FILM STUDY

Texts, modes, medium, composing and

responding
In English, novels, plays, poems, films, websites, picture books, cartoons
and a whole range of other things are referred to as texts. Each of these
texts is presented in a different mode. This means it may be written,
spoken or represented through images. Texts are also presented in
different mediums. This means that the physical form in which the texts
exist can be different. It can range from print, film, electronic means and
sound.

The people who have made these texts may be authors, playwrights,
poets or artists. We refer to what these people do as composing. Each
composer has a range of choices to make about how to communicate their
ideas. Different texts might explore similar ideas or information but each
will have its own way of presenting the information. We receive the
information in different ways too. Depending on the mode and medium of
communication, we may be readers, listeners or viewers. We refer to this
as responding. Throughout your studies in English you will compose and
respond to texts in many different modes and mediums.

Often when we watch a film we don’t think of ourselves as responding to a

text. We sit, passively and watch the images in front of us. Sometimes we
might talk a little bit about what we thought of the movie – our favourite
parts, our favourite actors, bits that scared us or thrilled us. The discussion
changes depending on the movie and the people we are talking to. Some
films we see once and maybe never watch again. Other films we watch
over and over, first at the cinemas and then on DVD or television.

In English we will be studying film as a text. This means we will be

approaching it in a similar way to the way we approach a novel. We will
view the film in class, sometimes reviewing scenes more than once. We
will study the elements that work together to create the product of the
film. We will analyse elements such as plot, character and theme. Instead
of analysing the narrative technique and language, like we would in a
novel, we will be analysing the aural and visual techniques used in film.

The film we are studying this year is called Dead Poets Society. It is an
American film, with an American setting and American actors. The director
is an Australian man named Peter Weir. You may have heard of him. He
has directed other films such as: The Truman Show (1998), Fearless
(1993), Green Card (1990), The Mosquito Coast (1986), Witness (1985),
The Year of Living Dangerously (1982), Gallipoli (1981) and Picnic at
Hanging Rock (1975). He is an internationally respected film maker.

Dead Poets Society tells a story about the impact of an imaginative and
unorthodox teacher on a conservative prep school for boys in the late
1950’s. This movie takes place at Welton Academy, a fictitious private
prep school in Vermont which values tradition and obedience. Todd, a
transfer student, meets his roommate, Neil, and several of Neil’s friends.
Classes seem to be dull and tedious until they meet Welton’s newest
teacher, Mr. Keating. Mr. Keating, a former Welton honors student, uses
unique methods to teach his students about different concepts including
“carpe diem.” After hearing of Mr. Keating’s Dead Poets Society, Neil,
Todd, Knox, Charlie, Cameron, Pitts, and Meeks reconvene DPS meetings.
As the movie continues, the characters react to Keating’s teaching in
several different ways with many varying results. These characters begin
to find themselves evaluating their lives and conditions in new ways,
perhaps influenced by the new perceptions they have adopted.
Characters
It is very important to become familiar with the characters in the movie as
soon as possible. This is somewhat difficult, however, because some
characters look similar and the boys are usually dressed similar. Study this
list of characters before the movie.
Neil: Todd’s roommate; Neil’s father is very controlling; Neil did summer
school
Todd: Neil’s roommate transferred to Welton; Todd’s brother was “one of
school’s finest”; does not like to speak in front of people
Knox: brown hair; looks like Charlie; his father is a friend of the
Danbury’s; he meets Kris and falls in love
Charlie: brown hair; looks like Knox; very outgoing; sometimes says
things without thinking
Cameron: short red hair; brown noser; very anal—uses ruler when writing
notes
Pitts: brown hair and crew cut; reads the poem “To the Virgins, Make
Much of Time”
Meeks: glasses and longer red hair than Cameron; considered to be a
genius
Mr. Perry: Neil’s father; tries to control Neil
Mr. Keating: English teacher; “seize the day”
Kris: blond hair; Knox calls her “Mrs. Danbury?”; is dating Chet
Chet: very spoiled; is dating Kris

