“The Scarecrow“-Project

Teaching Media Literacy Using Online

Commercials

"Come with us and you'll be in a world of pure imagination.

With an ad made for you by a giant corporation."

Maurus Müller and Maria Springer

Students at the University of Augsburg

This project uses the online commercial

The Scarecrow from the restaurant

chain Chipotle Mexican Grill to enable

students to analyze, evaluate and create

marketing techniques in video clips. It is

most appropriate for students in grade

10 or above in high school (Gymna-

sium). The project requires at least 6

lessons and includes presentations of

the students’ results. These can serve as

an assessment which can also be graded

on the basis of the presentation and a

handout.

Rationale

Today’s students are more connected

online than any other generation before

them. They are constantly indulging in

online media content and spend a big

amount of their free time using the web

for communication, information and en-

tertainment via various devices (see

JIM-Studie; Feierabend 2014). Nowa-

days advertising strategies increasingly

use these online channels and social net-

works, such as facebook, youtube and

twitter, to reach this generation. There-

fore, teaching media literacy is getting

more important and the almost unlim-

ited access to online content in various

languages is a great way to address this

matter also in the foreign language

classroom. Moreover, engaging with

online video material is part of students’

daily life and something they enjoy do-

ing.

Preconditions

In order to carry out this project in the

best way possible students need to fall

back on their prior knowledge with re-

gard to working with video material and

commercials. By grade 10 in Bavarian

secondary education they should al-

ready have acquired some basic media

literacy in various subjects and grades

(e.g. see Bavarian curriculum for the

Gymnasium grade 9 German section D

9.5: Medien nutzen und reflektieren or

8th grade Social Studies section SkWSG-S

8.2 Jugendliche Lebenswelten: Kinder

und Jugendliche als Adressaten von

Werbung (BStMUK und ISB)

Working in groups, preparing a presen-

tation as well as creating a commercial

requires some practice and should have

been done at least once before. If the

student have not recorded and cut a film

previously, it can be useful to arrange

enough time for an introduction into the

required tools. And if the teacher de-

cides to grade the presentation and the

handout, this should be made clear from

the beginning. It is essential that the stu-

dents are familiar with open and self-

regulated learning as well as (self-)eval-

uation because they will have to work

independently, organize and monitor

their work and progress.

This project demands good planning

and preparation and is based on the us-

age of several media. In addition to

work sheets and a black board, the fol-

lowing materials/media are needed:

- Projector

- Speakers

- Internet access + Computer + Ac-

cess to editing software (if needed)

- Video recording device

This project would best fit into the syl-

labus under Umgang mit Texten und

Medien but also contains aspects of

Lernstrategien und Methoden selbstän-

digen Arbeitens as it requires a high

level of self-responsibility. Both of

them can be found in grade 10 as well

as in grade 11 and 12 (Staatsinstitut für

Schulqualität und Bildungsforschung

München 2013).

Objectives

The main objective of this project is to

improve students' media literacy by in-

troducing them to current (online) ad-

vertising strategies based on (trans-

media) storytelling and customer

engagement. In the end, students should

be able to apply and critically reflect

upon these strategies and be aware of

Image 1: The Scarecrow

the power of stories, images and music

to appeal to our emotions and thus to in-

fluence our perception, decisions and

actions.

The minor learning objectives include

global learning (basic values, dangers

and opportunities: see Thaler 2008)

which, in this case, includes knowledge

about and reflection upon current food

production, factory farming and envi-

ronmental issues.

The main focus of the project is on

meaning and not form, since English in

this case serves students as a tool for

task-based (language) learning. How-

ever, they naturally acquire and expand

vocabulary concerning the contents of

the lessons. Furthermore, students have

the chance to practice and improve the

four basic competences (reading, listen-

ing(-viewing), speaking, writing) at

various times and in various ways

throughout the whole process. Working

in groups or with partners as well as pre-

paring and giving a presentation should

enable students to develop their social

and organizational competences as well

as their presenting skills.

The Clip: Background Information

“The Scarecrow” is an online clip pro-

duced by the restaurant franchise

Chipotle Mexican Grill, Inc. It was re-

leased in 2013 and criticizes industrial

food production. The restaurant chain

promises high standards for ingredients

used in their branches under the com-

pany philosophy “Food with Integrity”.

