The+Diving+Bell+and+the+Butterfly



** The Diving Bell and the Butterfly **

EN 3051 – Novel Study Part B Submitted By: David Ferreira Submitted To: Alyson van Beinum Date: Monday, March 14, 2011

 ** With the blink of an eye imagination and memories were set free **

**__ Summary __**** : ** __The Diving Bell and the Butterfly__ by acclaimed director Julian Schnabel is an astonishing film that has captivated and stunned audiences around the world with its triumphant tale of perseverance through the power of imagination in the human mind and spirit. The film is based on the incredible true story of Jean-Dominique Bauby (Jean-Do), editor-in-chief of French //Elle// magazine, who suffered a massive stroke in December of 1995 that left him completely paralysed with the exception of his left eye. Imprisoned within his body, Jean-Do suffered what is known as “locked-in syndrome”, a condition in which a patient’s body is in complete paralysis and they are unable to move or communicate verbally but are awake and aware of their surroundings. The film is beautifully depicted through the lens and perspective of Jean-Do as the audience is placed directly in his mind and taken on an emotional ride through his thoughts and imagination.

In the beginning we are given a brief glimpse into the luxurious life of Mr. Bauby which is filled with an abundance of fashion, sex, and carelessness. Consumed by wealth, material possessions, and countless affairs with women, Jean-Do fails to grasp the meaning of love and the importance of his family. While driving along the French countryside in a fancy convertible with his son, Jean-Do suffers a massive stroke at the age of 43. Trapped within his body in a French countryside rehabilitation centre for nearly two years, Jean-Do is emotionally and physically challenged by his powerless state and reoccurring contemplations of death.

Jean-Do’s wishes of death shift to a renewed sense of acceptance and perseverance when his thoughts are expressed in words through the commitment and dedication of his speech therapist, Henriette. Amazingly, Henriette develops a system of dictation by placing letters of the alphabet in accordance to their frequency in the French language and Jean-Do would respond to the corresponding letter by blinking with his left eye. Meticulously, Henriette sits by Jean-Do’s bedside reciting the alphabet over and over again as he blinks letter by letter and composes a memoir through the power and strength of his mind. Incarcerated to his bed, Jean-Do is confined to his memory and imagination as he recounts the events in his life and the regrets he has made. The countless visits from friends, a mistress, and his former wife and three children fuel Jean-Do’s state of regret as he comes to the realization that he failed to truly love those who loved him back.

From the moment Jean-Do awakens to find himself confined to his body, he embarks on a journey that ultimately yields self-discovery and the opportunity to mend broken relationships with those he loved most. //The Diving Bell of the Butterfly// spells triumph for Jean-Do as he captivates the human spirit and challenges us all to question the meaning our lives and the essence of our experiences. After the publication of his memoir, Jean-Do passed-away two days later on March 9th, 1997.

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

Due to the film’s French dialogue and its intense emotional content it would be better suited and appreciated by a more mature audience. I would recommend that the film be taught and used as a valuable resource in a senior grade level. I believe that __The Diving Bell and the Butterfly__ would be appropriate and worthwhile to teach, discuss, and analyse in Grade 11 and 12 College or University Preparation English courses.

Ø ** English, Grade 11, University Preparation (ENG3U) ** Ø ** English, Grade 11, College Preparation (ENG3C) ** Ø ** English, Grade 12, University Preparation (ENG4U) ** Ø ** English, Grade 12, College Preparation (ENG4C) **

__The Diving Bell and the Butterfly__ is an excellent resource for educating students on the importance of perseverance and acceptance when dealing with difficult life altering circumstances. The vivid imagery and cinematography in the film would be fantastic as a resource in an English poetry unit, particularly in the analysis of imagery and symbolism. The film would challenge students to think critically as they attempt to interpret the message and meaning behind the stories and images encased within the mind of the lead character, Jean-Dominique Bauby. During their analysis, students would be learning valuable life lessons about overcoming adversity and the appreciation of life and the human spirit. Since the film is based on the memoir written by Jean-Dominique Bauby, the text could be used in connection with the film as a novel study unit as well. This would be beneficial in enhancing critical thinking skills, as well as the development of students’ ability to unlock and analyse meaning in poetry, literature, or film.

The film would also be appropriate to use in other senior level courses in the curriculum such as **Core & Extended French** and **Social Studies**. In relation to the English subject, it can also be used in optional courses such as **Media Studies, Grade 11, Open (EMD3O)** and **Studies in Literature, Grade 12, College & University Preparation (ETS4C & ETS4U)**. In these courses, the film can be used as a media resource and analysed in comparison to the book which will help in developing critical thinking skills, analysing forms and messages, and the development of skills in viewing, listening, and reading.

