ae fond kiss (2004) - académie de caen
TRANSCRIPT
Ae Fond Kiss (2004)Directed by Ken Loach
● In Glasgow, Scotland, the Pakistani parents of Casim Khan have decided that he is going to marry his cousin Jasmine. Unfortunately, Casim has just fallen in love with his younger sister's music teacher Roisin. They start a relationship but Casim is torn between following his heart and being a good son.
● Casim Khan has been born and bred in Britain, while his parents hailed from Pakistan. His younger sister, Tahara, is also trying to gain more independence: she wants to go to Edinburgh University and leave her parents’ home. She as well has to cope with a divided identity.
Ae Fond KissThe title refers to a poem by the Scottish poet
Robert Burns (1759-1796)
Ae fond kiss, and then we sever; Had we never loved sae kindly,Ae fareweel, alas, for ever! Had we never loved sae blindly,Deep in heart-wrung tears I’ll pledge thee, Never met – or never parted,Warring sighs and groans I'll wage thee! We had ne’er been broken-hearted
Who shall say that Fortune grieves him Fare thee weel, thou first and fairest!While the star of hope she leaves him? Fare thee weel, thou best and dearest!
Me, nae cheerfu' twinkle lights me, Thine be ilka joy and treasure,Dark despair around benights me. Peace, enjoyment, love and pleasure!
I'll ne'er blame my partial fancy; Ae fond kiss and then we sever!Naething could resist my Nancy; Ae fareweel, alas, for ever!But to see her was to love her, Deep in heart-wrung tears I’ll pledge thee,Love but her and love for ever. Warring sighs and groans I’ll wage thee!
Ae Fond Kiss
Chapter 1 / Opening credits ( > 4.52)
PART 1 : THE BACKDROP ( > 2.47)1st shot : where ? what sort of music ? who ?
2nd shot: a panoramic view of ?
3rd shot : where? who ? what ?
4th shot : back to the disco : focus on ?
5th shot : back to the shop : who ? what ?
6th shot : back to the disco : aim of the film maker ?
7th shot : back to the shop : what ?
8th shot : back to the disco again : purpose ?
Your conclusion : who ? what ?
Ae Fond KissChapter 1 / Opening credits ( > 4.52)
PART 1 : THE BACKDROP ( > 2.47)1st shot : where ? what sort of music ? who ? discotheque / eastern music / young
people of Asian descent mainly
2nd shot: a panoramic view of ? Glasgow / industrial city / western world
3rd shot : where? who ? what ? a corner shop .. grocer’s / owner / dog doing his business on a sign on the street
4th shot : back to the disco : focus on ? DJ
5th shot : back to the shop : who ? what ? owner chasing dog / teenager girl / owner fixing electricity in the sign to trap dogs
6th shot : back to the disco : aim of the film maker ? establish links between characters
7th shot : back to the shop : what ? dog getting electric shock
8th shot : back to the disco again : purpose ? link this introduction to the next scene
Your conclusion : who ? what ? Ethnic diversity / community >> racial tensions / immigrants from Asian descent / 1st
and 2nd generation immigrants ?
Ae Fond KissChapter 1 / Opening credits ( > 4.52)
PART 2 : TAHARA’S SPEECH ( 2.47 > 4.52 )
Characters and place :
What can you say about the girl ?
The audience ?
The place ?
The lesson ?
Ae Fond KissChapter 1 / Opening credits ( > 4.52)
PART 2 : TAHARA’S SPEECH ( 2.47 > 4.52 )
Characters and place :
What can you say about the girl ? same girl as outside shop
The audience ? students / white mainly / teacher
The place ? school / classroom
The lesson ? political science ... (sentence on board : debate on..)
Ae Fond Kiss
Chapter 1 / Opening credits ( > 4.52)
PART 2 : TAHARA’S SPEECH ( 2.47 > 4.52 )
Listening comprehension : Making sense by linking keywords when knowing about a cultural background
2.47 > 3.08 : find out about names and figures mentioned3.08 > 3.25 : facts about her sister and father
3.25 > 3.46 : Tahara rejects .....3.46 > 4.18 : Tahara defines herself as a ...4.18 > 4.52 : Outside the school grounds
- What can you see and hear ?
- Who’s here waiting for Tahara ? So ?
Now let’s rephrase and summarize Tahara’s speech using notes only.
Ae Fond Kiss
Chapter 1 / Opening credits ( > 4.52)
PART 2 : TAHARA’S SPEECH ( 2.47 > 4.52 )
Listening comprehension : Making sense by linking keywords when knowing about a cultural background
1) 2.47 > 3.08 : find out about names and figures mentioned
G Bush / the Pope / laugh / one person AS IF .... (idea of comparison)1 billiard Muslims / 50 countries / 100 languages /
various ethnic groups = one and the same
2) 3.08 > 3.25 : facts about her sister and father
sister = Muslim 1st / political streak : calls herself black father = 40 years / Pakistani 100 % or “so he thinks ...”
Ae Fond Kiss
Chapter 1 / Opening credits ( > 4.52)
PART 2 : TAHARA’S SPEECH ( 2.47 > 4.52 )
Listening comprehension : Making sense by linking keywords when knowing about a cultural background
3) 3.25 > 3.46 : Tahara rejects .....
the West’s definition of terrorismthe West’s claim of “moral higher grounds”
the West’s simplification of a Muslim...