Characters
It is very important to become familiar with the characters in the movie as
soon as possible. This is somewhat difficult, however, because some
characters look similar and the boys are usually dressed similar. Study this
list of characters before the movie.
Neil: Todd’s roommate; Neil’s father is very controlling; Neil did summer
school
Todd: Neil’s roommate transferred to Welton; Todd’s brother was “one of
school’s finest”; does not like to speak in front of people
Knox: brown hair; looks like Charlie; his father is a friend of the
Danbury’s; he meets Kris and falls in love
Charlie: brown hair; looks like Knox; very outgoing; sometimes says
things without thinking
Cameron: short red hair; brown noser; very anal—uses ruler when writing
notes
Pitts: brown hair and crew cut; reads the poem “To the Virgins, Make
Much of Time”
Meeks: glasses and longer red hair than Cameron; considered to be a
genius
Mr. Perry: Neil’s father; tries to control Neil
Mr. Keating: English teacher; “seize the day”
Kris: blond hair; Knox calls her “Mrs. Danbury?”; is dating Chet
Chet: very spoiled; is dating Kris

Characters
It is very important to become familiar with the characters in the movie as
soon as possible. This is somewhat difficult, however, because some
characters look similar and the boys are usually dressed similar. Study this
list of characters before the movie.
Neil: Todd’s roommate; Neil’s father is very controlling; Neil did summer
school
Todd: Neil’s roommate transferred to Welton; Todd’s brother was “one of
school’s finest”; does not like to speak in front of people
Knox: brown hair; looks like Charlie; his father is a friend of the
Danbury’s; he meets Kris and falls in love
Charlie: brown hair; looks like Knox; very outgoing; sometimes says
things without thinking
Cameron: short red hair; brown noser; very anal—uses ruler when writing
notes
Pitts: brown hair and crew cut; reads the poem “To the Virgins, Make
Much of Time”
Meeks: glasses and longer red hair than Cameron; considered to be a
genius
Mr. Perry: Neil’s father; tries to control Neil
Mr. Keating: English teacher; “seize the day”
Kris: blond hair; Knox calls her “Mrs. Danbury?”; is dating Chet
Chet: very spoiled; is dating Kris
 Dead Poets’ Society Viewing Guide
1. What do the four pillars of Welton symbolize? Which pillars do the
administration lean on? Do you think is appropriate in education?
Why/Why not?
2. What does the scene of the flying geese fading into the line of boys
suggest
3. What is the effect of juxtaposing typical teachers/classrooms with
Mr. Keating?
4. What is the significance of “Carpe Diem”?
5. Describe the imagery of the boys running to the cave. Include
lighting, costumes, and anything else you deem significant. What is
the effect of this?
6. Do you think the Dead Poets’ society is a reasonable reaction to the
students’ situation? Is the rebellion justified?
7. What is Mr. Keating’s philosophy of sports? Do you agree? Why/why
not?
8. Is Charlie too daring? Why/why not?
9. What do you think is the most significant factor contributing to
Neil’s final action? Why?
10. How much does the boarding school environment affect the boys
in the movie? In what ways does this compare or contrast with the
environment of A Separate Peace?

Dead Poets’ Society Viewing Guide

1. What do the four pillars of Welton symbolize? Which pillars do the
administration lean on? Do you think is appropriate in education?
Why/Why not?
2. What does the scene of the flying geese fading into the line of boys
suggest
3. What is the effect of juxtaposing typical teachers/classrooms with
Mr. Keating?
4. What is the significance of “Carpe Diem”?
5. Describe the imagery of the boys running to the cave. Include
lighting, costumes, and anything else you deem significant. What is
the effect of this?
6. Do you think the Dead Poets’ society is a reasonable reaction to the
students’ situation? Is the rebellion justified?
7. What is Mr. Keating’s philosophy of sports? Do you agree? Why/why
not?
8. Is Charlie too daring? Why/why not?
9. What do you think is the most significant factor contributing to
Neil’s final action? Why?
10. How much does the boarding school environment affect the boys
in the movie? In what ways does this compare or contrast with the
environment of A Separate Peace?
Techniques and Effects
Draw a table like this into your work books, however, only rule off
the scenes as you finish them as you will need a lot of room to write
in these notes.
As you watch each scene, make note of interesting visual or aural
techniques that you notice. Always try to link a quote to this
technique. Make note of their effect as well.
This will probably not be enough room to write all you need to,
expect to write this information into your work books.