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

__The Diving Bell and the Butterfly__ is a story that will undoubtedly touch the heart and soul of many people dealing with limitations in life. Though freedom and happiness are beyond our understanding, the film teaches us that life is extraordinary and we should grab it and live in the present. Much like Jean-Do, we are often imprisoned by our circumstances whether it’s socially, economically, or physically, but it is up to the individual to challenge these hardships in order to live life to the fullest. Fundamentally, the film teaches us the importance of coping with limitations, discovering our true identity, the need for love, and the support of family in one’s life. The film challenges its audience to question the meaning of life and death, and demonstrates how the mind can combat these fears though the power of perseverance and acceptance. This extraordinary story is a testament to the strength of one’s imagination and memory in conquering the challenges of everyday life.

**__ Social Knowledge: __**

Ø __ Coping with a Disability __ The idea of coping with a disability is prevalent in modern society as many of us who have disabilities whether physical, mental, or emotional often do not have the appropriate accommodations to help combat these challenges. The story of Jean-Do illustrates this shortfall within modern society and how the responsibility is often placed on the individual to garner the strength and courage to overcome these limitations. Ø __ Overcoming Fear __ Individuals often see fear as a deterrent and fail to recognize the positive outcome that can be achieved by overcoming our fears. In the eyes of Jean-Do, initially fear seemed insurmountable, yet with time he discovers that fear itself is a catalyst for positive change and thus opens his eyes to value life, love, and family in a more holistic way. Ø __ Dealing with Divorce __ Divorce is a prevalent issue in today’s society, one that is easily relatable. Unfortunately, much like the instance of Jean-Do, it is an issue that is often overlooked. Consumed by his rock-star lifestyle, Jean-Do fails to recognize the impact of his divorce not only on himself, but his family as well. It is only after his stroke that he learns to value the importance of love and family in life. Ø __ The Affect of Paternal Presence on a Child __ The absence of a stable relationship with a father figure can be detrimental to a child’s development and can affect them as an adult. As it relates to Jean-Do, he becomes keenly aware that his absence in the life of his children, both before and after his stroke, would have a significant impact on their relationship, and more importantly their development.

**__ Topical Knowledge: __**

Ø __Perseverance__ – overcoming adversity Ø __Acceptance__ – accepting the reality of life’s challenges and circumstances Ø __Life & Death__ – living life to its fullest and in the present; overcoming fear of death Ø __Imagination/Creativity__ – embracing imagination and creativity as a vessel of expression that creates opportunity and possibilities Ø __Human Mind & Spirit__ – the human mind and spirit can prove to be relentless in the search of happiness Ø __Memory__ – an integral part of life as it is composed of the sum of our experiences, whether positive or negative Ø __Identity__ – discovering one’s identity or true self Ø __Love__ – the beauty of love as a source of strength, unity, and motivation Ø __Family__ – the unity of family as a force that embodies love and support for one another

**__ Cultural Knowledge: __** Ø __Popular Culture in Modern Society__ – the obsession with style, consumption, and the mass media. Ø __Materialism__ – placing value on monetary possessions; obsession with image and style Ø __Culture of Futility__ – idealizing the rich and the famous Ø __Privilege__ – living a privileged lifestyle and oblivious of the inequities of society

**__ Textual Knowledge: __**

Ø The film is in the 1st person perspective and narrated through the lens and viewpoint of the central character, Jean-Dominique Bauby. Ø The audience becomes one with the lead character as they are placed directly inside Jean-Do’s body and mind as they live through his memories and imagination. Ø The plot shifts regularly from Jean-Do’s present paralysed state in the rehabilitation centre, to past memories / flashbacks, and through the imagery created in his mind. Ø The dialogue in the film is in French, with English subtitles. Ø The setting of the film takes in place in France between 1995 and 1997 at a French countryside rehabilitation centre.

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

There are various issues and challenges that may arise when using __The Diving Bell and the Butterfly__ as a resource in the classroom. Though the film has a PG-13 rating, there are scenes that contain sexuality and nudity which would be deemed inappropriate for a classroom environment. Another major challenge that the film presents is dealing with the topic of stroke victims and individuals with disabilities. This is an extremely sensitive topic and may in fact relate directly to a student in the classroom who is personally diagnosed or dealing with some form of disability, whether mental, physical, or emotional. It is also important to recognize that there may be students in the class who have a family member or close relative who has suffered a stroke and been dramatically affected by the condition. As a result, it is important as an educator to unpack and discuss the sensitivity of these topics prior to viewing the film. Students should be made aware of the emotional content and reminded that the story is one of perseverance and encourages positivity no matter the severity of one’s circumstances.

