Character analysis: using an actor’s words and actions in a learning context
By Scott Granville
When watching a TV series or a movie, we often find ourselves drawn towards a particular character, whether protagonist or antagonist, lead actor or supporting cast member. It may be that we feel aligned to their journey due to a similar lived experience, or compelled to root for their success or failure based on the actor’s ability to deliver a memorable performance.
Whatever the reason, this connection produces a level of engagement between viewer and narrative that can be developed into a learning opportunity. And one path to build on this heightened viewer (learner) interest is through character analysis activities.
Character analysis in an English language learning context can be presented in a number of ways ranging from simple descriptive and remembering activities through to challenging tasks that require critical thinking and evaluation.
Over a series of posts, I will discuss some different activities that teachers may find beneficial as starting points for lessons on character analysis.
Background
The 3-stage example presented here focuses on Jimmy Fortune – the main character from our Fortune drama series. The activity sequence would suit learners at a B2 (CEFR) level or above and includes a scene from Episode 3 of Fortune.
Click on the link to watch: https://vimeo.com/671328077
Introduction
For this lesson to work most effectively, the viewer (learner) will have already watched the opening two episodes of Fortune. That background knowledge of the narrative provides important contextual information and a framework for the character’s description (physical), interactions with other characters (relationships), and motivation(s).
Step 1: Establish prior knowledge
Before watching the short clip from episode 3, ask students to create a character inventory for Jimmy Fortune. What do they know about him up to this point, including physical description, emotional traits, and relationships with other characters. How would they describe Jimmy to another person? What has motivated him to make the choices he has made in the first two episodes?
This step allows learners to use recall and reflective processes to form a character profile.
Step 2: Compare to current actions
Now learners watch the short clip which has been specifically chosen as it is the first time that Jimmy shows a softer side to his character, one that hints at having a sense of humour. It also reveals that Jimmy has the ability to trust, something that up to this point in the narrative has remained unknown.
Learners are now asked to revisit and re-evaluate their character profile. What new information have they learned? What modifications would they make as more of Jimmy’s character is shown to the audience?
Step 3: Discuss and review
In the third step, learners work with a partner (or in a small group) to discuss the two stages of Jimmy’s character development. The parameters of how this information is communicated will be dependent on time and environment but ultimately the goal is for learners to actively produce their findings and respond positively within the prescribed setting.
Finally
What I’ve found (from an anecdotal perspective) in using dramatic series as a learning tool is increased engagement with the content leading to a higher level of participation in idea sharing.
There is a wealth of potential in using character analysis in the English language learning environment. In future posts, I will look at similar lesson ideas for lower level learners including more descriptive-heavy devices as well as expanding on some of the concepts briefly introduced here.