'Blade Runner' and Film Education: Didactic Possibilities of Teaching Film Literacy in the TEFL Classroom

Term Paper (Advanced seminar) , 2008 , 53 Pages , Grade: 1,0

Didactics for the subject English - Pedagogy, Literature Studies

(...)
Film education is already practiced in some European countries, for instance in Eng-land, France and in Scandinavia. (cf. Wharton & Grant 2005: 7; Krüger 2005: 7; Willig 2006: 132ff) German curricula also allow for films, but mostly as part of media education, which is embedded in several subjects and aims at providing students with media competence. This competence should enable them to orient themselves in a world dominated by audio-visual media. It wants to support a conscious and critical handling of media, as well as a creative and self-determined one. By understanding and questioning media contents and aesthetics stu-dents should be protected from being controlled by the media. (cf. Surkamp 2004: 2; Willig 2006: 131f, 137; Roller 2006: 73; Holighaus 2005a: 9) Film education in a narrower sense, aiming at film competence or film literacy, still has to be promoted in schools, though. (cf. Krüger 2005: 7)
The intention of the paper at hand is to show possible applications of Ridley Scott’s science-fiction thriller Blade Runner, which foster film literacy within the context of teaching English as a foreign language (TEFL). First, it will explain the didactic value of films as TEFL devices, define film literacy as a learning target, and present an overview on ap-proaches and methods of teaching film. In doing so, a special focus will be set on film adapta-tions of literary texts. Then, the paper will turn to Scott’s science-fiction masterpiece and pro-vide a summary of its plot as well as a survey on prominent topics and interpretations. After-wards it will likewise deal with its literary basis, Philip K. Dick’s novel Do Androids Dream of Electric Sheep? As an example how to bridge the gap between theory and practice, the last section will finally present sample exercises for the use of the movie in the TEFL classroom. It will cover an analysis of film language as well as intertextual tasks.

Inhaltsverzeichnis (Table of Contents)

• 1. INTRODUCTION
• 2. MAIN PART
  • 2.1. Film Education in the TEFL Classroom
    • 2.1.1. Didactic Value of Films as a TEFL Device
    • 2.1.2. Film Education and Film Literacy as TEFL Learning Targets
    • 2.1.3 Approaches of Film Education
      • 2.1.3.1 The Cognitive or Analytic Approach
      • 2.1.3.2 The Aesthetic Approach
      • 2.1.3.3. The Process- and Product-Oriented Approach
      • 2.1.3.4. Conclusion
    • 2.1.4. Practical Aspects of Teaching Film – Film Selection, Screening Modes and Phases
    • 2.1.5. Filmic Adaptations of Literary Texts
  • 2.2 The Didactic Value of Ridley Scott's Blade Runner for TEFL Film Education
  • 2.3 Methodological Considerations
  • 2.4 Ridley Scott's Blade Runner
    • 2.4.1 A Milestone in Cinematic Science Fiction
    • 2.4.2 Summary of Plot (Original Theatrical Version 1982)
    • 2.4.3. Topics and Interpretations
      • 2.4.3.1. Artificial Life, Racism and Humanity
      • 2.4.3.2. Memory, Reality and Identity - A Critique on Cartesian Philosophy
      • 2.4.3.3 Los Angeles 2019 – Retrofitted Dystopian Megalopolis
      • 2.4.3.4 Allusions to the Christian Bible
  • 2.5. Philip K. Dick's Do Androids Dream of Electric Sheep?
    • 2.5.1. Summary of Plot
    • 2.5.2. Topics and Interpretations
  • 2.6. Sample Exercises for Blade Runner
    • 2.6.1. Analysis of Film Language in Blade Runner
      • 2.6.1.1. Film Poster Analysis
      • 2.6.1.2. Macro Analysis – Hybrid Genre “Future Noir”
      • 2.6.1.3. Macro Analysis - Examination of Narrative Elements
      • 2.6.1.4 Micro Analysis of Scenes
    • 2.6.2. Intertextual Approaches
      • 2.6.2.1. Comparison of Different Cut Versions
      • 2.6.2.2. Analysis of Motion Picture and Novel
      • 2.6.2.3. Film Posters and Book Covers
      • 2.6.2.4. Film Scripts and Audio Adaptations
      • 2.6.2.5. Other Novels by Philip K. Dick and Their Filmic Adaptations
• 3. CONCLUSION

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This paper aims to demonstrate the potential of Ridley Scott's science-fiction film "Blade Runner" in fostering film literacy within the context of teaching English as a foreign language (TEFL). The paper will explore the didactic value of films as TEFL devices, define film literacy as a learning target, and provide an overview of different approaches and methods for teaching film, with a special focus on film adaptations of literary texts.

• The Didactic Value of Films in TEFL
• Film Literacy as a Learning Target
• Approaches and Methods of Film Education
• The Use of "Blade Runner" in TEFL
• Film Adaptation and Intertextuality

Zusammenfassung der Kapitel (Chapter Summaries)

The paper begins by introducing the significance of film education in the 21st century, highlighting the potential of film as an engaging and multifaceted tool for language learning and cultural exploration. The paper then delves into the specific benefits of using films in the TEFL classroom, exploring how movies can motivate students, enhance their language comprehension, and foster a deeper understanding of cultural nuances.

The paper further examines the various approaches to film education, including cognitive/analytic, aesthetic, and process-oriented methods. It explores the practical considerations involved in selecting appropriate films for the TEFL classroom, including screening modes and the importance of selecting films that cater to different learning styles and levels. The paper also examines the pedagogical benefits of using film adaptations of literary texts, highlighting how such adaptations can enrich both reading comprehension and language learning.

The paper then focuses on Ridley Scott's "Blade Runner," examining its iconic status as a science-fiction film and providing a summary of its plot. It explores the film's thematic richness, analyzing topics such as artificial life, identity, and the nature of reality, as well as its dystopian portrayal of Los Angeles in 2019. The paper then delves into the film's literary source, Philip K. Dick's novel "Do Androids Dream of Electric Sheep?" providing a summary of its plot and outlining its key themes.

Finally, the paper presents a series of sample exercises that can be used to enhance film literacy in the TEFL classroom, incorporating both analysis of film language and intertextual approaches. These exercises provide practical examples of how "Blade Runner" can be effectively integrated into the TEFL curriculum, fostering critical thinking, creative expression, and a deeper appreciation of the film medium.

Schlüsselwörter (Keywords)

Film education, TEFL, Film literacy, "Blade Runner," Ridley Scott, Philip K. Dick, "Do Androids Dream of Electric Sheep?", Science fiction, Dystopia, Film language, Intertextuality, Visual comprehension, Cultural studies.

• College: University of Hannover (Englisches Seminar / Lehrgebiet Didaktik des Englischen)
• Course: Hauptseminar Teaching Film (englische Fachdidaktik)
• Grade: 1,0
• Author: Dipl.Jurist Marco Sievers (Author)
• Publication Year: 2008
• Pages: 53
• Catalog Number: V115008
• ISBN (eBook): 9783640163038
• ISBN (Book): 9783640164455
• Language: English
• Tags: Blade, Runner, Film, Education, Didactic, Possibilities, Teaching, Film, Literacy, TEFL, Classroom, Hauptseminar, Teaching, Film, Fachdidaktik)