The imagery and cinematography of the film, though vivid and beautiful, could also prove to be challenging for audiences. Some viewers have expressed discomfort in watching the film as they claim to experience spells of dizziness and feelings of suffocation or claustrophobia. The director purposely filmed the picture so that the viewer is actually looking through the left eye of Jean-Do. The realism of these images are astonishing, however students who may suffer from a disability, are prone to dizziness, or have fears of claustrophobia may find this cinematic experience to be very uncomfortable.

Though French is a second-language in Canada, many students will struggle with the French dialogue in the film. More often than not, students are discouraged and disinterested by content in a foreign language, especially when they are forced to read subtitles to understand a story. The film in and of itself is an intense emotional rollercoaster, and attentiveness is essential in order to really grasp the concept and overall meaning of the film. Students who are auditory learners may struggle in watching this film and have difficulty in understanding the plot given their need to follow along and read the subtitles. This could also be challenging for ELL learners in the classroom, as students who may struggle with the English language will also find it extremely difficult to follow the film, unless they speak French. Fundamentally, there is a high degree of attentiveness that is required from students in order to obtain the full experience of the film. For this reason, the film is better suited as an educational resource for senior grade levels as it requires a higher level of maturity and attentiveness.

** 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? **

The vivid imagery and symbolism displayed in the film, __The Diving Bell and the Butterfly__ would be extremely effective as an analysis piece in a senior level English poetry unit. One possible assignment that could be used when using the film as a resource is the development of imagery poems.

__ Picture Poem Assignment – //The Diving Bell and the Butterfly// __

Ø For this assignment, students will be asked to place themselves within the body and mind of the film’s leading character, Jean-Dominique Bauby. Ø Much like the film, they will be looking through the lens and perspective of Jean-Do and asked to develop a picture (either **//draw//** or **//create//** on computer) that illustrates the vivid imagery contained in the mind and imagination of the lead character. Ø After developing the picture, students will be asked to write a 6-8 line free-verse imagery poem which gives a voice and meaning to the image and connects with Jean-Do’s thoughts. Ø __ NOTE __ : Students will be encouraged to be creative in the development of the image and poem. They will be asked to incorporate figurative language (i.e. metaphors, similes), symbolism, and imagery that will trigger the senses. Students will be reminded to think about the imagery and symbolism within the film and how it impacted their perception of the film’s meaning. Ø To ensure understanding and expectations, students will be provided with some examples of picture poems.

Another possible assignment that would be excellent for an English novel study unit is a written review comparing the book to the film. For this assignment, students would have read Jean-Do’s memoir also titled, __The Diving Bell and the Butterfly__ and would later watch the film version.

__ Film Review Assignment (Comparing the book to the movie) – //The Diving Bell and the Butterfly// __ :

Ø For this assignment, students will be asked to write a film review of the adaptation of Jean-Dominique Bauby’s memoir, __The Diving Bell and the Butterfly__. Ø The assignment will be provided to the students prior to the viewing of the film. Students will be asked to carefully and attentively view the film and compare/contrast it to the book. Ø Students will be encouraged to consider aspects such as plot, setting, themes, characters, imagery, symbolism, etc. Ø In order to help the students critique the film in comparison to the book they be provided with the following questions: o // Is the setting in the film the same or different to how you imagined it in the book? Discuss the similarities or differences. //   o // Is the character of Jean-Dominique Bauby similar or different to how you imagined him in the book? Discuss the similarities or differences. //   o // Do you think the director did a good job in conveying the central themes and message of the book? Explain. //   o // How effective was the cinematography and imagery in contributing to the overall message and feel of the film? Explain. //  o // What were some of the similarities and differences from the book to the film? //  o // Did you prefer the book or the film version of //__ The Diving Bell and the Butterfly __// ? Why? //   Ø After viewing the film, students would be asked to write 750-1000 word review paper comparing the film version of __The Diving Bell and the Butterfly__ to the book. Students will be advised that their answers to the film critique questions must be incorporated as part of their analysis.

I believe that both assignments are effective in challenging the students to think critically about the film and help them in the development of analytical skills by encouraging close viewing, reading, and listening when attempting to uncover the central themes, ideas, and overall meaning of a particular piece of work.

**__ Overall Expectations: __** Ø Demonstrate an understanding of film as a media text using a range of strategies to analyse the themes, ideas, and overall meaning Ø Generate, gather, and organize ideas and information regarding the film to write for an intended purpose and audience

**__ Specific Expectations: __** Ø Interpret the film as a media text, identifying and explaining with increasing insight the overt and implied messages it conveys Ø Analyse and examine the key themes and ideas in the film and connect them to poetry, especially through imagery Ø Identify the film as a media form and explain how the conventions and techniques associated with it are used to create meaning Ø Identify, sort, and order main ideas and supporting detailing in the film for a writing task Ø Extend understanding of the film, by making rich and increasingly insightful connections between the ideas in the film in comparison to the text Ø Establish a voice in their writing, to suit the form and the purpose of writing