A Standards-based Middle Grades Movie Guide, Schemes and Mind Maps of Music

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A  Standards-­based  Middle  Grades  Movie  Guide:     Teaching  Across  the  Curriculum  using  the  2013  movie  ​The  Great  Gatsby   Created  by:  Abby  Trotter  &  Tori  Arnold   RE  3070:  Media  for  Young  People   Spring  2015   Dr.  Redmond   Appalachian  State  University         About  the  Movie  Guide  Concept:     The  concept  of  the  motion  picture/movie  study  guide  used  here  is  taken  from  those   developed  by  The  Australian  Teachers  of  Media  (ATOM)  and,  more  recently  in  the  United   States,  by  Walden  Media.  The  approach  is  also  consistent  with  the  series,  ​Film  Clips  for   Character  Education​,  sponsored  by  The  North  Carolina  Department  of  Public  Instruction   (www.filmclipsonline.com).  Appalachian  State  University  has  pioneered  this  work  in  the  U.S.   and  our  curricular  work  with  movie  guides  has  been  featured  in  ​The  Middle  Ground  ​and  ​The   Journal  of  Media  Literacy  ​among  other  publications.       Using  This  Guide:   The  Great  Gatsby  ​(2013)  is  an  engaging  and  enjoyable  film  that  has  appeal  to  adolescents  and   adults  through  its  use  of  comedy,  romance,  and  its  realistic  connections  to  the  1920’s.  The  story   is  also  relevant  to  several  areas  of  the  North  Carolina  Essential  Standards  and  National  Common   Core  State  Standards  (CCSS).  Some  subject  areas  addressed  in  this  guide  include  Language  Arts,   Social  Studies,  and  Music.  The  guide  is  organized  to  clearly  connect  scenes  to  state  standards.   For  example,  ​CCSS.ELA-­LITERACY.RL.6.9​  says  that  students  should  be  able  to  “Compare  and   contrast  texts  in  different  forms  or  genres  (e.g.,  stories  and  poems;;  historical  novels  and  fantasy   stories)  in  terms  of  their  approaches  to  similar  themes  and  topics.”  ​Our  movie  guide  meets  this   standard  through  having  students  read  an  excerpt  from  ​The  Great  Gatsby​  and  then  watch  the   same  portion  of  the  book  as  represented  on  screen  in  the  2013  ​The  Great  Gatsby​  film.  Students   will  then  compare  and  contrast  the  two  versions  of  the  scene,  engaging  in  complex  textual   analysis  of  multiple  media  texts.   In  ​This  We  Believe,  ​one  developmental  dimension  of  early  adolescents  discussed  is   social-­emotional  development.  Students  will  be  able  to  relate  to  the  film  because,  as  seen  in  the   image  below,  Gatsby  is  striving  to  be  accepted  by  his  peers.     Gatsby  is  attempting  to  impress  his  guests  through  his  extravagant  party.   This  is  a  theme  that  goes  along  with  social-­emotional  development,  which  is  also  mentioned  in   This  We  Believe​.  Also,  going  along  with  social-­emotional  development,  a  third  theme  is  going   along  with  fads,  which  is  very  evident  in  this  film.  The  Social  Studies  activity  will  help  students   understand  the  extravagance  of  the  1920’s,  which  is  the  fad  in  which  Gatsby  was  going  along   with.     Cognitive-­Intellectual  Development  is  also  a  developmental  dimension  of  early   adolescents  in  ​This  We  Believe​.  Students  will  be  participating  in  active  learning  throughout  this   movie  guide.  In  the  Language  Arts  activity,  students  will  be  forced  to  begin  thinking  abstractly,   instead  of  concretely.  They  will  be  comparing  and  contrasting  two  different  forms  of  media,   causing  them  to  really  have  to  think  about  the  similarities  and  differences  within  these  two   different  representations  of  the  same  scene.     By  using  film,  students  will  have  multiple  views  of  one  central  idea.  Students  will   evaluate  two  different  forms  of  the  same  media,  but  from  two  different  versions.  In  addition  to   this,  they  will  also  compare  a  text  version  and  a  film  version.  