The+Shawshank+Redemption



__** The Shawshank Redemption **__ Anthony Cuccione EN 3051 Alyson van Beinum March 18 2011

** Introduction **

The film //The Shawshank Redemption// (1994) directed by Frank Darabont, adapted from the short story //Rita Hayworth and Shawshank Redemption// (1982) by author Stephen King, preaches how “salvation lies within” through the character of Andy Dufresne (Tim Robbins). Incarcerated at Shawshank Prison for a crime he did not commit, Andy interacts with a variety of characters including the prison con, “Red” (Morgan Freeman), prison librarian “Brooks,” and the sadistic Warden Norton. With narration provided by “Red,” Andy’s story is documented as he arrives at Shawshank as “fresh fish,” experiences sodomy in the form of rape, befriends “Red,” and ultimately escapes the prison all while exposing the inherent corruption perpetuated by Warden Norton and his heartless guards. Andy’s ability to adapt to the conditions of prison rather than crack under the pressure of his environment, and his daring escape via a sewer pipe prove to be an inspiration not only to “Red,” who was eventually paroled after being rejected numerous times, but also to his fellow inmates. A poignant line, “you either get busy living, or get busy dying,” demonstrates the coda Andy lives by and one he hoped would motivate everyone he encountered at Shawshank prison.

// The Shawshank Redemption // is one of my all-time favourite films; however, I never had the opportunity to watch it while in school. I firmly believe that this film encompasses enough in terms of theme, dialogue, plot, etc., to be seen as an integral addition to any English secondary class, whether it be at junior level Academic or senior level University. The main character, Andy Dufresne, embodies “carpe diem” and this is a worldview all English students should be aware of. Numerous works of literature have illustrated this theme, but a film provides an opportunity to engage students in media form, and one they can appreciate after reading novels for most of the course. Furthermore, its depiction of rape and homosexuality are controversial issues that should be discussed at the senior level of secondary school education. I have always felt that showing films to students in English was a bona fide teaching strategy because it provides a variation from the common practices of education. This is especially true for this movie as it speaks about finding redemption when all hope is lost. In a way, Andy symbolizes a modern day Edmond Dantès from Alexandre Dumas’ //The Count of Monte Cristo//. While their lives are not entirely the same, both persevered in the face of insurmountable odds.

** In what grade level / course would you teach this text? Are there other courses for which it might also be appropriate? **

· Grade 11 University English · Grade 12 University English · Grade 9 Academic English

I chose Grade 11 University English as the grade level and course I would teach this text because //The Shawshank Redemption// is a film that can be appreciated for its complexities at the senior level as a standalone media text. Students will have already encountered increasingly complex or difficult texts and should comprehend controversial themes and plots. The main theme of redemption is one students should learn, if they have not already. Andy’s perseverance at Shawshank is one of personal triumph, a theme interwoven in many texts already encountered in high school English (at least I hope), which builds on prior knowledge. However, director Frank Darabont’s film constructs the allegory of a prison that holds one back and that a paradise, like Zihuatanejo, is out there for everyone. Students should be able to relate to this as there are many obstacles in their life (a job they hate, a learning disability, a troubled home life, etc.) that hold them back. //The Shawshank Redemption//, as seen through the character of Andy, illustrates the idea of persevering through these hardships and “coming out clean on the other side” as Andy does after climbing out of the sewer pipe.

I chose Grade 12 University English as another course for which it would be appropriate to teach this text because its social message regarding rape is one that grade 12 students should be more than aware of. This is a controversial issue that needs to be broached, rather than ignored as homosexuality often is. Even though this film was made in 1994, I never viewed it, or a film like it, in my time in high school. I firmly believe that //The Shawshank Redemption// artfully and accurately shows the difference between consensual and non-consensual sex and how one should confront the issue of rape after experiencing it. Morgan Freeman’s “Red” remarks after one of the many rape scenes involving Andy, “rape is rape, and eventually you have to look at your face in the mirror again and decide what to make of yourself.” It is important to note that neither I, as an educator, nor the film itself, advocate assaulting one’s rapist as Andy does, but rather that rape is not an issue that one should try to block out, but face in order to proceed going forward.

