Reflection: Student Led Inquiry Character Visualization: "To Kill a Mockingbird in Film" - Section 2: Critical Viewing: Looking for Characterization


In order to give students an opportunity to process the film, I had tended to ask their reactions. It was a student who noted the placement in the scene we explored above, particularly that when the Finches enter the house, they are all "connected"; Atticus has an arm on each child's shoulders. At the same time, Dill stands alone, opposite, screen right, looking on from the sidewalk. In addition to the comments above, the students also noted specifically that there was even a telephone pole mid-screen, dividing the scene and the two families. Many of my students have felt that Dill does not get a lot of "feature time" in the film, as the story really focuses on the Finch family and the trial. They felt that this was at least a nod to his story, and his abandonment by his family. The students very much took control of this conversation; a half day was an ideal amount to time to view and hold this discussion while keeping the students from losing focus. 

  Staging on Screen: Taking Note of Visuals
  Student Led Inquiry: Staging on Screen: Taking Note of Visuals
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Character Visualization: "To Kill a Mockingbird in Film"

Unit 14: Literacy: "To Kill A Mockingbird" Collaborative Study
Lesson 5 of 15

Objective: SWBAT analyze the portrayals of characters in text and film, including what is present and absent in each, by critically viewing the film of "To Kill a Mockingbird."

Big Idea: Students begin to walk a mile in another's shoes, viewing the characters of the 1962 "To Kill a Mockingbird" film.

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