Students  will  understand  that  all   media  has  a  specific  meaning,  even  if  it  is  based  upon  the  same  ideas.   ladder  so  that  he  would  finally  be  good  enough  for  Daisy,  even  though  he  did  this  through  many  illegal   activities.  Gatsby  is  seen  as  a  very  flawed  man,  but  is  also  seen  as  a  representation  of  hope  because  of   his  eternal  love  for  Daisy.  Gatsby’s  favorite  phrase,  and  perhaps  the  one  he  is  most  well-­known  for,  is   “Old  Sport”.  He  calls  Nick  this  on  a  daily  basis.     Nick  Carraway:         Nick  is  the  narrator  of  the  story.  He  is  a  young  man  and  the  cousin  of  Daisy  Buchanan.  Nick   recently  moved  to  New  York  City  to  learn  the  bond  business.  As  an  honest,  good  listener  who   refrains  from  judging  others,  he  often  gets  sucked  into  being  a  confidant  for  other  characters  who   have  serious  secrets.  When  Nick  moves  into  his  home  in  NYC,  he  immediately  reaches  out  to  his   neighbor,  Jay  Gatsby,  and  they  become  friends.  As  Daisy’s  cousin,  Nick  plays  a  role  in  bringing   Daisy  and  Gatsby  back  together.       Daisy  Buchanan:       Daisy  Buchanan  is  a  cousin  to  Nick  Carraway.  She  lives  across  the  way  from  Gatsby  and  Nick  in   East  Egg  with  her  husband,  Tom,  and  their  daughter.  In  early  life,  Daisy  fell  in  love  with  Gatsby,   who  was  then  an  officer  in  the  war.  She  promised  to  wait  for  him,  but  her  desire  to  be  loved   caused  her  not  to  wait  for  Gatsby  to  return,  and  she  married  a  very  powerful,  wealthy  man,  Tom.   Daisy  and  Gatsby  are  reunited  and  start  their  love  story  all  over.  Throughout  the  novel,  Daisy  is   torn  between  whether  to  be  with  her  husband  or  to  leave  him  to  be  with  her  long  lost  love,   Gatsby.  Daisy  is  superficial  and  cynical  as  a  character.       Tom  Buchanan:       Tom  is  ​Daisy  Buchanan’s  wealthy  husband.  Tom  is  rude,  cocky,  and  hypocritical.  He  proves  himself  as   both  racist  and  sexist,  but  he  would  never  accept  those  around  him  to  behave  in  such  ways.  In  addition   to  this,  Tom  also  seems  to  have  no  conscience  whatsoever.  He  has  an  affair  with  Myrtle  and  sees  no   issue,  but  when  Daisy  has  an  affair,  he  suddenly  thinks  it’s  wrong.     Jordan  Baker:     Jordan  is  Daisy’s  friend,  and  she  becomes  romantically  involved  with  Nick.  She  is  a  professional   golfer.  She  is  in  the  novel  to  represent  the  “new  woman”  of  the  1920’s,  with  her  boyish  outlook.  She  is   not  very  truthful  and  will  do  anything  to  get  her  way.       Myrtle  Wilson:       Myrtle  is  wife  to  George  Wilson,  who  runs  a  garage  in  the  Valley  of  Ashes.  Myrtle  is  also  the  woman   who  Tom  is  having  an  affair  with.  Myrtle  is  not  happy  with  her  current  life  and  aspires  to  become  more   than  she  is,  financially  and  socially.       George  Wilson:       George  Wilson,  Myrtle’s  husband,  a  mechanic,  is  seen  as  a  lifeless  character.  He  is  so  in  love   with  his  wife  but  is  aware  of  her  unhappiness.  He  tries  to  make  her  happy,  but  all  of  his  thoughts   for  their  life  are  nothing  but  dreams.  However,  George  would  do  anything  because  of  his  love  for   his  wife.       Meyer  Wolfsheim:       Wolfsheim  is  Gatsby’s  friend  and  business  partner  who  is  involved  in  illegal  crime.  He  helped   Gatsby  create  his  wealth  by  bootlegging  liquor  during  prohibition.  Meyer  Wolfsheim  is  a  very   mysterious  character  who  does  not  reveal  much  about  himself.  However,  he  does  know  a  lot  of   information  about  other  characters.     Daisy  was  surprised  to  see  Nick,  her  cousin.  She  was  not  expecting  him!   After reading the excerpt, students will then be shown this clip from the 2013 film adaptation. The                                   above  images  represent  a  scene  displayed  in  the  video.   