Film Festival

[Anonymous]

I watched the film “Hero” because it is a very big accomplishment for Chinese cinema. With their 20 million dollar budget it is by far their biggest project to date.

My favorite part is the incredibly complex and interesting ending. There are actually four different acts which contain separate accounts between Nameless and Qin. Each of these accounts has its own color scheme. This was done in “Traffic” as well. I could see using this part in a language arts classroom where we would talk about different tones, moods, etc.

In a comparative film class or unit I could see using this film in contrast to “Crouching Tiger, Hidden Dragon.” The main differences are that “Hero” is more emotional and introspective. There is much artful imagery (billowing of hair, sunny vistas). There are many more lyrical compositions. Also, the dialogue in “Hero” is more traditional Chinese (terse, stoic) whereas the dialogue in “Crouching Tiger…” is more western. Also the main intrigue in “Crouching Tiger…” was the complex characters; in “Hero” it is the banter between Nameless and Qin.

[Anonymous]

Hold your tongue in a man’s presence? A Mormon polygamist compound? A fundamentalist Islamic revival? No, just “Mulan,” Disney's 1996 animated movie about legendary Chinese heroine Hua Mulan, the subject of the sixth century poem “Ballad of Mulan.” While the film attempts to subvert sexist stereotypes with a daring supposition of a cross dressing woman warrior — a gender bender frequently employed by women throughout history (Elizabeth I and novelist George Sand are just two examples) Mulan ends up ironically promoting oversimplified standards of gender and race.

Stereotypes abound in Mulan. The film is a useful teaching tool for educators interested in exploring racist and sexist stereotypes, however, along with traditional notions of heroism and cross-cultural connections between different literary genres.

Students can be encouraged to jot down stereotypes in Mulan, both Chinese and Asian stereotypes in general, which are thrown in the Mulan mix like different types of dim sum. (Mulan is dressed Geisha like in one scene, for example, a distinctly Japanese —not Chinese —tradition). But as everyone at Disney knows, no matter. Most Americans probably don’t know—or notice—anyway.

Savvy viewers know the real story of Mulan—her final, famous death by suicide—is not appropriate for children. Similarly, the true story of Pocahontas, raped and exploited, or Hercules, a noted misogynist who brutally murders his wife and children, are equally unsuitable for younger viewers. Critical thinkers wonder, however, whether blatant historical omissions and revisions are justifiable. And while it is no surprise Mulan doesn’t address hard issues of critical race theory, perhaps reflective of the model Asian minority in general, one wonders about generalized portrayals of Chinese in the movie, emphasizing sage, old ancestors complete with chopsticks and Fu Manchu whiskers—while omitting any useful exploration of cultural symbols and stereotypes such as foot binding or female infanticide. Indeed, such a depiction lends itself to constructive discussion about female genocide—gynocide—both then and now.

Silence has historically been an admirable trait in women, like children, encouraged to be pretty and present but without a voice. This explains the significance of voice in feminist critical analysis, a useful exploration for educators in a variety of classrooms.

[Anonymous]

This documentary is a recent release that compares the study habits and college goals of high school students in India, China and the United States. The film's thesis is " America is the one country that doesn't seem to recognize that they are in competition for the 'great minds' and 'capital' of the world community." The film explores the study habits, time-management skills and goals of six students, two from each of the three superpowers of the 21st century. This film is appropriate for use in the middle school through high school classroom, however, a lot of vocabulary development would be needed in the lower middle school greades. It would be an excellent resource for a high school economics class. I plan to use this film in two ways. First, I am going to use it as part of a goal setting lesson with my sixth graders. Prior to this lesson, their goal setting knowledge will be limited and their background in economics non-exsistent, so with this age student the lesson will require a great deal of pre-activity and discussion. The students will compare East Asian student goals to their own and create an academic goal with their middle school/high school education in mind. I also plan to use this documentary as an opinion piece and have the students plan and write an essay where they agree or disagree with the thesis as stated by the filmmakers. I would recommend a visit to the film's website for further ideas about how to use it in your classroom.