4) 3.46 > 4.18 : Tahara defines herself as a ...
a Glaswegian Pakistani teenager girl of Muslim descent / supports the Glasgow rangers / in a Catholic school
Ae Fond KissChapter 1 / Opening credits ( > 4.52)
PART 2 : TAHARA’S SPEECH ( 2.47 > 4.52 )
Listening comprehension : Making sense by linking keywords when knowing about a cultural background
5) 4.18 > 4.52 : Outside the school grounds
- What can you see and hear ? commotion in the street outside the school / schoolmates have taken Tahara’s bag / shouting insults at her (“Paki”)
- Who’s here waiting for Tahara ? So ? the DJ / same family / brother
Now let’s rephrase and summarize Tahara’s speech using notes only.
Ae Fond Kiss
Une séquence de Géographie/ECJS en Seconde
Géographie : Plus de 6 milliards d'hommes(Opening Credits and Chapter 1)
ECJS : Citoyenneté et Intégration(Opening Credits, Chapters 1 and 8)
Ae Fond Kiss
Objectifs de la séquence de géographie
- les migrations internationales : une des dynamiques du peuplement mondial
- la question des frontières au coeur de la géographie
Ae Fond Kiss
Objectifs de la séquence d'ECJS* Construire la notion d'intégration
(= toutes les formes de participation à la vie collective par l'activité, le respect de normes communes, les échanges avec les autres, les comportements familiaux, religieux et culturels. Document d'accompagnement 1999)
* Réfléchir sur les représentations qui lient immigration et intégration
Ae Fond Kiss
Anticipation ECJS
Brainstorm
Integration
Ae Fond Kiss
Objectifs Anticipation ECJS
* Mobiliser du vocabulaire dans la langue étrangère sur
immigration/intégration/citoyenneté
* Introduire la notion d'intégration
* Faire émerger les représentations
Ae Fond Kiss
ECJSA partir du travail proposé par Liliane Leroy et de l'anticipation
* Demander aux élèves s'ils pensent que Tahara est intégrée
* Faire repérer tous les éléments qui montrent que Tahara EST intégrée dans la société britannique
(ex : maîtrise de la langue et accent glaswégien, supportrice de football, vêtements, aspirations de n'importe quelle ado de son âge, volonté d'indépendance, volonté d'échange, recul critique sur les questions identitaires, ordre dans lequel elle se définit, féminisme...)
Ae Fond Kiss
ECJS
DEBAT
Préparation au débat : Demander aux élèves (à partir des notes prises en cours, du travail fait sur Tahara et du résumé du film) de repérer les éléments de réponse à la question :
Les parents Khan sont-ils intégrés dans la société britannique?
Ae Fond KissDEBAT ECJS
Les parents Khan sont-ils intégrés dans la société britannique?
* Reprendre la structure des débats en langue étrangère- 2 équipes de 4 élèves- durée : 20 minutes environ (+ temps de préparation réduit ici)- 1 élève de chaque équipe introduit le débat et la position de son équipe (consigne :
définir la notion d'intégration)- les 2 équipes échangent leurs arguments- 1 élève de chaque équipe conclut (après qq minutes de préparation)Critères d'évaluation : qualité et variété des arguments, prise en compte et réfutation
des arguments adverses, courtoisie et combativité, répartition de la parole dans les équipes, réinvestissement du vocabulaire acquis lors des phases antérieures de la séquence...
* Faire participer les élèves « spectateurs »
- Des « journalistes » qui doivent poser au moins une question à l'une des équipes à l'issue du débat- Les autres doivent produire une synthèse.
Ae Fond Kiss
ECJS
IMMIGRATION POLICY IN BRITAIN A NEW TEST FOR IMMIGRANTS
* Diviser l'article en petites parties* Diviser la classe en paires : chaque élève doit
expliquer à son binôme ce qu'il y a dans son texte* Synthèse orale et débat
Ae Fond Kiss
ECJSprolongements possibles
* le vote des immigrés - Débat : Should immigrants be allowed to vote?
* CO Being British (Students talk about being British, New Standpoints, 2006-2007)
Ae Fond Kiss
Anticipation Geography
A disputed border : Kashmir
Ae Fond Kiss
Anticipation Geography
DNL Textbook Seconde Hatier p. 74Text : Kashmir, a divided territory
Map : Jammu and Kashmur area (+map of Indian subcontinent)
Ae Fond Kiss
Opening Credits + Chapter 1
International migrationsCase study : Immigration in the UK
Where do migrants come from?Where do migrants settle?
Push and Pull factors
Ae Fond Kiss
Case study : Immigration in the UKDNL Textbook Seconde p. 73
Ae Fond KissUrban borders
Site internet du Guardian (http://www.guardian.co.uk/flash/0,,1690291,00.html)
Ae Fond Kiss
Map of World migration flowsDNL Textbook Seconde Hatier p. 72
Host countries/Emigration areasPush and Pull factors on a world
scale
Ae Fond Kiss
Map of World migration flowsDNL Textbook Seconde Hatier p. 72
Ae Fond Kiss
Evaluation : HSBC Advert
Ae Fond Kiss
Evaluation : HSBC Advert
1. Introduce the document.
2. Explain the reasons why the people featured in this advert might have emigrated to Britain.
3. Which ethnic groups present in great numbers in Britain are not featured in this advert? Why?
4. In what ways is this advert representative of the globalisation process?