Er­ar­bei­tung / Aus­füh­rung

Er­ar­bei­tung/Aus­füh­rung

 

paar- oder grup­pen­wei­ses Über­prü­fen oder Er­ar­bei­ten

Hör-/Hör-Seh­ver­ste­hen
Spre­chen

A) The cen­tral cha­rac­ter: Felix

S ver­fol­gen den ge­sam­ten Film,

• ord­nen die vorab ge­zeig­te Szene in den Ge­samt­zu­sam­men­hang des Plots ein
• üben sich im struk­tu­rier­ten note-ta­king
• cha­rak­te­ri­sie­ren die Haupt­fi­gur

           
Think! In­di­vi­du­el­les Ar­bei­ten
Ac­cor­ding to the given as­pect (e.g. fa­mi­ly back­ground), note down your fin­dings.

Pair! Part­ner­ar­beit/Klein­grup­pe
Com­pa­re your notes and agree on re­sult to be pre­sen­ted.

Share! Gal­le­ry Walk

In­di­vi­du­el­le Er­geb­nis­si­che­rung

Take down 10 no­te­wor­thy points of in­for­ma­ti­on on the cen­tral cha­rac­ter.
Make sen­ten­ces with the help of
to begin with – above all – as to – while – con­se­quent­ly – de­s­pi­te – in short

B) Ha­ving A clo­ser look: A brook­lyn Neigh­bourhood

S wäh­len und ar­bei­ten an ein­zel­nen screen­shots  und Film­sze­nen

• er­ken­nen die Wirk­wei­se der ge­nutz­ten fil­mi­schen Mit­tel
• in­ter­pre­tie­ren bzw. pa­ra­phra­sie­ren die fil­mi­sche Sym­bo­lik
  (z. B. rats in the con­ve­ni­ence store, te­le­vi­si­on pro­gram­mes)

Spre­chen

4-Ecken-Me­tho­de

(sen­ten­ces + screen­shots on the back)
Con­ti­nue the sen­ten­ces.

1. The love in my fa­mi­ly shows when …
2. I am at my best when …
3. Ha­ving en­ough money = I can …
4. When my fri­ends and me hang out, we …

Choo­se the cor­ner which seems most in­te­res­ting to you and dis­cuss
the re­sults with the others. (= Grup­pen­bil­dung)
Turn the paper around and con­sider these points with re­gard to the
prot­ago­nist of the film.
? Which means/tools does the film use to pre­sent these as­pects?
Put down 8 state­ments to be pro­ces­sed while re-view­ing the film.
(Music is play­ed when … / Te­le­vi­si­on pro­gram­mes show that … Ob­jects are kept vague when …)

    Hilfs­ma­trix (Er­geb­nis­fi­xie­rung; viel­leicht als Pos­ter)

	fa­mi­ly si­tua­ti­on	so­ci­al class	peer-group	in­di­vi­du­al dis­po­si­ti­on
ob­jects
(co­lors) shapes
sounds
ca­me­ra angles
cuts
other

 

Hör-/Hör-Seh­ver­ste­hen

Re­view the film to dis­cuss your ex­pec­ta­ti­ons/state­ments.
Enter your re­sults into the ma­trix and be able to ex­plain the key­words.

In­di­vi­du­el­le Er­geb­nis­si­che­rung

Take down 10 sen­ten­ces on film gram­mar choo­sing from the fol­lo­wing verbs:
work with / help to / re­veal / in­ter­pret / guide / em­pha­si­ze / focus at­ten­ti­on on / make the view­er feel / di­vert at­ten­ti­on / crea­te / cause / con­vey / …

Spre­chen

Merry-go-round / lis­ten­ing triads / ...

Dis­cuss the fol­lo­wing with re­gards to the prot­ago­nist
Sci­ence says ..
Peer-pres­su­re weighs more hea­vi­ly on the de­ve­lop­ment of an in­di­vi­du­al when there is

• low self-es­te­em,
• a lack of goals or po­si­ti­ve out­look on the fu­ture,
• re­du­ced so­ci­al skills or abili­ty to in­ter­act with peop­le from dif­fe­rent back­grounds and
• par­ti­cu­lar­ly weak con­nec­tions to fa­mi­ly and com­mu­ni­ty.

 

 

Working with films: Her­un­ter­la­den [doc] [154 KB]