[Anonymous]

This is a Korean film that shows the substantial difference between rural and urban living environments in Korea. In this film a young boy is taken by his mother to live with his grandmother in a very primitive rural home while the mother straightens some things out back in the city. The boy is used to having electricity, indoor plumbing, video games, and fast food. The grandmother's home is rustic to say the least. In addition, she is also mute and deaf. Although this film was supposed to show how the boy learns to respect his grandmother, it was very difficult for me to sympathize with his character. I found the young boy's behavior in the film extremely annoying. He was disrespectful to both his mother and grandmother and extremely used to having his own way. He did improve by the end of the film but I was so annoyed by him that I couldn't really feel proud of his progress. The grandmother's character in the film had completely the opposite effect. She was strong, patient, and loving. I sometimes thought a little too much so as far as how much she worked to gain the boy's respect.

Although I assume the boy's "spoiled" character in the film is meant to be a bit more extreme than an average child, this movie reminded me of a comment made by a former colleague, who has since retired. It was a generalization about the behaviors of various groups of Asian students stating that Japanese students were the best, then Chinese, and that the Korean students were less well behaved (especially boys). I have also heard that in Korea and some other Asian countries, boys are allowed a very free reign with very little discipline until a certain age. Is that what was going on in this film? I had always thought of comments such as the one by my former colleague to be over generalized, stereotypical, and prejudiced. This film made me question that. Since this film seemed to have gotten rave reviews, maybe it wasn't far off base? Are a lot of young boys raised in Korea allowed to act so disrespectful of their parents and others? Just a question, maybe I missed something in the film. ( I do have a very small TV and the subtitles were difficult for me to read sometimes...) Could anyone share some insight as to the accuracy or inaccuracy of how children are generally expected to behave in the Korean culture?

[Anonymous]

Tarantino's name was only added to the promotional packaging due to some politics which prevented Miramax from releasing director Zhang Yimou's excellent film until two years after it was released in Asia. Tarantino added his name to the box to draw US viewers but it had long been wrapped.

As well he should have because it an fantastic film. The long slow mood building camera shots might have been tiresome to some American viewers but they underscore one the important qualities of Zhang Yimou's films. His scenes convey moods in all respects, the colors, weather, costume, language, all of it fits together just so. This film is an excellent resource for my 7th graders, when we are studying China we watch the three minute clip when Nameless and Flying Snow defend the calligraphy school from the Chinese Emperor's massed army. It is an visually stunning moment which the students can witness the costumes, the weapons, the tactics, the building styles, etc... in helping them visualize ancient China.

[Anonymous]

I think your review of "Mulan" and the other folk "heroes" is very thought provoking. All the Perault and Grim fairy tales all also have a dark side. But I think as civilization "advances" , the folk tales should change... not to hide the originals but to strive towards a higher ideal. To show where we've come from and where we hopefully will progress to.

When I taught 6th grade I always had an interesting discussions with parents on back-to- school night. I would discuss the famous Greek plays... among them Oedipus Rex. I told them don't be alarmed if your children come home and tell you a story about a man who killed his father and married his mother...It always got a big chuckle. But you have to tell the Greek stories to see where our literature gets its idea of fate and tragedy.

I use "Mulan" as a springboard to discuss the problems girls/women face in every society.[Edit by="mwhittemore on May 21, 2:25:20 AM"][/Edit]

[Anonymous]

