.
5. Climax: the fire that destroyed the palace.
6. It's got 3-D effects (for you Avatar geeks)
All-in-all, great documentary. Get your hands on it if you can!
AnonymousPrincess Mononoke
Released in the US: 1999
Film Summary:
The literal summary of Princess Mononoke reflects the adventure of a young prince, Ashikaga, who travels East to find the roots of a demon. This demon, a boar who had been consumed by hate, had travelled west and had cursed Ashikaga. He travels west until he reaches Irontown. This is a fort run by a woman who has "rescued" individuals who are typically outcasts in any society (prostitutes and lepers). All of the women and men who live in Irontown help with the production and shipments of iron ore. These people extracted all of the iron from their own region and are now attempting to destroy a sacred forest in order to mine more ore. There are a series of conflicts between humans and animals that lead to a climatic fight between good and evil, humans and animals. Ulitmately the humans win out against nature and our hero returns to Irontown to help rebuild.
Reading between the lines, this film is a great way to explore Japanese religion and Japanese emphasis on nature. It also highlights the brilliant arguement against industrialization if it didn't help to benefit so many people while at the same time destroying the innocent and nature (or both).
This film can be used in two ways in my classroom. The first is to explore this film as a commentary on Shintoism. There is a heavy emphasis on nature in the film, whether or not it is in the process of being destroyed. Animism is also a topic of discussion for this film. The kodama in addition to the Forest Spirit and the gods that live within the forest all contribute to a conversation on polytheism, animism and Shintoism.
The film can also be used in a discussion on industrialization and modernization. The film includes evidence that iron (from a primitive gun) is what is responsible for turning gods into demons. Smells emerge from Irontown that cloud nature and people's judgement. In order for the town to survive, they must mine iron from another part of the forest- in the process they must also tear down the forest. This leads to the death or "dumbing down" of gods (animals) in the forest.
All in all, this makes for a good discussion whether your focus be religion or industrializtion, modernization or environmentalism.
AnonymousMongol, starring Asano Tadanobu
2007 Best Foreign Film Nominee
I came across this movie in Best Buy in the cheap $3.99 box of films, well worth the price. It's really a love story, but it gave me some great insight to life in Mongolia centuries ago. The main character is Temudgin, who later becomes Genghis Khan. Temudgin starts off as a boy in a powerful family but his dad is forced to leave by another Khan. His father is later killed and Temudgin grows up as a slave and later in life finds himself in jail in northern China. Before the death of his father, temudgin picks a bride (he is about age 7 at the time) and he finds her again later in life after many years apart. Just as Temudgin is rallying troops and making a big power move, the movie comes to an end. I think this emphasizes the love-story side of the movie.
The film gave me a great glance at nomadic life in a tough landscape. I've seen other shows on Nat Geo and Discovery that talk about nomadic Mongolians, but this was a great portrayal of everday life for these people.
AnonymousGojira (Godzilla) - The Original 1954 Japanese Version
This movie is now out on Blue-Ray believe it or not. Before this I had never seen the original movie. I've seen the modern day version (there's got to be about 10 versions out there now). I only knew the basic premise... giant lizard destroys Japan, that's about it.
It turns out to be a great mystery and great love story in the end.
The movie begins with the disappearance of a Japanese boat. In this very recent post-war Japan, fingers point right away at the Americans. But they have nothing to do with it. As boats go to the aid of the missing ship, more boats are mysteriously sunk.
The village thinks that military H-bomb testing as awoken this ancient beast and that it is hungry for fish and destruction.
The young hero is Ogata and his love interest is Emiko. Ogata is part of an initiative to find and kill Gojira. They are going to use a special weapon created by their friend Dr. Serizawa. Serizawa doesn't want the weapon to be used because of fears that the military will take his technology and use it for warfare. Emiko's father is a marine biologist and doesn't want Gojira to be hurt, he wants a chance to study it and learn about it.
In the end, the weapon is used and one of the characters (no spoiler here) dies in the arming of the weapon in order to kill Gojira. Of course the door is left open for the return......
Not only is it one of the greatest stories ever, but it also depicts post-war metropolitan Japan. It was a side that I hadn't seen in the modern movie versions.
AnonymousFirst of all, anyone who lives in the SouthBay must visit the Redondo Beach Public Library, I HAVE TO SAY THEY HAVE THE BIGGEST SELECTION OF FOREIGN FILMS of most public libraries that I've been to, and you can't beat one week FREE RENTALS!
So, I chose this Oscar winning movie, and was happy to see it had been dubbed, so it's definitely Kid friendly. It's reportedly the highest grossing film in Japanese history, and is on British Film Industry's 50 films you should see by the age of 14. REASON ALONE TO SEE IT..
There are many great lessons revealed in this charming tale which takes place in an "abandoned theme park" where spirits are welcomed. Humility, honor, respect, and moderation are a few life lessons incorporated, along with acceptance and finding good in others, plus maturity and manners. This little girl Chihiro faces situations where she has to rise to the occasion and take one for the team... We see her mature and learn about life.