SCENE Visual and Aural Effect

techniques
1. Opening
Credits

2. A New
Semester

3. Seize the
Day

4.
Understand
ing Poetry
5. The
Reconvenin
g of the
Dead Poets
Society
6. A
Different
Perspective
7. Chances

8. Find Your
Own Walk

9.
Unorthodox
Ideas
10. Neil’s
Dream

11. “Oh
Captain, My
Captain”
The Boys – Their choices and changes
Each of the boys experience different things throughout the film.
Each is faced with choices. Each of them changes. Some of them
grow.

1. How does Todd’s physical appearance and character change

throughout the film?
2. What contributes to and influences these changes?
3. What evidence is there in the final scenes of the film that
Todd is still the timid boy he was in the opening scenes?
4. What evidence is there in the final scenes of the film that
Todd is not the timid boy he was in the opening scenes?
5. Neil is much stronger than Todd at the beginning of the film.
Todd says “When you talk, people listen.” Apart from the
descriptions of Neil, how do we see his strength of character?
6. What causes Neil to feel trapped?
7. List the series of decisions Neil makes that lead to his suicide.
8. In your own words, describe why you think Neil chose to take
his own life?
9. Neil’s decision to take his own life meant that he decided it
was better to die than endure the pain of his life. What is your
personal response to this?
10. What was Neil unable to see?
11. What was Neil’s father unable to see?
12. Why didn’t Cameron stand on his table with the other
boys in the final scene?

The Boys – Their choices and changes

Each of the boys experience different things throughout the film.
Each is faced with choices. Each of them changes. Some of them
grow.

1. How does Todd’s physical appearance and character change

throughout the film?
2. What contributes to and influences these changes?
3. What evidence is there in the final scenes of the film that
Todd is still the timid boy he was in the opening scenes?
4. What evidence is there in the final scenes of the film that
Todd is not the timid boy he was in the opening scenes?
5. Neil is much stronger than Todd at the beginning of the film.
Todd says “When you talk, people listen.” Apart from the
descriptions of Neil, how do we see his strength of character?
6. What causes Neil to feel trapped?
7. List the series of decisions Neil makes that lead to his suicide.
8. In your own words, describe why you think Neil chose to take
his own life?
9. Neil’s decision to take his own life meant that he decided it
was better to die than endure the pain of his life. What is your
personal response to this?
10. What was Neil unable to see?
11. What was Neil’s father unable to see?
12. Why didn’t Cameron stand on his table with the other
boys in the final scene?
CHARACTERISATION IN FILM
Characterisation is the process of conveying information about
characters in narrative or dramatic works of art or everyday
conversation.
1. Think of how characters are established and developed in films.
How is this different to novels?
2. Define the different character types: flat, round, static and
dynamic
3. Write a brief description of each character; discuss character type
and possible significance of name. When a character’s name reflects
their personality or career this is called nominative determinism.
Add this to your word bank and your definitions page.
• Mr. Keating • Charlie Dalton
• Neal Perry • Mr. Noland
• Neal’s parents • Knox Overstreet
• Mr. McAlister • Kris
• Todd Anderson