"Not One Less" is a G rated movie suitable for use in the classroom and something our students would relate to while connecting with the rural vs. urban differences in China today. It is by Zhang Yimou ("Raise the Red Lantern") and uses real townspeople in a type of docu-drama. The movie has English subtitles but requires little reading to understand. This movie has been on my mind for awhile, especially as a teacher and faced with the recent California budget crisis' impact on teachers and students. I saw a t-shirt recently: "No Child Teacher Left Behind". The substitute teacher in this movie, "Teacher Wei" , would have liked to wear this shirt. The story is about a 13 year old girl who is asked to substitute for the village teacher in a one-room school house while the regular teacher visits his ailing mother. She is obviously ill-prepared, the "myopic leading the blind", with few supplies (one box of chalk to last one month), and with an "administration" that allows full autonomy, unless the students are M.I.A. What is so touching is the transformation of Teacher Wei as she grows into her role. It is remarkable how universal the student-teacher issues can be, i.e. the recalcitrant student, the class comedian, and the classroom management strategies. She is not very concerned with what her charges learn as long as they remain in the class. She will only be paid when the regular teacher returns and she has "not one less" student. Unfortunately the realities of the rural life demand that one of her students make money for the family in lieu of school and she is determined to find her missing student who has left for the city. Her motives are self-serving at first, but with tenacity and ingenuity her attitude changes about this boy she is seeking in the city. If you can find this movie released by Sony Pictures I recommend you sit down in a quiet moment and watch it for yourself, whether you show it to your class or not.

For more info here is the link: http://www.sonypictures.com/classics/notoneless/home.html

[Anonymous]

mkuhn....What a great review!.. You covered everything! I agree it is a fantastic film not only from the view of paleontology but the social scenes it presents of Chinese society. I think this film is for all grades and adults interested in the dinosaur-bird connection. I have shown this film to my 2nd grade class twice and they loved it for all the reasons you mentioned.[Fossils and dinosaurs are part of the 2nd grade Open Court readings].

Another good movie, 1 hr., that discusses the bird-dinosaur connection is "Dinosaurs: Return to Life?" [Discovery ]. It discusses the reverse genetic engineering of birds into dinosaurs. I think the film "Utah Raptor" also discusses the connection with finds made in China and those in Utah.

[Anonymous]

I use several animated films in the classroom (Princess Mononoke, Grave of the Fireflies, Samurai Champloo), but Barefoot Gen is by far the most effective piece of film I use in my US and World History classes.

A day or two prior to the film my students do a role-play where they act like the Joint Chiefs of Staff and develop a battle plan in regards to the war in the Pacific; most students decide on the Atomic Bomb without flinching.

The next day, I review with my students what the US ultimately decided (to no one's surprise), then I explain that from the American perspective the atomic bomb saved lives and ended the war quickly. I then ask "what about the Japanese perspective?" I then introduce the film which is followed by chuckles and references to Dragonball Z from my students.

I do not show the entire film, but instead the 15 minute clip of the A-Bomb being dropped and its immediate aftermath. When I stop the film I've found that students typically believe that the cartoon exaggerates the impact of the bomb. So i follow up the clip with a PowerPoint of photos from the atomic bomb survivors and pass out a reading from John Hershey's "Hiroshima"

After some discussion, I introduce an art based activity inspired by the art made by the A-Bomb survivors (Hibakusha). I show them the art done by the Hibakusha, have them complete an interior monologue as if they themselves were a hibakusha, then they work on a drawing or painting. The final products are posted in the classroom and are used to introduce a discussion on nuclear weapons

-Danny Diaz

[Anonymous]

East Asia and New Media in My Classroom
USC U.S. - China Institute
Film Review
Cynthia Nenezich

The Film that I have decided to review for this seminar is Seven Years in Tibet. There are numerous excellent films depicting Asian history and culture, but many are not appropriate for 7th grade students. Seven Years in Tibet is an exception. I have shown this film as a staple in my Asian studies curriculum for years. Students love it and relate to it with ease. The film teaches students about a variety of moral dilemmas various cultures face, while remaining age appropriate. Lying, cheating, being prideful, escapism, selfishness, depression and love and redemption are all depicted in the film in a manner which is easily understood and appreciated by students of all ages.

The movie is based on the true story of Austrian mountain climber, Heinrich Harrer, whose life is changed for the better by his experiences in Tibet, his interaction of with the people and specifically with the young Dali Lama. Harrer’s character is transformed from an hostile, selfish man who leaves his pregnant wife to go climb the peak of Nanga Parbat a mountain that separates India from China, (part of the Himalayas), to a man with moral character and an appreciation for life.

