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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.
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
Objectives & Core Topics
This paper aims to demonstrate the didactic potential of Ridley Scott's science-fiction film Blade Runner for fostering film literacy within English as a Foreign Language (TEFL) instruction. By integrating film analysis into the curriculum, it seeks to move beyond traditional literature-centric pedagogy to engage students in critical media comprehension.
- The role of film education and "film literacy" as key learning targets in TEFL.
- Methodological approaches to teaching film, including cognitive, aesthetic, and process-oriented strategies.
- An in-depth analysis of Blade Runner regarding its dystopian themes, philosophical references, and cinematic style.
- Intertextual comparisons between the film and its source material, Philip K. Dick's Do Androids Dream of Electric Sheep?.
- Practical teaching exercises for the classroom, ranging from film poster analysis to micro-analysis of specific scenes.
Excerpt from the Book
2.4.3.1. Artificial Life, Racism and Humanity
The replicants in Blade Runner broach the issue of the creation of artificial life, which is a leitmotif in science fiction and belongs to the archetypes of the Western world that already occur in ancient legends and myths. Its most prominent representatives are the Prometheus complex rooted in Greek mythology and the Frankenstein complex stemming from Mary Shelly’s gothic novel. Other realisations are the Jewish Golem stories based on medieval legends of a clay homunculus created by rabbis. All these stories feature protagonists creating artificial life, which is about to turn against its creator and threat humanity. Mankind plays with divine powers and gets punished for its moral decline and hubris, which become the source of its nemesis.
The replicants in Blade Runner mirror ambiguous feelings about technological progress in genetic engineering and pose problems concerning its ethics. The movie’s promotional tagline, “Man has made its match...Now it’s his problem”, condenses this complex of problems to one catchy slogan. The killing of Eldon Tyrell by Roy Batty symbolizes mankind who may by destroyed by its uncontrollable scientific creations. Another allusion to the Prometheus or Frankenstein complex is Rachel’s memory of a mother spider which is devoured by its breed.
Chapter Summary
1. INTRODUCTION: Outlines the importance of film as a medium in contemporary society and highlights the currently neglected status of film education in schools.
2. MAIN PART: Provides a comprehensive framework for teaching film in TEFL, detailed analysis of Blade Runner, its literary roots, and various pedagogical exercises.
3. CONCLUSION: Synthesizes the main arguments regarding film literacy and encourages educators to incorporate film-based intertextual work into their teaching practice.
Keywords
Film Literacy, TEFL, Blade Runner, Ridley Scott, Philip K. Dick, Science Fiction, Film Noir, Dystopia, Cartesian Philosophy, Media Competence, Intertextuality, Artificial Life, Visual Comprehension, Narrative Analysis, Film Adaptation.
Frequently Asked Questions
What is the primary focus of this paper?
The paper examines how Ridley Scott's film Blade Runner can be effectively utilized in TEFL classrooms to foster "film literacy" among students.
What are the core thematic areas discussed?
Key themes include the ethics of genetic engineering, the philosophical questioning of reality and human identity, and the critique of dystopian urban environments and corporatism.
What is the main learning goal regarding students?
The goal is to develop students' "film literacy," enabling them to critically and creatively engage with visual media rather than passively consuming it.
Which educational methods are proposed?
The author suggests using a combination of cognitive/analytical approaches, aesthetic-based perceptions, and process-oriented exercises to engage students.
What content does the main section cover?
It provides an overview of film education, a deep dive into the themes and interpretations of Blade Runner, a comparison with its source novel, and a set of practical classroom exercises.
Which keywords best characterize this work?
Essential keywords include Film Literacy, TEFL, Blade Runner, Dystopia, Film Noir, Intertextuality, and Film Adaptation.
How does the author view the "fidelity discourse"?
The author argues against the traditional "fidelity discourse"—which judges a film primarily on its closeness to the book—and proposes an intertextual approach instead.
Why is Blade Runner specifically suitable for A-level students?
Due to its thematic complexity, mature content (rated FSK 16/R), and dense visual language, it is better suited for advanced students capable of rigorous analysis.
- Citation du texte
- Dipl.Jurist Marco Sievers (Auteur), 2008, 'Blade Runner' and Film Education: Didactic Possibilities of Teaching Film Literacy in the TEFL Classroom, Munich, GRIN Verlag, https://www.grin.com/document/115008