CHARACTERISATION IN FILM
Characterisation is the process of conveying information about
characters in narrative or dramatic works of art or everyday
conversation.
1. Think of how characters are established and developed in films.
How is this different to novels?
2. Define the different character types: flat, round, static and
dynamic
3. Write a brief description of each character; discuss character type
and possible significance of name. When a character’s name reflects
their personality or career this is called nominative determinism.
Add this to your word bank and your definitions page.
• Mr. Keating • Charlie Dalton
• Neal Perry • Mr. Noland
• Neal’s parents • Knox Overstreet
• Mr. McAlister • Kris
• Todd Anderson

CHARACTERISATION IN FILM
Characterisation is the process of conveying information about
characters in narrative or dramatic works of art or everyday
conversation.
1. Think of how characters are established and developed in films.
How is this different to novels?
2. Define the different character types: flat, round, static and
dynamic
3. Write a brief description of each character; discuss character type
and possible significance of name. When a character’s name reflects
their personality or career this is called nominative determinism.
Add this to your word bank and your definitions page.
• Mr. Keating • Charlie Dalton
• Neal Perry • Mr. Noland
• Neal’s parents • Knox Overstreet
• Mr. McAlister • Kris
• Todd Anderson
“O Captain, My Captain”
1. Throughout the film Mr Keating makes some very profound
statements. What he teaches and the way he teaches are very
different to the other teachers. What differences do you notice?
2. What effect does this have on the students?
3. What is Mr Keating trying to teach the boys?
4. Record some of the statements Mr Keating makes that you think
are important in terms of the themes of the film.
5. By the end of the film, how does the audience know that the boys
have heard and learned what Mr Keating has said?
This film teaches its audience many wonderful lessons. A text that
purposefully teaches life lessons is described as didactic. Try to
use this word in your writing.

“O Captain, My Captain”
1. Throughout the film Mr Keating makes some very profound
statements. What he teaches and the way he teaches are very
different to the other teachers. What differences do you notice?
2. What effect does this have on the students?
3. What is Mr Keating trying to teach the boys?
4. Record some of the statements Mr Keating makes that you
think are important in terms of the themes of the film.
5. By the end of the film, how does the audience know that the
boys have heard and learned what Mr Keating has said?
This film teaches its audience many wonderful lessons. A text that
purposefully teaches life lessons is described as didactic. Try to
use this word in your writing.

“O Captain, My Captain”
1. Throughout the film Mr Keating makes some very profound
statements. What he teaches and the way he teaches are very
different to the other teachers. What differences do you notice?
2. What effect does this have on the students?
3. What is Mr Keating trying to teach the boys?
4. Record some of the statements Mr Keating makes that you think
are important in terms of the themes of the film.
5. By the end of the film, how does the audience know that the boys
have heard and learned what Mr Keating has said?
This film teaches its audience many wonderful lessons. A text that
purposefully teaches life lessons is described as didactic. Try to
use this word in your writing.
 This is a list of poetry in • The Prophet - Abraham Cowley
• Ulysses - Alfred Lord Tennyson
Dead Poets Society • The Congo - Vachel Lindsay
• O Captain! My Captain! - Walt • Song of Myself (Section 52) - Walt
Whitman Whitman
• To The Virgins, Make Much of Time • The Road Not Taken - Robert
- Robert Herrick Frost
• O Me! O Life! - Walt Whitman • Sonnet XVIII - William
• Excerpt from Walden - Henry Shakespeare
David Thoreau • She Walks In Beauty - Lord Byron
• The Ballad of William Bloat -
Raymond Calvert
• The Prophet - Abraham Cowley
• Ulysses - Alfred Lord Tennyson
• The Congo - Vachel Lindsay
• Song of Myself (Section 52) - Walt
Whitman
• The Road Not Taken - Robert
Frost
• Sonnet XVIII - William
Shakespeare
• She Walks In Beauty - Lord Byron

This is a list of poetry in

Dead Poets Society
• O Captain! My Captain! - Walt
Whitman
• To The Virgins, Make Much of Time
- Robert Herrick
• O Me! O Life! - Walt Whitman
• Excerpt from Walden - Henry
David Thoreau
• The Ballad of William Bloat -
Raymond Calvert
• The Prophet - Abraham Cowley
• Ulysses - Alfred Lord Tennyson
• The Congo - Vachel Lindsay
• Song of Myself (Section 52) - Walt
Whitman
• The Road Not Taken - Robert
Frost
• Sonnet XVIII - William
Shakespeare
• She Walks In Beauty - Lord Byron