The movie starts at the beginning of World War II and ends with the Chinese occupation of Tibet in 1950. Harrer’s climbing partner, and leader of the expedition, Peter Aufschnaiter, had gotten off to a bad start when an arrogant Harrer injures his leg in a fall during the climb and subsequently lies about his injuries. Harrer’s secret almost costs Aufschnaiter his life. The mountaineers are then forced down the peak due to an avalanche and are picked up by a British Patrol in India and become imprisoned due to Germany’s and Austria’s connection in the war. After numerous attempts, they successfully escape.

As the movie progresses, we see Harrer con Aufschnaiter out of a watch that has much sentimental value for him. Aufschnaiter discovers the con and wants to leave Harrer to his own devices. Harrer, lacking food and supplies is dependent on Aufschnaiter for survival and at this moment in the movie we see the first glimpse of his humanity as he apologizes for the theft.

Harrer’s humanity is further revealed through his journal entries and letters home to his son which he abandoned. These sentimental entries and heartfelt letters begin to show Harrer in a different, more emotional light.

After a treacherous trek through the Himalayas and the Plateau of Tibet, both men reach Lhasa. During the trek Harrer saves Aufschnaiter’s life by giving him his boots to wear, as Aufschnaiters are ruined and he faces not only losing his feet, but dying from exposure to the harsh and cold weather conditions.

Once the men have navigated their way into Lhasa and gain acceptance and security within the city, both men begin to compete for the affection of a beautiful Tibetan tailor named Pema Lhaki. Harrer, a gold medalist, tries his best to impress her. However, it is the unassuming Aufschnaiter who wins the girl’s affection. Depressed and longing for a relationship with his son, Harrer is asked by the young Dali Lama for a meeting and the two become friends quickly and form a bond of mentor and student.

It is through this relationship between the Dali Lama and Harrer that we see into Harriers soul and realize that there is redemption for him after all. The movie is excellent in portraying the Tibetan Buddhist beliefs and spiritual way of life. Harrer himself begins to apply aspects of Buddhist beliefs to his cognitive thought processes. When Communist China enters Tibet, Harrer tries to get the Dali Lama, now 18, to escape with Harrer by his side. When he proposes this to the young Dali Lama, Buddhist spiritual beliefs again come in to play. As the Dali Lama rejects Harrer’s offer and explains the spiritual and moral reasons behinds his decision, the Dali Lama tells Harrer to return to Austria and be the father he had been longing to be.

Harrer leaves Lhasa soon after to return home and face his son he abandoned seven years prior. When Harrer arrives in Austria in 1951, his wife is remarried and his son does not want to meet him, as he had expected. In the remaining moments of the movie we see a gentle, patient man who finally successfully bonds with his son. Transformation is now complete and redemption is found. This is a true testament to the impact Buddhist culture and the impact of Harrer’s interaction with the Dali Lama had on Harrer’s moral development.

This film introduces students to Tibet, the Dali Lama, and to the Communist Chinese and their propaganda machine. Students respond positively to the film and must write a two page paper answering the question of whether or not Harrer changed because of the Dali Lama and the Tibetan culture and spiritual beliefs, if he didn’t really change at all, or rather if he let his true self emerge with all his bad qualities melting away to become a vulnerable and selfless man.

Responses from students vary, they are also asked to write about Henrich’s former moral character and relate it to themselves and the life lessons the movie taught. Seven years in Tibet is an engrossing, beautifully cinematic film with some great lessons to be learned by all. I highly recommend this film for all middle school students who are studying about Asia and their various spiritual, religious, and political differences.

[Anonymous]

East Asia and New Media in My Classroom
USC U.S. - China Institute
Film Review
Cynthia Nenezich

The Film that I have decided to review for this seminar is Seven Years in Tibet. There are numerous excellent films depicting Asian history and culture, but many are not appropriate for 7th grade students. Seven Years in Tibet is an exception. I have shown this film as a staple in my Asian studies curriculum for years. Students love it and relate to it with ease. The film teaches students about a variety of moral dilemmas various cultures face, while remaining age appropriate. Lying, cheating, being prideful, escapism, selfishness, depression and love and redemption are all depicted in the film in a manner which is easily understood and appreciated by students of all ages.