These include animal welfare, a prefer-

ence for organic and locally grown in-

gredients and fair treatment and pay-

ment of suppliers and employees (Edel-

mann 2014). At the center of “The

Scarecrow” campaign is a free, arcade-

style adventure game for the iPhone and

iPad, supported by an animated short

film of the same name and its making-

of. The soundtrack of the short film,

Fiona Apple’s interpretation of the song

Pure imagination from the movie Willy

Wonka and the Chocolate Factory, con-

tributed to the big success of the clip in

the US. The film and game were pro-

duced by the Academy Award winning

Moonbot studio and it is very entertain-

ing (Nudd 2013). The clip practically

lacks an advertising character, because

the brand disappears behind the story

and remains so far in the background

that most viewers will not realize until

the end that what they have just watched

was a commercial. Because it seems ra-

ther like a very short Hollywood pro-

duction than an advertising campaign,

many consumers engage themselves

further with the brand in the same way

they would with other pieces of enter-

tainment used and explored in their free

time. The comedy video website Funny

or Die produced a parody of “The

Scarecrow”, which was released just a

week after the original (Weiss 2013,

n.p.). They simply put different lyrics to

the film so that its soundtrack remains

the same but is now called Pure Manip-

ulation instead of Pure Imagination.

Besides adding subtitles to the song the

makers also inserted captions, com-

ments and highlighted psychological

marketing strategies like priming and

how the movie strongly appeals to the

viewer’s emotions. The parody re-

proaches Chipotle for manipulating the

audience. Both the original clip and the

spoof will be at the center of the project.

Lesson Plans

This project is designed for at least 6

lessons divided into 45-minute sections,

so it does not matter whether the teacher

disposes of single (45min.) or double

(90min.) lessons. Work sheets 1.1 to 1.3

can be found at the end of this docu-

ment, but all of them can be down-

loaded separately.

Explanation of abbreviations:

Interactive Pattern (IP)

IW: Individual work

PW: Pair work

GW: Group work

CD: Class discussion

Lesson 1

The first lesson functions as an intro-

duction to the topic. The aim is to create

an awareness of how commercials work

and what they intend to do. This lesson

also focuses on the content that is repre-

sented in “The Scarecrow”.

Dur.

Content SF Media

4 min.

Silent im-pulse: show-ing the clip

Projec-tor,

speakers, playback

device

5 min.

De-Briefing: Event-Emo-

tion-Diagram

IW Work sheet (1.1)

8 min.

Listening(-viewing) com-

prehension

IW CD

Work sheet (1.2)

8 min.

Questions on the intentions

of the com-mercial (Q1)

PW CD

Black board

12 min.

Understand-ing the con-

tent

PW Work sheet (1.3)

8 min.

Presentation and discus-

sion of results

CD Projector

Following the uncommented showing

of the clip (silent impulse), students are

supposed to briefly express their

thoughts on the clip on the basis of the

diagram they filled out beforehand. Af-

terwards they will have a closer look at

the lyrics of the song (work sheet 1.2).

The following task on this work sheet

can be left out or changed if the majority

of the class is not at all familiar with

Willy Wonka and the Chocolate Fac-

tory. Nonetheless, to also include inter-

cultural learning, the teacher can briefly

give some information about the genre,

the story and its significance in Ameri-

can culture, so the students can think

about different cultural perceptions of

the clip by contrasting American and

German viewers. It could also be done

as a follow-up session at the end of the

project.

Possible questions (Q1):

The questions should be discussed in

partner work before writing them in bul-

let points on the black board. The fact

that the video clip is a commercial

should not be mentioned:

Who made the video and why?

Who is the target group?

What would you tell other people about

this video clip?

Lesson 2

Dur.

Content SF Media

5 min.

Class survey about rela-

tion towards commercials

(Q2)

IW Black board

8 min.

Introduction to group pro-

jects

32 min.

Students work on their

project

GW Internet ac-cess, com-

puter, presenta-tion work

sheets (group 1-5)

Homework: Finishing presentation

The second lesson considers every stu-

dent’s personal thoughts about commer-

cials. Afterwards they are introduced to

the different group projects which

should be elaborated in groups of 4-5

students. There are five different topics

for the students to choose from, so eve-

ryone should get the chance to work on

something they are interested in:

Storytelling in advertising

Music and lyrics

Transmedia in advertising

Reception of and reactions to “The

Scarecrow” campaign

Video analysis: Picture and scenes

Every group gets an information sheet

with links, questions and texts concern-

ing their topic. Students do not have to

consider every suggestion and question

on the sheet, but it should serve them as

a point of reference to start their re-

search and structure their presentations.