Chinese impressions from the movie:
Colorful authentic artifacts, traditional bath house, spiritual connections, acts of gratitude, friendship, honoring elders and keeping them alive in community, overcoming desires: greed, appreciate simple things...not riches, going out of the way for a friend.. "Once you meet someone, you never forget them."
Many great moments that would keep students attention.. It's PG 13.. A few of the spirits may look ghoulish, and may frighten the younger viewers.
I'd definitely show this to my class.
AnonymousClint Eastwood's Letters from Iwo Jima is a heart-breaking film, and like many war films, shows us that when at war, people find it easier to kill, maim, and hate, when they can dehumanize their enemy.
That is why the General Kuribayashi brought such an interesting point of view to the film. Not only did he understand America's strength and military power, but he had spent time in the US and it seemed that he actually liked and admired Americans. This made it even more gut wrenching that he was willing to do his duty to his country even though he most certainly did not think Japan would win this battle., nor did he think of Americans as inherently evil.
The soldier, Saigo, presented a different point of view. Although, he too, was not full of hate, it wasn't because he knew much of America or Americans. He just wanted to survive and get home to his family. His point of view was also different from most Japanese portrayed in the movie. While most were willing to commit suicide for their country, he was determined to survive, and was perhaps foreshadowing a new trend in a younger generation of Japanese. It was also interesting to me that like Forrest Gump, Saigo was present at all of the key events in the movie! He always happened to be in the right place at the right time, to overhear privileged information, or to stay safe, or to help another.
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AnonymousThanks for the tip about the Redondo Beach Public library. I will check it out!
I saw the movie Spirited Away with my son and was impressed and really enjoyed it. It was interesting to me that it is a child's movie set in a bathhouse! That is definitely a Japanese cultural setting. I am sure there are many more cultural references that I was not aware of but even so the movie was beautiful and fun.
The fact that the 'bad' spirit was the polluted river showed that although it is a child's movie, Miyazaki was trying to do some teaching in the movie as well. I liked the fact that he wanted to make a movie with young girls as heroines. I had read that he was looking through the anime that some young house guests of his were reading and noticed they were all about romance, and crushes and he wanted to make a movie that portrayed young girls as heroines!
I visited Miyazaki's museum in Japan and it was a pretty imaginative and fun place. I had to get reservations here in California before I left for Japan. I would suggest that if anyone is visiting Tokyo, to definitely visit his small museum.
AnonymousBy the way, I would not use Spirited Away in my Kindergarten classroom. I would be afraid that there may be something in it that may offend a parent. I teach in a parent participation school, so I always have at least one parent in the classroom. Over the years I have been exposed to the many and varied opinions of parents and am not surprised by much anymore. (Except the recent parent that complained that we were singing God Bless America and When the Saints Go Marching in a first grade patriotic show!)
I could show Mulan, but I have been unable to find a commercial film that would be appropriate and support my curriculum, to show to Kindergartners. I will tell you that I do use various media frequently. I have a smart board that allows me to put the many Chinese website I use with my students, up right in front of them. For instance, they can come up and manipulate the games on the Nick Jr. site. They enjoy the Ni Hao site and games very much.
I have many students from both Korea, Japan, Taiwan, and China. Quite often they need to miss school to visit family members back home. About four years ago one of my students went to Taiwan during Chinese New Years, and stayed for about three weeks. One assignment I gave him for his independent study was to video tape things that he thought his class would be interested in seeing. In particular the food, the children, buildings, and transportation. It was a great video!!
It shows the food they ate, the stalls at the open air markets, the celebrations, etc. I still use it and in fact converted it to dvd this year. This is not a commercially made video but it has been very useful in showing my students some of the things they would see if they went to Taiwan for New Year!
I am sure that many of you have the same experience with students who visit their home country during the school year. Assign a video documentary! It has been very helpful to me.
AnonymousThe first film I reviewed was Sassy Girl. This would be an ideal film to use with high school of college students. I believe this film would be good for those ages because this film has adult content that would be inappropriate to use with young children and it covers more complex social structures that they would be unfamiliar with and not able to evaluate well.
One of the reasons I feel this film would be a great resource for high school or college professors is because it addresses many social norms of the Korean people, in a fun and playful way. An example of books referenced in the film "The Shower" is described as engaging the entire youth in its story line and characters. This idea is rebuffed by Sassy girl as she plans to rewrite the end of the film. Teacher could use 5 main dictates of how to relate to other Koreans as a youth. Filial piety, deference to elders, etc. Then using those 5 characteristics or however many they want to highlight, look for ways that the film supports the traditional Korean values.
After looking at the societal norms look on a different level to evaluate the male/female roles as it pertains to traditional Korean culture versus modern Korean culture. By looking at the changes of each role and the impact on the familial structures, it would enable students to think about some important struggles facing Korean families today. For an extension, they could make a new ending to the book "The Shower" using either a traditional or modern Korean value system.