The movie is based on the true story of Austrian mountain climber, Heinrich Harrer, whose life is changed for the better by his experiences in Tibet, his interaction of with the people and specifically with the young Dali Lama. Harrer’s character is transformed from an hostile, selfish man who leaves his pregnant wife to go climb the peak of Nanga Parbat a mountain that separates India from China, (part of the Himalayas), to a man with moral character and an appreciation for life.

The movie starts at the beginning of World War II and ends with the Chinese occupation of Tibet in 1950. Harrer’s climbing partner, and leader of the expedition, Peter Aufschnaiter, had gotten off to a bad start when an arrogant Harrer injures his leg in a fall during the climb and subsequently lies about his injuries. Harrer’s secret almost costs Aufschnaiter his life. The mountaineers are then forced down the peak due to an avalanche and are picked up by a British Patrol in India and become imprisoned due to Germany’s and Austria’s connection in the war. After numerous attempts, they successfully escape.

As the movie progresses, we see Harrer con Aufschnaiter out of a watch that has much sentimental value for him. Aufschnaiter discovers the con and wants to leave Harrer to his own devices. Harrer, lacking food and supplies is dependent on Aufschnaiter for survival and at this moment in the movie we see the first glimpse of his humanity as he apologizes for the theft.

Harrer’s humanity is further revealed through his journal entries and letters home to his son which he abandoned. These sentimental entries and heartfelt letters begin to show Harrer in a different, more emotional light.

After a treacherous trek through the Himalayas and the Plateau of Tibet, both men reach Lhasa. During the trek Harrer saves Aufschnaiter’s life by giving him his boots to wear, as Aufschnaiters are ruined and he faces not only losing his feet, but dying from exposure to the harsh and cold weather conditions.

Once the men have navigated their way into Lhasa and gain acceptance and security within the city, both men begin to compete for the affection of a beautiful Tibetan tailor named Pema Lhaki. Harrer, a gold medalist, tries his best to impress her. However, it is the unassuming Aufschnaiter who wins the girl’s affection. Depressed and longing for a relationship with his son, Harrer is asked by the young Dali Lama for a meeting and the two become friends quickly and form a bond of mentor and student.

It is through this relationship between the Dali Lama and Harrer that we see into Harriers soul and realize that there is redemption for him after all. The movie is excellent in portraying the Tibetan Buddhist beliefs and spiritual way of life. Harrer himself begins to apply aspects of Buddhist beliefs to his cognitive thought processes. When Communist China enters Tibet, Harrer tries to get the Dali Lama, now 18, to escape with Harrer by his side. When he proposes this to the young Dali Lama, Buddhist spiritual beliefs again come in to play. As the Dali Lama rejects Harrer’s offer and explains the spiritual and moral reasons behinds his decision, the Dali Lama tells Harrer to return to Austria and be the father he had been longing to be.

Harrer leaves Lhasa soon after to return home and face his son he abandoned seven years prior. When Harrer arrives in Austria in 1951, his wife is remarried and his son does not want to meet him, as he had expected. In the remaining moments of the movie we see a gentle, patient man who finally successfully bonds with his son. Transformation is now complete and redemption is found. This is a true testament to the impact Buddhist culture and the impact of Harrer’s interaction with the Dali Lama had on Harrer’s moral development.

This film introduces students to Tibet, the Dali Lama, and to the Communist Chinese and their propaganda machine. Students respond positively to the film and must write a two page paper answering the question of whether or not Harrer changed because of the Dali Lama and the Tibetan culture and spiritual beliefs, if he didn’t really change at all, or rather if he let his true self emerge with all his bad qualities melting away to become a vulnerable and selfless man.

Responses from students vary, they are also asked to write about Henrich’s former moral character and relate it to themselves and the life lessons the movie taught. Seven years in Tibet is an engrossing, beautifully cinematic film with some great lessons to be learned by all. I highly recommend this film for all middle school students who are studying about Asia and their various spiritual, religious, and political differences.

