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'Billy Elliot' filmstudieguide

  • Engelsk
  • 8. klasse
  • Afleveret til 7
  • 4 sider PDF

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'Billy Elliot' filmstudieguide er en engelsk-opgave til 8. klasse, afleveret til karakteren 7. Fylder 4 sider (1.829 ord, ca. 8 min. læsning) og blev publiceret 3. marts 2013.

Denne studieguide til filmen 'Billy Elliot' dykker ned i centrale temaer som minearbejderstrejken i 1984, identitet, kønsroller og familiære konflikter. Den analyserer filmens narrative og visuelle teknikker, herunder brug af musik, bevægelse og kameraføring, for at formidle Billys rejse og samfundets udfordringer.

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Velstruktureret og omfattende studieguide til filmen 'Billy Elliot' med dybdegående spørgsmål om temaer og filmiske virkemidler. Meget inspirerende for andre elever.
Struktur
12
Faglig dybde
10
Kilder
12
Fuldstændighed
12
  • billy elliot
  • coming of age
  • dans
  • filmstudie
  • filmteknik
  • identitet
  • kønsroller
  • lee hall
  • minearbejderstrejke
  • stephen daldry

Lee Hall, the writer of Billy Elliot, set his screenplay in a mining village in the north east of England, during the Miners Strike of 1984. He sees the strike as '…a class war where the state was mobilised against a small group of people. It left me with a sense of indignation which has fuelled much of my work.' Billy’s father and his brother Tony are both miners so the family are under tremendous pressure both financially and emotionally. They are spending their days on the picket line and trying to keep the family warm and fed over a long period of time with very few resources. The stress is heightened by the fact that Billy’s mother has recently died and Billy’s maternal grandmother who is living with them is losing her memory.

By chance, Billy meets the local ballet teacher at the community hall where is unsuccessfully trying to learn to box. He becomes interested in dance and the teacher, realising his talent, encourages him to try for the Royal Ballet School in London. His father and brother do not understand; it is a world they do not know. The film is about how these conflicts are resolved and asks questions about how do we, as a society, deal with issues of culture and identity. 'Creative people are left dormant because we, as a society, have no idea or ambition how to tap into them and that we are poorer for it.'

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