Questions to answer when viewing/reading texts:
How does viewing this text through a child’s perspective change the way we experience it? Explain using an example from the text.
- Changes the way we experience things, adults have ´fewer emotions´, they hide their emotions more. The movie would be more in-depth. not as much experience as an adult, kids are more innocent and impressionable.
How would this text be different if it were told from the perspective of an adult? How would the audience’s experience be different?
How would this text be different if it were told from the perspective of an adult? How would the audience’s experience be different?
- it was based on an adult or from an adults perspective, you would see the movie completely different. There would be more secrecy, darker and potentially more serious. the adult would show a darker side of the nazis (depending whos perspective it is).
Why did the filmmaker or author decide to tell this story from a child’s perspective?
Why did the filmmaker or author decide to tell this story from a child’s perspective?
-This is so they could show multiple sides and how easily children are influenced. Also to show a happier, lighter side.
How are children represented in the text? How are adults represented in the text?
How are children represented in the text? How are adults represented in the text?
- The children are shown as happy, young, impressional kids. The adults are represented as serious, responsible and not comedic.
Does imagination help the young hero to cope? How so? Provide an example.
- In the movie Jojo Rabbit, Jojo (the main character) has an imaginary from whos was Hitler. Hitler basically told Jojo what to do. This had its pros and cons, the pros were that Jojo made friends and was more adventurous. the cons were that Jojo ´became´ a nazi.
Does this text connect in any other ways to the other texts you have read/viewed? How so? Provide evidence and explain.
- I'm not sure.
- I'm not sure.
Good work, very well written but look out for your spellings.
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