Due to copy right restrictions only the

sources of the texts, tables and figures

are included on the information sheet. It

is advisable to make these sources ac-

cessible to students beforehand.

Every group has the responsibility to in-

form their classmates about their find-

ings and share the most important in-

sights and vocabulary they have ac-

quired.

The time provided during the lesson

will not suffice, so each group has to

finish their presentation at home. Thus,

it would be best to schedule lesson 2 be-

fore the weekend or with one or two

days in between English lessons to give

students enough time to finish and re-

hearse their presentations.

Possible questions (Q2):

Questions for a class survey on how the

students react to commercials. The re-

sults should briefly be written on the

black board.

1. Do you switch the channel during a

commercial break? Why?

2. Do you block ads in your browser?

Why?

3. Which commercial do you remem-

ber best?

4. What kind of commercials do you

like/hate?

5. Do you know any English commer-

cial? Which?

Lesson 3 and 4

The students give their presentations on

the topics they have worked on. The

other students in the classroom have the

responsibility to give constructive feed-

back.

Dur. Content SF Media

20 min.

Presenta-tion 1

Projector, play-back device etc.

2,5 min.

Feedback CD

20 min.

Presenta-tion 2

Projector, play-back device etc.

2,5 min.

Feedback CD

Lesson 5

The last presentation should be finished

in the fifth lesson before the teacher in-

troduces the next task. With a deeper

knowledge of filming techniques, ad-

vertising strategies and the use of music

the students have the possibility to ap-

ply what they have learned to create

their own commercial. It should not be

longer than 30 seconds and it should be

age and school appropriate.

Dur. Content SF Media

20 min.

Presenta-tion 5

Projector, playback

device etc.

2,5 min.

Feedback CD

22,5 min.

Conditions and re-

quirements for making a commer-

cial

Homework: Recording and editing commercial

During the lesson they have time to plan

what they want to advertise for and de-

velop a very short storyline for how they

want to advertise it. The recording and

editing of the commercial should be

done as a homework. Again it would be

advisable allow for enough preparation

time in between English lessons if pos-

sible. This lesson plan proposes that the

students work in the same groups as be-

fore. However, the teacher is free to

choose if he wants them to work in new

groups.

Lesson 6

The last lesson leaves enough time to

watch the commercials created by the

students and to give feedback, on con-

tent, techniques and creativity. Addi-

tionally, the class can vote for their fa-

vorite commercial. The last part is a re-

flection on and evaluation of the whole

project involving the methods used, the

learning progress and the teacher’s role

as “guide on the side” throughout the

tasks. To properly end the project, it

could be nice to reward every group for

their effort and publish the results e.g. at

school for others to see, if copy-right re-

strictions, content, students and parents

allow it.

Dur. Content SF Media

30 min.

Presentation of commer-

cial and feed-back

CD Projector, playback

device

15 min.

Reflection on the whole

project

CD Reflection sheet

Conclusion

The overall objective of this project is

media literacy regarding online com-

mercials by means of different ap-

proaches and methods. The freedom of

choice is given deliberately to the stu-

dents and they can decide how they pro-

cess and present their group work. In

this context, feedback given by the

teacher and the classmates has an im-

portant function as it strengthens sev-

eral competences such as self-compe-

tence and social competence. Clear in-

structions allow the students to work on

their own but also provide them with the

necessary structure. Several phases of

(self-)reflection and feedback through-

out and at the end of the project should

teach students to be constructive and

make them aware of their individual

progress.

Bibiography:

Edelmann, Richard (2014): The Cannes Lion for

PR Is Home at Last. Edelmann.com. <http://www.edelman.com/p/6-a-m/cannes-lion-

pr-home-last/> (13/08/2015)

Feierabend, Sabine et al. (2014): JIM-Studie

2014. Stuttgart: Medienpädagogischer For-

schungsverbund Südwest.

<http://www.mpfs.de/fileadmin/JIM-pdf14/JIM-

Studie_2014.pdf> (18/08/2015)

“Honest Scarecrow” (2013): Funnyordie.com.

<http://www.funnyordie.com/vid-

eos/da66b8f1aa/honest-scarecrow> (13/08/ 2015)

Nudd, Tim. (2013): Ad of the Day: Chipotle

Makes Magic Yet Again With Fiona Apple and a

Dark Animated Film. Adweek.com.