I chose Grade 9 Academic English as another course for which it would be appropriate to teach this text because if reading the short story //Rita Hayworth and the Shawshank Redemption// by Stephen King in combination with the film it was adapted from, it fulfills the curricular specific expectation //Evaluating Texts// of the overall expectation //Understanding Media Texts// which is part of the Media Studies strand. Though the themes are not as simple as those usually geared for this level, its implied messages can correlate to any level.

** What are the main ideas/ issues/ teaching points which you would emphasize when teaching the text? (Consider the knowledge possibilities: Social, topic, cultural, textual.) **

** Textual Knowledge **
 * Film
 * 1st person narration
 * Morally challenging narrative
 * Allegory (Shawshank Prison as purgatory, Zihuatanejo as “paradise”)
 * Satire (The Bible-thumping Warden Norton is a fake)

** Social Knowledge **
 * Memory or the lack of it (Andy)
 * Personal Salvation/Redemption
 * Greed
 * Homosexuality

** Cultural Knowledge **
 * Traumatic Events/Death
 * Suicide (Brooks) à Exploring this from many different perspectives in order to promote diversity as many cultures have different views on the subject
 * Religion (or lack of it à Warden Norton)
 * Rape

** Topic Knowledge ** · The idea of “paradise” or a utopia (Zihuatanejo) · Corruption in prisons

** What are the issues/ challenges you might encounter in teaching the text? **

The film //The Shawshank Redemption// contains many adult themes and graphic scenes involving death, rape, and beatings. Furthermore, the rape/attempted rape scenes are homosexual in nature. As a teacher, I will need to address these issues as a class //before// watching the film to make sure my students comprehend what they are about to see. Though the film does not directly imply Religious symbolism, there are many religious undertones (The Bible, repeated dialogue including the words “God,” “Jesus,” “Lord it’s a miracle,” etc). In a Catholic secondary school, these aspects can be celebrated. In a public secondary school, these aspects can be illustrated, but it would be important to mention that this film is more about finding personal salvation than religious salvation. Furthermore, outside of the dialogue invoking many religious connotations, quite a bit of swearing is also present. Though I have chosen to show //The Shawshank Redemption// to senior level classes, some students might feel uncomfortable or act immaturely to what they are hearing. My hope would be that by preparing my students for the dialogue they would be encountering before showing the film, they would be mature enough not to react childishly going forward. Obviously, my hope could go unfulfilled. Lastly, due to the complex nature of the film, ELL students might have considerable trouble understanding the themes interwoven throughout. Though many ELLs respond more positively to the viewing of movies, //The Shawshank Redemption// could prove to be a significant challenge when showing this film in this regard.

My personal identity and history is one that has been heavily influenced by Catholic education due to attending Catholic elementary and secondary institutions. My biggest challenge would be avoiding teaching this film through a Catholic lens. I can prepare for this challenge by focusing my attention, as well as my students, on the underlying message of personal salvation through the character of Andy. Furthermore, I can comment on the spiritual salvation that members of all religions can attest in order to promote equity and diversity.

** Describe one possible assignment / activity which you could use when teaching the text. How does it connect to the curriculum expectations of the course you are teaching? **

Have students write a 2-3 page response on a particular theme or implied message woven throughout //The Shawshank Redemption// (salvation, redemption, greed, etc) and illustrate how effective it was in shaping content and creating meaning. Students will also be required to explain why the viewing of this film might prompt a different response from a different audience (people with strong religious values). Students will be evaluated on their ability to accurately explain their particular theme/implied message and relate it to the film as well as their discussion of a different response from a different audience. Their grade on this assignment will fall under the //Media Studies// strand of the Grade 11 University English course.

**__ OVERALL EXPECTATIONS __**

** Media Studies: ** 1. //Understanding Media Texts//: demonstrate an understanding of a variety of media texts.

2. //Understanding Media Forms, Conventions, and Techniques//: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning

**__ SPECIFIC EXPECTATIONS __**

** Media Studies: ** 1.2 // Interpreting Messages // : interpret media texts, including increasingly complex or difficult texts, identifying and explaining the overt and implied messages they convey.

1.3 // Evaluating Texts: // evaluate how effectively information, ideas, themes, issues, and opinions are communicated in media texts, including increasingly complex or difficult texts, and decide whether the texts achieve their intended purpose.

1.4 // Audience Responses: // explain why the same media text might prompt different responses from different audiences

2.1 //Form//: identify general and specific characteristics of a variety of media forms and explain how they shape content and create meaning.

[|Bible Answers]