Learning Objectives

• To use the content and tone of text in order to work out whether Dickens was a supporter or critic of the workhouse system.
• That films offer different interpretations through their use of action, colour, music, etc.
• That interpretations differ because of their purpose, audience and the context in which they were produced.

 

Possible Teaching Objectives

Introduction to Charles Dickens and Oliver Twist

• Display an image of Charles Dickens (one is listed in the resources column)
• Ask pupils who was he? What did he write about?
• On the board show pupils the original picture from the cover of Oliver Twist listed in the resources column. Pupils analyse the image to see what it suggests about the life of poor children in the workhouse. Pick out all the details of the effects on children. (Note: there are negative and positive aspects. Importantly they have shoes on, which they don't in the film). Ask pupils do you think the book supports or criticises the workhouse system?
• Ask pupils to read an extract of the novel listed in the resources column (including the "Please Sir, I want some more" section.) and further decide if Dickens was a supporter or a critic of the workhouse system. Lead a class discussion posing the following questions: what language/content is there to give us clues to whether he was a critic or a supporter? Is it accurate? How much is ‘evidence' and how much is ‘imagination'? So, is Dickens a good witness of life in the workhouse? Why has he represented it this way? What was the PURPOSE of the book? Who was it for? This discussion can be structured by annotating the text on display. Down one side of the text, highlight words in one colour that show he is a critic. Down the other side of the text in another colour, note words that repeat details of the workhouses that pupils have already studied.

 

 

• Ask why Dickens has left out the positive aspects of the workhouses?

Oliver Twist on film

• Tell pupils in groups that there have been many films have been made about Oliver Twist and that they are going to examine how some portray life in the workhouse and try and find out why the way workhouses are shown has changed over time. First, play the ‘Food, Glorious Food' song without the image from Oliver! the musical. Pupils think about how this film might portray the workhouse. What is the mood? How does it make you feel? What are they singing about and why? What do you think the film will show?

• Pupils analyse the "Please, Sir, I want some more" section of Oliver! (1968). Lead a class discussion on what does it suggest about what it was like? How has the director given us this impression? How does it compare to what we know/book? So is it EVIDENCE or IMAGINATION - does the film reflect reality? Begin to consider why might it be different? Why was it made? Ask pupils to record their answers detailing what impression the film gives and how it gives it.

• Repeat the above activity for the other film, Oliver Twist (1948). Careful analysis is required to help see differences in colour, characters, costumes, props, action, camera angles, etc. Consider if they are sad, jocular, gloomy, etc. - possibly use vocabulary cards to help their analysis.

Plenary discussion: How are the films different? How do they compare to what we know from the sources? How do they compare to the original book? Why might this be?

 

 

 

Why have the film interpretations changed over time

• From the resources column give out cards to each group containing information on each film. These cards use three factors to explain why the films say slightly different things about Oliver's experiences in the workhouse: context in which they are produced, e.g. in the aftermath of the second world war purpose of the film, e.g. to entertain and to make money intended audience. Pupils have to match up the three cards to each of the three films using their knowledge of what they say/how they say it.

• Lead a class discussion on which cards fit under which column for each film. Download copies of the film grid blank template listed in the resources column for pupils to arrange the cards on. There are also three cards for a film not yet seen or that does not exist. Ask students to place these under ‘Film?' on the grid. (The answers to the card sort are listed in the resources column under "complete film grid template")

 

 

Lead a class discussion focusing on why the film suggests different things about life in the workhouse. Finally, discuss why there are three cards that do not match either of the films. These relate to a different type of interpretation that is required for a different purpose and audience...

 

Learning Outcomes

• Use the language, content and tone of Oliver Twist to explain Dickens' viewpoint.
• Analyse the content and direction of film clips and describe the differences between them in the way they portray life in the workhouse.
• Use information about context, purpose and audience in order to explain why there are different views of life in the workhouse.
• Analyse the content and direction of film clips and describe the differences between them in the way they portray life in the workhouse.
• Use information about context, purpose and audience in order to explain why there are different views of life in the workhouse.