<http://www.adweek.com/news/advertising-

branding/ad-day-chipotle-makes-magic-again-

fiona-apple-and-dark-animated-film-152380>.

(13/08/ 2015)

Staatsinstitut für Schulqualität und Bildungsfor-

schung München (2013): Fachprofil Englisch.

Isb.bayern.de. <https://www.isb.bayern.de/schul-

artspezifisches/lehrplan/gymnasium/fachprofil-

ebene-2/englisch-erste-fremdsprache/309/>

<http://www.isb-gym8-lehrplan.de/conten-

tserv/3.1.neu/g8.de/index.php?StoryID=26241>

(18/08/2015)

---. <http://www.isb-gym8-lehrplan.de/conten-

tserv/3.1.neu/g8.de/index.php?StoryID=26261>

(18/08/2015)

Thaler, Engelbert (2008): Challenges: Gender

matters - exploring male-female relationships“.

Paderborn: Schöningh

“The Scarecrow”. Vimeo.com.

<https://vimeo.com/87167186> (13/08/2015)

Weiss, Elizabeth (2013): What Does ‘The Scare-

crow’ Tell Us About Chipotle? In:

Newyorker.com.

<http://www.newyorker.com/currency-tag/what-

does-the-scarecrow-tell-us-about-chipotle>

(13/08/2015)

Worksheet 1.1: Emotion Diagram Draw a line into this graph which shows how you felt while watching the clip. The pictures serve as an orientation for the different scenes and for how much space you need.

Worksheet 1.2 Fiona Apple’s interpretation of the song “Pure Imagination” (from the 1971 movie Willy Wonka & the Chocolate Factory)

1. Listen to the song and fill in the missing words

Come with me and you'll be

In a world of pure imagination _____________ a look and you'll see

Into your imagination

We'll begin with a spin Traveling in a world of my _____________

What we'll see will _____________ explanation

If you want to _____________ paradise Simply look around and view it

Anything you want to, do it Want to change the world?

There's _____________

There is no life I know

To _____________ with pure imagination Living there, you'll be free

If you _____________ wish to be

If you want to view paradise Simply look around and view it

Anything you want to, do it Want to __________________________?

There's nothing to it

2. In the US the movie Willy Wonka & the Chocolate Factory is very famous, especially with children. You might know the remake of 2005 starring Johnny Depp. Most American listeners will recognize the song and associate it with the movie. Briefly discuss (5 min.) the following questions with your neighbor: a) What kind of movie (genre) is Willy Wonka & the Chocolate Factory? b) How does the song relate to the content of the movie and the clip? c) How might an American react to the song in the clip compared to a German viewer?

Worksheet 1.3: Metaphors in the Clip The Video „The Scarecrow“ is full of metaphors. What do you think these pictures from the clip represent in the real world? Please write down your thoughts. 1.

__________________________________________

__________________________________________

__________________________________________

2. __________________________________________

__________________________________________

__________________________________________

3.

__________________________________________

__________________________________________

__________________________________________

4. __________________________________________

__________________________________________

__________________________________________

5. __________________________________________

__________________________________________

__________________________________________

6. __________________________________

__________________________________

__________________________________

The Scarecrow Project - Reflection Sheet

Please answer the questions below. 1. Which part of the project did you most enjoy?

O Analysis of the commercial in the classroom O Group work on your project O Presentation of your project O Creating your own commercial

2. What was the most challenging part of this project for you?

__________________________________________________________________________________

__________________________________________________________________________________

3. What did you learn with this project (grammar, vocabulary, presentation skills, working in a team etc.) and how?

__________________________________________________________________________________

__________________________________________________________________________________

4. The work load during this project was…

O overwhelming O heavier than usual O regular O easy

5. Has your opinion towards commercials changed? If yes how?

_______________________________________________________________________________________

_______________________________________________________________________________________

6. What is something the teacher could have done to make this project better?

_______________________________________________________________________________________

_______________________________________________________________________________________

7. After seeing the commercial and considering all the information provided by your class mates would

you choose Chipotle Mexican Grill over other fast food restaurants in your town?

O Yes O No Why?___________ __________________________________________________

8. Which grade would you give your own team considering the following aspects?

a) Cooperation and Teamwork (agreement, division of work load, etc.)

