Hugo - Film Education

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HugoDirected by: Martin ScorseseCertificate: UCountry: USARunning time: 126 minsYear: 2011Suitable for: primary literacy; history (of cinema); art and design; modern foreign languages(French)www.filmeducation.org Film Education 2012. Film Education is not responsible for the content of external sites1

SYNOPSISBased on a graphic novel by Brian Selznick, Hugo tells the story of a wily and resourceful orphanboy who lives with his drunken uncle in a 1930s Paris train station. When his uncle goes missingone day, he learns how to wind the huge station clocks in his place and carries on living secretlyin the station’s walls. He steals small mechanical parts from a shop owner in the station in hisquest to unlock an automaton (a mechanical man) left to him by his father. When the shop owner,George Méliès, catches him stealing, their lives become intertwined in a way that will transformthem and all those around .comTeachers’ NotesThese study notes provide teachers with ideas and activity sheets for use prior to and after seeingthe film Hugo. They include: background information about the film a cross-curricular mind-map classroom activity ideas – before and after seeing the film image-analysis worksheets (for use to develop literacy skills)These activity ideas can be adapted to suit the timescale available – teachers could use aspectsfor a day’s focus on the film, or they could extend the focus and deliver the activities over one ortwo weeks.www.filmeducation.org Film Education 2012. Film Education is not responsible for the content of external sites2

Background Information The book ‘The Invention of Hugo Cabret’, by Brian Selznick, was inspired by an image from a1902 French silent movie called A Trip to the Moon, which was made by George Méliès – one ofthe characters in the film. The Parisian train station set was built inside London’s Shepperton Studios. The external sceneswere shot on location in Paris. Hugo is the first film shot in 3D for its director, Martin Scorsese. The film’s director, Martin Scorsese, decided to shoot the film in 3D because he wanted theaudience to feel like they were ‘in’ the film with the characters. At the 2012 Academy Awards, Hugo won 5 Oscars: for Best Cinematography; Best ArtDirection; Best Visual Effects; Best Sound Mixing and Best Sound Editing. The story of George Méliès, depicted in the film is largely true. Méliès was a magician and atoymaker, who turned to filmmaking when he saw the Lumière brothers demonstrating their newcamera. Many of the silent films shown in the film Hugo are Méliès’ actual films – including Le voyagedans La Lune (1902). The automaton (mechanical man) in the film was inspired by real automata built between 1768and 1774. Some of these automata are still working today. The opening shot of the film, when the camera follows a train into the station, took a year tocomplete. 1,000 computers were used to render each frame. The film’s director, Martin Scorsese made the film with clip-on 3D lenses over his normalglasses.www.filmeducation.org Film Education 2012. Film Education is not responsible for the content of external sites3

Film Education 2012. Film Education is not responsible for the content of external siteswww.filmeducation.org4 Turning movements:automatons. followinginstructionsPE Silent cinema. musical scoresMusicThe Beginnings of Cinema Explore early examples of ‘silent’film – not only George Mélièsbut also films from the LumiereBrothers and Louis Le Prince.Think about how the cinemaexperience has changed andwhat they enjoy about 3D films. History: the local cinemaand its importance in the localcommunity over time. Who was George Méliès? Research the life of Mélièsand then think about how he isportrayed in the film.Topic (History/Geography) Black and white movies; colourand light on film - MélièsScienceHugocross-curricularproject prompts forprimary schools Ways of seeing - ‘inventing theworld of Hugo Cabret’. How theillustrations have been adaptedfor the big screen. Make anautomaton.Art/DTICT 3D storytelling. What’s next? French life: key phrases tolearn to navigate your wayaround a train stationMFL Visual narratives: from thegraphic novel to the big screenLiteracyNumeracy Time / relativity / 24 framesper second, Clocks – anticlockwise/clockwise, Timelines Making friends. Sharingexperiences. Missing those whohave left usPSHE

BEFORE SEEING THE FILMCONTEXTTimeKey to the story is the idea of time. Hugo’s father was a clockmaker, and he has to maintain theclocks in the station. Work with clock faces to help children understand the ways in which wemeasure time. What if time slowed down? How would you show this on screen? How would itaffect the day today? Your year? Your life? Examine clips to see how the film uses the clock, cogsand wheels and the inner workings of the automaton as a theme.AutomatonsLike the clocks, the automaton that Hugo repairs is built using cogs and wheels. Children coulddesign (and possibly build) their own automaton. How are they going to make their automatonmove? What will it do when it moves? Will it write, draw, and speak? What message will it try tocommunicate?LabyrinthsHugo lives within the walls of a station. He knows his way through the various passages andstairways. Draw maps and diagrams showing Hugo how to navigate his way through the labyrinthof the station. Perhaps children could work in ICT to type codes to give commands creating a routefor the boy to use.AFTER SEEING THE FILMHUGO worksheetShot, pair, shareExplore and analyse the two images on page 7 as a way of critically evaluating the film.Discussion promptsThe frameDescribe what you can see in the shot. Where is the camera placed? Why is it placed in thisposition? Why not high up? Or low down? Or from far away? Or close-up? What is not shown inthe shot?Colour / lightHow is the scene lit? Are there contrasts between light and shadow? Why is it lit this way?What are the key colours in the scene? Do any colours stand out more than any others? Why?What does this tell us about the mood of the scene and the character?Mise en scèneThis means, ‘everything in the frame’, or the way information is communicated through a singleshot. Describe the props, furniture, body language and facial expressions. Look at the details ofthe shot. Describe how each detail gives us information about the character and the scene’s placein the film’s narrative.www.filmeducation.org Film Education 2012. Film Education is not responsible for the content of external sites5

MethodologyShotDiscuss each shot as a class. Ask for pupils’ initial reactions: what does each shot tell us about thefilm?PairAsk the children to annotate one or both of the shots in pairs, focusing on framing; colour and lightor mise en scène (or all three).ShareEach pair should then share one or two key observations about the shot.15-MINUTE WRITING OPPORTUNITIESShot oneWrite about the magic trick that Hugo is being taught. If you can’t remember what he’s learning,make up your own magic trick. Write instructions so that someone else can learn your trick yourage.Shot twoWrite a synopsis or book ‘blurb’ for the book that Hugo has chosen.Written by Julie Greenwww.filmeducation.org Film Education 2012. Film Education is not responsible for the content of external sites6

Shot OneShot Twowww.filmeducation.org Film Education 2012. Film Education is not responsible for the content of external sites7

Hugo is the first film shot in 3D for its director, Martin Scorsese. The film’s director, Martin Scorsese, decided to shoot the film in 3D because he wanted the audience to feel like they were ‘in’ the film with the characters. At the 2012 Academy Awards, Hugo won 5 Oscars: for Best Cinematography; Best Art

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