[Anonymous]

A video that would not at first glance appear to be about Asia but in reality illustrates very clearly some of the facets of current relations between the United States and China is Is Wal-Mart Good for America?. It is a 60-minute PBS production and is available on DVD.

The video relates some of the history of Sam Walton and Arkansas-based Wal-Mart, then goes into Wal-Mart's techniques for cutting costs. It's cost-cutting practices resulted in a shift of much of its supplier base to China. The video then shifts to China, illustrating the economic growth in China from becoming a major supplier of goods to the United States. There is also some commentary on the trade policies of Bill Clinton, former Governor of Arkansas. Not mentioned is Hillary Clinton's former role as a member of the Board of Directors of Wal-Mart.

I showed this DVD to my twelfth-grade Economics class in the final week of classes. The students found it very eye-opening. It elicited several comments and questions from a usually nonresponsive group. I recommend it for both Economics and Government classes.

[Anonymous]

I hope everyone had a chance to use the free movie passes to see, "Mongol", that I posted. I went to see it and I must say it was worth the 2-hour wait in line. It was an epic film, but not in the traditional sense. The battle scenes were not unbearable nor too graphic (except for the scene where a guard's face is smashed in), but it definitely deserves the R-rating.

This fictional story of the humble beginnings of Ghengis Khan shed a lot of light (for me) on the language, culture & people of early Mongol as well as their reservations about the Chinese people. It is presented in its original languages of Mandarin and Mongolian dialects, which I highly appreciated. My mandarin is very limited now due to lack of use, but I could definitely distinguish the dialect of the Mongolian people from that of Mandarin in the second half of the film. The subtitles were a bit limited, though. There would be a full minute of spoken language followed by one or two brief sentences in the subtitles; One of my pet peeves.

I believe this movie could be used in the classroom, not only because of the historical/social significance, but because it does not delve too much into tangent subjects. It vividly portrays the life of many mongolian tribes - their clothing, food, language, & various beliefs, as well as their military fighting techniques - as heretofore, never seen or experienced by most americans.

Many of the spiritual beliefs are touched upon as well as cultural rites, but without any apologies or explanations for non-believers or doubters. Many a time, there were scenes where Ghenghis Khan was caught in a predicament that seemed insurmountable, only to be freed in the next scene without any directorial explanation. It is your own belief in the possibility that carries the plot.

Its plot mainly focuses on that for which it seemingly was intended: to introduce the audience to the background and life purpose of the great Mongol, Ghenghis Khan.

I plan to purchase the Special Edition DVD version of it the moment it comes out. I would definitely fast-forward the graphic scenes, though, if I were to use this film in my classroom.[Edit by="pswearingen on Jun 18, 7:30:44 PM"][/Edit]
[Edit by="pswearingen on Jun 18, 7:31:59 PM"][/Edit]

[Anonymous]

I saw "Mongol" last weekend. I agree with you about the use in the classroom. Specifially, it would provide a good setting and introduction to the 6th grade and 7th grade units on China. The vistas of the steppes and the river are powerful images.

The arial battle scenes of the two armies really puts perspective on the number of warriors it took to decide the future of the Khan and uniting the Mongol clans. For the 6th grade, it could be compared to the armies of Emporer Qin.

I did not mind the short subtitles since it was mostly a visual film. I liked it well enough to see it again at a theater before I downsize to the CD version on my home screen.

[Anonymous]

I saw this film last weekend. While there were no lines, the theater was fairly full. It is certainly worth seeing parts of the film as illustrative of terrain where the Mongolians lived. Also, aspects of the culture, the sounds of the language, the interactions of friends and foes, and the treatment of captives were informative.

I have read a number of commentaries on the film as well, including one by a native Mongolian. Taken as a whole, the commentaries question several aspects of the film, including the use of Japanese and Chinese actors in lead roles, some specifics of the dress of the actors, the subtitling and, most importantly from my view, the historical accuracy of much of the film.

So before showing parts of the film, I would be inclined to do some research in order to gather more information about Mongolian history so as to avoid spreading too many inaccuracies to students.

[Author]

Posts