1 2 3 4 5 6

b) Presentation and Handout

1 2 3 4 5 6

c) Outcome of commercial 1 2 3 4 5 6

Group 1: Storytelling in advertising  

Almost every commercial or ad tells a story of some kind. Find out how storytelling is used in advertising and give a presentation of about 10 ‐ 15 min. The links, questions and texts on this sheet will help you to start your research and structure your presentation. Try to apply your findings to “the Scarecrow”‐clip and present them to your class mates in an interesting and comprehensive way. Create a one page handout with the most  important information for your fellow students.  1. Look up the terms “branding” and “advertising” in a monolingual dictionary and find out 

what the difference is.   

2. Read the definition of “brand” in Storytelling (page 22) and have a look at the graph on page 24 of Storytelling (Source: Fog, Klaus et al. (2010): Storytelling: branding in practice. Heidelberg: Springer)  

3. Why do companies use stories to advertise?  

This video may give you some answers: https://www.youtube.com/watch?v=DGeTUwKNNnI 

Skim the pages 32 ‐ 46 in Storytelling for the gist of storytelling for advertising purposes.  

4. Apply “the Fairytale Model” (Fog 40 ‐ 43), which was inspired by Greima’s actant model to “the Scarecrow” commercial in the same way that it was adapted to Nike.  

5. Read the article about priming in advertising:  http://psychedideas.blogspot.de/2012/01/priming‐in‐advertising.html  

6. Watch “the Scarecrow” again and take a look at other commercials that disguise their advertising purposes behind a story and high‐quality film productions including making‐offs and behind‐the‐story features. Do they use priming?  Chipotle: Back to the start campaign: https://www.youtube.com/watch?v=aMfSGt6rHos 

Sainsbury Christmas Campaign: https://www.youtube.com/watch?v=NWF2JBb1bvM 

Airbnb – wall and chain: https://www.youtube.com/watch?v=BpAdyFdE3‐c  7. Reflect upon how stories can play with our emotions and maybe deceive us. Think of advertising 

campaigns in your town that use this strategy to appeal to customers.  

         

Possible Solution for number 4:   

The fairy tale model applied to Chipotle’s “The Scarecrow” Benefactor 

 Chipotle 

 

Goal

Promotion of organic and small‐scale farming 

 

Beneficiary 

 Animals, environment and farmers and thus the people 

  

 

Support

 The Scarecrow’s empathy and ability to see the misery of the animals and its courage to 

make a difference 

Hero

 The Scarecrow 

 

Adversary 

 Crow Foods Inc.  

Exploiting animals and the environment while keeping up a façade of responsible and 

natural farming 

 

Group 2: Music and Lyrics  

Music and  lyrics both support a commercial and structure the narrative or tell a narrative themselves. A brand´s value can be enhanced by the connection to music and there is basically no commercial that does not make use of music. Music and lyrics can alter the meaning and transfer a specific characteristic connoted to certain types of music.  Find out what kind of impact the choice of music and lyrics on the consumer has by comparing the original version with the “honest” version. The questions on this worksheet help you to get started: Be ready to give a presentation of about 10‐15 minutes in which you present your results to the rest of the class.   

1. Watch the “honest” version of “The Scarecrow”. You find the lyrics of both versions on this worksheet. https://www.youtube.com/watch?v=y8R4dvZJ9Ck 

 2. How are the three components (music, lyrics and video) combined? Do they illustrate, emphasize or 

contradict each other?   

3. What do you think are the intentions of the music and lyrics in the original version compared to the “honest” version?  

4. How do music and lyrics affect the topics addressed in this article? http://www.newyorker.com/business/currency/what‐does‐the‐scarecrow‐tell‐us‐about‐chipotle 

  

Original Version  

Come with me and you'll be In a world of pure imagination Take a look and you'll see Into your imagination 

 We'll begin with a spin 

Traveling in a world of my creation What we'll see will defy explanation 

 If you want to view paradise Simply look around and view it Anything you want to, do it Want to change the world? 

There's nothing to it  

There is no life I know To compare with pure imagination 

Living there, you'll be free If you truly wish to be 

 If you want to view paradise Simply look around and view it Anything you want to, do it Want to change the world? 

There's nothing to it 

Honest Version  

Come with us and you’ll be In a world of pure imagination 

With an ad made for you By a giant corporation 

 We’ll begin; drop you in 

To a great high‐budget animation What you’ll see will be pure manipulation. 

