Dead Poets and Poetry Unit Handouts

FILM STUDYTexts, 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.

CharactersIt 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 schoolTodd: Neil’s roommate transferred to Welton; Todd’s brother was “one of school’s finest”; does not like to speak in front of peopleKnox: brown hair; looks like Charlie; his father is a friend of the Danbury’s; he meets Kris and falls in loveCharlie: brown hair; looks like Knox; very outgoing; sometimes says things without thinkingCameron: short red hair; brown noser; very anal—uses ruler when writing notesPitts: 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 geniusMr. Perry: Neil’s father; tries to control NeilMr. Keating: English teacher; “seize the day”Kris: blond hair; Knox calls her “Mrs. Danbury?”; is dating ChetChet: 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 suggest3. 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 suggest3. 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 EffectsDraw 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 techniques Effect1. Opening

Credits

2. A New Semester

3. Seize the Day

4. Understanding

Poetry5. The

Reconvening of the Dead

Poets Society6. 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 FILMCharacterisation 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 dynamic3. 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 Neal Perry Neal’s parents Mr. McAlister Todd Anderson

Charlie Dalton Mr. Noland Knox Overstreet Kris







“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.



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




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


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______________________________________________

RomanticCharacteristic

Quotation or Examplefrom the work

How does the Quotationor Example Reflect the

Romantic Characteristic?Interest in

the commonman and

childhoodStrongsenses,

emotions, andfeelings

Awe of nature

Celebration ofthe individual

Importance ofimagination

Other elements of Romanticism

Dead Poets and Poetry Unit Handouts

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