Level(s): Grades 11 - 12
Overview
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This lesson introduces students to the phenomenon of the “blockbuster” movie – its history, characteristics and influences. Students will also explore the role of audience in the creation of a “blockbuster” and analyze their own responses to current blockbuster films. Students will learn about the process involved in turning a film into a blockbuster by devising promotional campaigns for an imaginary movie.
Learning Outcomes Students will:
- understand the term "blockbuster movie" and its characteristics
- understand the social and political factors that contribute to this genre
- analyze their own responses to blockbuster films
- discuss the concept of audience with respect to the film/text
- consider the blockbuster as "event" encompassing many elements, and recognize it as a construction
- understand the steps involved in creating a blockbuster film
Preparation and Materials
Background reading for this lesson can be found in:
- Carpenter, Donna. Media Images and Issues. Toronto: Addison-Wesley, 1989.
Photocopy the following handouts:
Ask students to collect:
- Clippings from newspapers or magazines about films that the class will be discussing
- Promotional materials for featured films
Procedure
Day 1: Introduction
- Define the term "blockbuster" (a film that is well-known and a big money-maker).
- Identify the common characteristics of blockbuster films. For example: a 'hot' star, topic, special effects; a well-timed release date (i.e: summer or Christmas); accompanying promotional merchandise – appealing to several demographic groups.
- Distribute Hollywood Since 1975 and have students read this background document.
- Choose one or more of the questions from the Responses to “Hollywood Since 1975” question sheet and assign them to students. (This might be done individually or as groups.)
- Once students have completed their questions, take up the answers as a class.
Days 2 and 3: Exploration of a Chosen Film
- Have each student select a recent film and complete the Movie Questionnaire handout.
- Once completed, discuss the results of the questionnaires.
- Examine the multi-faceted promotion:
- advertising for the film itself (TV, radio, newspaper, Internet)
- film-related merchandise
- any other promotional tie-ins (special meals at McDonald's, etc.)
- Ask students to consider the following questions: Did the promotion make you like the movie more? Less? Did it make you want to see the movie sooner or more often?
- As a group, discuss the following quote from Pauline Kael in The New Yorker:
In general, it can be said that the public no longer discovers movies, the public no longer makes a picture a hit. If the advertising for a movie doesn't build up an overwhelming desire to be part of the event, people just don't go. They don't listen to their own instincts, they don't listen to the critics – they listen to the advertising.
Then, ask students to write a personal response to this observation in their logs.
- Consider the issue of audience with respect to the latest blockbuster.
- After seeing it, for whom do you think it is appropriate?
- Who does the advertising target?
- If the film was adapted from a book or pre-existing TV series, ask students to consider:
- What changes were made?
- Why do you think these changes were made?
- In your opinion, are they successful?
Day 4: Wrap-Up and Group Assignment
- Reviewing class discussions, summarize how "the total experience" of a blockbuster film is constructed.
- Discuss how certain movies – or even lines of dialogue – have become cultural reference points or "household words."
- Explain the expression "sleeper hit." What does this say about the film industry?
- Based on the promotions they've seen, have students write a short paragraph naming a movie they predict will be a blockbuster and giving reasons for their predictions. (These could be kept until the end of the year and reviewed.)
Activity
- Create a proposal for an imaginary movie that you think will have the best possible chance to be a blockbuster.
- Consider current trends, popular stars, audience appeal, etc.
- Once you have come up with your pitch, design the promotional campaign you would use to sell the movie to the public.
Note: This assignment is very flexible. Depending on the level of the class, it could be a written piece or oral assignment, or a combination of the two. The artistic criteria for the promotional material could vary. It could also be developed into a role-play scenario where competing groups vie for a "studio executive" group's approval. This group would then choose one of the proposals and justify their choice to the rest of the class.