 This is just a way to advertise Open up your heart and use it Look at that sad face and FEEL it 

If you want to cry… Here’s where you…do it. 

 We can say what we want 

In our world of pure imagination. Just pretend we’re your friends. It’s what we want you to believe 

 This is just a way to advertise Open up your heart and use it 

We control the message cleverly We can hide the truth There’s nothing to it. 

 Just engage with our brand 

And make sure you follow us on Twitter.  

Inside your brain. Download our game. Engage our brand. This is our name. 

 

Group 3: Transmedia in Advertising  

Most companies make use of online social networks (twitter, facebook, etc.) and engage with the customers on  various media  outlets.  Find  out  how  these  transmedia  strategies  are  used  in  advertising  and  give  a presentation of about 15 ‐ 20 min. The  links, questions and texts on this sheet will help you to start your research and structure your presentation. Try to apply your findings to “the Scarecrow”‐project and present them to your class mates  in an  interesting and comprehensive way. Create a one page handout with the most important information for your fellow students.  1. Find out what Transmedia is. This link will be useful: 

http://henryjenkins.org/2007/03/transmedia_storytelling_101.html  

2. Skim the article “Searching for the Origami Unicorn” by Henry Jenkins (p. 93  ‐ 130): Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York et al: New  

York UP, 2008.  3. Find out which media‐outlets are used by Chipotle and other big, international companies. 

How can/do people engage with the companies and brands? What do you think about these possibilities?  

4. Play “The Scarecrow” game and see how it adds to the story of the clip. What is gamification? Are there strategies used within the game that make you want to go to a Chipotle restaurant or engage further with the brand?  

5. Rate the game and find out if other (German) companies use games to engage people with their products and services.  

 6. Think about the consequences (advantages and disadvantages) of transmedia advertising for the 

consumer. Do you think through that the customers have more influence on the company or the other way around? See if you can find articles about this matter in (online) English newspapers. Here are two suggestions.  

https://hbr.org/2011/12/know‐what‐your‐customers‐want‐before‐they‐do/ar/1 

https://epic.org/privacy/profiling/  

   

Group 4: Reception of and reactions to “The Scarecrow” campaign  “The Scarecrow” video as well as its spoof (“The Scarerow ‐ honest version”) sparked a lot of discussion and media attention. Find out about how it was received by the consumers and the media as well as reactions by other parties to the project. Give a presentation of about 15 ‐ 20 min about your findings. The links, questions and texts on this sheet will help you to start your research and structure your presentation. Try to present your conclusions to your class mates in an interesting and comprehensive way. Create a one page handout with the most important information for your fellow students.  1. Watch this video to get an overview: https://www.youtube.com/watch?v=1YyKACxWvcw 

 2. Search the web for articles, videos and comments about the campaign and the spoof. Based on your 

findings, do you think that Chipotle profited from the attention or did it cause harm to their image?  

3. What information can you gather about how Chipotle reacted to the spoof? Is the spoof’s criticism justified? What can you find out about what the company actually does/did to live up to their campaign.  What are your opinions?  

4. Can you think of examples where commercials or advertising campaigns caused a vast political and social discussion (maybe even in your hometown)? Find out more. 

  

Group 5: Cinematic Techniques  

A  successful  commercial  requires  different  techniques  that  must  be  used  in  the  right  order.  The professionalism in the advertising sector is in no way inferior to the film industry. The “honest” version of “The Scarecrow” also draws the attention to the use of different cinematic techniques and how they are applied. Find out what kind of techniques are used in the video clip and why. Give a presentation of about 15  ‐ 20 min about your  findings. The  links, questions and  texts on  this  sheet will help you  to  start your research  and  structure  your  presentation.  Try  to  present  your  conclusions  to  your  class mates  in  an interesting and comprehensive way. Create a one page handout with the most  important  information for your fellow students.  1. Watch the “honest” version of “The Scarecrow”. Pay attention to the depiction of certain aspects. 

https://www.youtube.com/watch?v=y8R4dvZJ9Ck  2. What is the purpose of the used techniques? Look up the terms in Teaching English with Films by 

Engelbert Thaler (p. 38‐39). See below.  

3. What kind of shots are used to capture the atmosphere or to portray the characters?  

4. Is the background important? If yes, why?  

5. Does the use of contrast create mood or intensity?  

6. How are colors used in the video clip?