This is a list of poetry in

Dead Poets Society
• O Captain! My Captain! - Walt
Whitman
• To The Virgins, Make Much of Time
- Robert Herrick
• O Me! O Life! - Walt Whitman
• Excerpt from Walden - Henry
David Thoreau
• The Ballad of William Bloat -
Raymond Calvert
 This is a list of poetry in
Dead Poets Society
• O Captain! My Captain! - Walt
Whitman
• To The Virgins, Make Much of Time
- Robert Herrick
• O Me! O Life! - Walt Whitman
• Excerpt from Walden - Henry
David Thoreau
• The Ballad of William Bloat -
Raymond Calvert
• The Prophet - Abraham Cowley
• Ulysses - Alfred Lord Tennyson
• The Congo - Vachel Lindsay
• Song of Myself (Section 52) - Walt
Whitman
• The Road Not Taken - Robert
Frost
• Sonnet XVIII - William
Shakespeare
• She Walks In Beauty - Lord Byron
This is a list of poetry in
Dead Poets Society
• O Captain! My Captain! - Walt
Whitman
• To The Virgins, Make Much of Time
- Robert Herrick
• O Me! O Life! - Walt Whitman
• Excerpt from Walden - Henry
David Thoreau
• The Ballad of William Bloat -
Raymond Calvert
• The Prophet - Abraham Cowley
• Ulysses - Alfred Lord Tennyson
• The Congo - Vachel Lindsay
• Song of Myself (Section 52) - Walt
Whitman
• The Road Not Taken - Robert
Frost
• Sonnet XVIII - William
Shakespeare
• She Walks In Beauty - Lord Byron
This is a list of poetry in
Dead Poets Society
• O Captain! My Captain! - Walt
Whitman
• To The Virgins, Make Much of Time
- Robert Herrick
• O Me! O Life! - Walt Whitman
• Excerpt from Walden - Henry
David Thoreau
• The Ballad of William Bloat -
Raymond Calvert
• The Prophet - Abraham Cowley
• Ulysses - Alfred Lord Tennyson
• The Congo - Vachel Lindsay
• Song of Myself (Section 52) - Walt
Whitman
• The Road Not Taken - Robert
Frost
• Sonnet XVIII - William
Shakespeare
• She Walks In Beauty - Lord Byron
SYMBOLISM IN FILM
In literature, symbolism is used to provide meaning to the writing
beyond what is actually being described. The plot and action that
take place in a story can be thought of as one level, while the
symbolism of certain things in the writing act on another level to
enhance the story.
Symbolism can take place by having the theme of a story
represented on a physical level. A simple example might be the
occurrence of a storm at critical point (pathetic fallacy), when there
is conflict or high emotions. The storm might symbolise these.
Similarly a transition from day to night, or spring to winter, could
symbolise a move from goodness to evil, or hope to despair.

Explain the literal and abstract meanings for the following

symbols found in the movie:

• Four Pillars of Welton Academy

• one candle burning at the beginning of the film
• the passing of the candle’s flame from one student to
another
• crown of thorns
• snow
• open window
• vomit in the snow

SYMBOLISM IN FILM
In literature, symbolism is used to provide meaning to the writing
beyond what is actually being described. The plot and action that
take place in a story can be thought of as one level, while the
symbolism of certain things in the writing act on another level to
enhance the story.
Symbolism can take place by having the theme of a story
represented on a physical level. A simple example might be the
occurrence of a storm at critical point (pathetic fallacy), when there
is conflict or high emotions. The storm might symbolise these.
Similarly a transition from day to night, or spring to winter, could
symbolise a move from goodness to evil, or hope to despair.

