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• W117662858 abstract "Abstract In 2008 the New South Wales Board of Studies included Hayao Miyazaki's film Spirited Away as the prescribed text for the Higher School Certificate Japanese Extension course. A study of the film in this context requires students to engage with the text in three distinct ways: through language, cultural symbolism and relevance, and detailed analysis of cinematic devices. This article presents a critical analysis of the prescribed extracts to provide teachers and students with a sound technical understanding of the cinematic devices used to create and communicate meaning. This analysis will sit alongside an exploration of aspects of Japanese language and culture to create a rich understanding of the issues prescribed by the Board of Studies. Keywords Hayao Miyazaki, HSC, Japanese Extension, anime, critical analysis, film techniques, cinematic devices [ILLUSTRATION OMITTED] Introduction In 2008 the New South Wales Board of Studies included Hayao Miyazaki's film Spirited Away as the prescribed text for the Higher School Certificate Japanese Extension course from 2009 to 2013. At the same time, the revised syllabus required teachers and students to conduct a detailed critical analysis of extracts from the prescribed text and, through this, to explore a set of prescribed issues. A study of Spirited Away in this context requires students to engage with the text in three distinct ways. A student must demonstrate: proficiency in the Japanese language, a clear understanding of cultural symbolism and relevance, and an ability to conduct a technical analysis of the cinematic devices being employed. It is at the point of intersection of language, culture, and film that a student will build a full and rich understanding of the text. This is represented graphically in Figure 1. [FIGURE 1 OMITTED] Left on somewhat uncertain ground by the technical analysis requirement identified on in the Board of Studies syllabus, a colleague asked for my help. As an English teacher who did not speak more than a couple of stunted phrases of schoolboy Japanese, I was ill equipped to offer much in the way of insight into the cultural relevance of the film. However, my background in contemporary cinema and the language of film enabled me to conduct an effective analysis of the visual language and narrative structure of the film. This article seeks to identify some of the key cinematic devices used in the prescribed extracts of Spirited Away, and to explore the way each of these devices builds meaning in the film. The prescribed extracts are identified in Table 1. The analysis contained herein targets Objective 2 and Outcomes 2.1 and 2.2, and makes links to Outcome 2.3 from the Japanese Extension Stage 6 Syllabus (BOS, 2009). However, it is important to recognise that this analysis is based on the dubbed English-language version. Quotes included herein may not be an accurate representation of the original Japanese text. The film is rife with images, ideas, and symbols that, while familiar to a Japanese audience and so warranting no attention in the dialogue, must be explained for an English-speaking audience. There is a consequential difference in the dialogue of the two versions. [FIGURE 2 OMITTED] As they watch the film students and teachers must be active viewers. A study of the film should be structured in such a way that student thinking begins with the extract, elevates to a technical analysis of that extract, and then considers the implications of this analysis on representations of the prescribed issues. This is represented graphically in Figure 2. All conclusions students draw in response to these issues should be grounded in, and supported by detailed evidence from, the prescribed extracts. As they begin their viewing, students should constantly ask themselves the following questions: * 'What do I learn about the prescribed issues from this scene? …" @default.
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• W117662858 date "2010-11-01" @default.
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• W117662858 title "Finding the Spirit Within: A Critical Analysis of Film Techniques in Spirited Away." @default.
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