https://www.youtube.com/watch?v=rkZxTlCKo4s   Students  will  compare  and  contrast  the  two  different  versions  of  the  same  occurrence.     Key  Questions:   After  Reading:   1) How  does  Nick  feel  about  the  space?     2) What  adjectives  does  he  use  to  help  you  understand  this  scene?   After  Watching:   1) Do  you  notice  a  difference  in  the  dialect  or  words  used  in  the  written  form  and  the  video?   2) When  you  watched  the  clip,  were  the  descriptions  as  far  as  the  words  used  to  describe  how   characters  are  speaking  or  moving  from  the  excerpt  accurate?  Were  the  characters  in  the  film   behaving  how  you  pictured  them  to  when  you  read  the  scene?   3) What  adjectives  would  you  use  to  describe  the  film  adaptation  of  how  Nick  feels  about  the   space?   4) What  other  specific  differences  and  similarities  did  you  notice  between  the  excerpt  and  the   film?                   Subject  Area  2:  Social  Studies     Gatsby’s  parties  were  filled  with  an  abundance  of  guests  and  decor.     NC  Essential  Standards  for  Social  Studies:   CCSS.ELA-­LITERACY.RH.6-­8.3​:  Identify  key  steps  in  a  text's  description  of  a  process  related  to   history/social  studies  (e.g.,  how  a  bill  becomes  law,  how  interest  rates  are  raised  or  lowered).     Source:   http://www.corestandards.org/ELA-­Literacy/RH/6-­8/     Activity  1:  ​Students  will  analyze  the  extravagance  in  the  2013  version  of  ​The  Great  Gatsby​  by   watching  a  clip.  While  watching  the  clip,  students  should  jot  down  things  that  stick  out  to  them  about   the  happenings  and  decorations  at  the  party.  After  watching  and  observing  the  clip,  students  will  then   be  assigned  one  of  the  themes  of  the  1920’s  to  research.  These  themes  are:  economic  prosperity,   consumer  culture,  technology,  and  reaction  to  the  new  culture.  After  researching  these  themes,  students   will  come  together  and  share  their  information  with  the  class.  Following  the  presentations  of  each   theme,  they  will  evaluate  how  these  themes  were  steps  that  ultimately  led  to  Black  Tuesday,  the  crash   of  the  stock  market.     Clip:   https://www.youtube.com/watch?v=IgcuBOVMGsg     Key  Questions:   1. Using  one  word,  how  would  you  describe  Gatsby’s  party?  Why  did  you  choose  this  word?   2. According  to  these  themes  occurring  in  the  1920’s,  what  do  you  think  it  would  be  like  to  live   during  this  time?  What  would  you  do  in  your  free  time?  Do  you  think  that  parties,  such  as   Gatsby’s,  would  be  realistic  during  this  time?   3. How  do  you  think  Gatsby  would  have  reacted  to  The  Stock  Market  Crash?  Would  this  have   affected  him?  In  what  ways?     Subject  Area  3:  Music     Guests  often  danced  in  the  fountain  at  Gatsby’s  famous  parties.     NC  Essential  Standards  for  Music:     K.MR.1:  Understand  the  interacting  elements  to  respond  to  music  and  music  performances.       Source:     http://www.dpi.state.nc.us/docs/acre/standards/new-­standards/arts/music/k-­8.pdf     Activity:  ​Students  will  watch  a  clip  (listed  below)  from  the  1974  film  adaptation  of  ​The  Great  Gatsby,   during  a  party  scene  at  Gatsby’s  house.​  ​Students  will  be  given  Higher  Order  Thinking  Questions  and   prompts  to  consider  before  viewing  the  scene  to  ensure  their  active  focus  and  attention  to  the  type  of   music,  tempo,  and  even  the  style  of  dancing  that  occurs.  Next,  students  will  view  a  similar  party  scene   from  the  2013  adaptation,  using  the  same  viewing  prompt/questions.  Students  will  then  compare  and   contrast  the  two  clips.  ​They  will  do  so  by  creating  a  Venn  Diagram  to  note  the  differences  and   similarities.  Following  the  Venn  Diagrams,  ​students  will  explain  why  they  think  the  choices  made  for   each  movie  were  different,  specifically  addressing  the  music,  through  presenting  their  venn  diagrams  to   the  class.