Explain the literal and abstract meanings for the following

symbols found in the movie:

• Four Pillars of Welton Academy

• one candle burning at the beginning of the film
• the passing of the candle’s flame from one student to
another
• crown of thorns
• snow
• open window
• vomit in the snow

Reaction, Revolution, and Romanticism

 Words to Define:
o Romanticism-
o Balance of Power-
o Liberalism-
o Conservatism-
o Radicalism-
o Legitimacy-
o Realpolitik-
 The Enlightenment brought a new emphasis on order and
balance in the arts as artists borrowed heavily from classical
____________ and ____________, and new forms of literature
were established.
o Two famous composers of music were Johann Sebastian
__________ and Wolfgang Amadeus __________.
o In France, _________________ was a romantic painter who
depicted the revolutionary struggle in the streets of
Paris in 1830.
o The Spanish writer Miguel Cervantes wrote
____________________, which is considered to be the first
___________ ever written.
o Also during this period we see the development of all-
weather roads that improved year-round transportation,
new designs in farm tools that increased productivity,
and improvements in ship design which lowered the
cost of transport.
 After Napoleon’s final defeat, the victorious nations met at the
___________________________ to decide how to put Europe back
together again.
o This meeting was led by Prince
______________________________________ of Austria.
o According to the principle of legitimacy, all
_______________ were returned to their rightful positions.
For example, the ____________ family was returned to the
throne in France.
o Another goal of this group was to return Europe to a
______________________, so that no one country could rise
again like France had.
o The representative at the Congress were believers in
which new political philosophy?
_____________________________
 Throughout the 1800’s, nationalistic revolutions erupted
across Europe from widespread discontent caused by the
 terms of the Congress of Vienna.
o These revolutions were influenced by which political
philosophy? _________________
o In contrast to continental Europe, Great Britain
expanded political rights through legislative means and
made slavery illegal in the British Empire.
 Two nations were created during this time that greatly altered
the geographic and political landscape of Europe.
o Count ______________________, prime of Sardinia, led the
unification process in northern _________________.
 In the south, _________________________ and his Red
Shirts drove up the peninsula to unify the south to
the north.
 The Papal States (home of the __________), which
included the city of __________, became the last
area to join the newly formed Italy.
o The Kingdom of __________________ led the Unification of
Germany.
 The mastermind of German unification was
________________________. His actions were seen as
an example of _____________________, which
justifies all means to achieve and hold power.
 Germany unified by appealing to nationalist
feelings and through
“____________________________________” (Bismarck’s
famous quote).
 The ________________________ War in 1871 was the
final step to the creation of the German state.
Statements that Embody or Suggest Romanticism

1. The answers to life’s most puzzling questions can be found through

discussions with a simple person who lives in the country close to
nature—not with a sophisticated, well-educated person from the city.

2. The answer to life’s most puzzling questions can be found through a

connection with nature.

3. The use of one’s imagination is more important than rational

thought.

4. Subjectivity is more important than objectivity.

5. Knowledge is gained through gut reactions and subjective hunches

rather than level-headed, objective, deductive thought.

6. Nature is more important than art.

7. Experimental trial and error is a better process than the

conventional scientific method.

8. Poetry should be spontaneous and full of emotion, not planned and

straightforward.

9. Sensitivity, feelings, and spontaneity are more important than

intellectualism.

10. “Dare to be” is a better battle-cry than “dare to know.”

Is It Romantic?
Identify elements from the work and explain how they reflect a
characteristic of Romanticism. Be sure to include concrete references
or line numbers. Remember that the work need not embody all of the
characteristics in order to be considered Romantic.
Title of work______________________________________________

Romantic Quotation or Example How does the Quotation

Characteris from the work or Example Reflect the
tic Romantic
Characteristic?
Interest in
the
common
man and
childhood
Strong
senses,
emotions,
and
feelings
Awe of
nature

Celebration
of
the
individual

Importance
of
imagination

Other
elements of
Romanticis
m