Nonfiction Film-Golden

In this article, Golden discusses different techniques and methods in teaching nonfiction films. Golden compares nonfiction and fiction films while giving guiding questions for teachers when teaching nonfiction films to their classes. Golden outlines the differences that exist between nonfiction and fiction film, while showing that in essence these types of films are very similar. Golden demonstrates many elements of nonfiction films that viewers often do not consider.
When Golden asked students what they do in class while they watch a documentary and got the following answers the most: 1) nothing 2)sleep 3)take notes for a future quiz about the documentary 4)fill in the blanks on a prepared worksheet about the documentary. Golden states that students should be doing much more while they watch documentaries. It is essential for students to watch closely and understand how and why the film was made. This can be possible through prepared worksheets with fill in the blanks if the questions are geared towards the preparation of the documentary. However, it would be more beneficial to students if the worksheet was not fill in the blank but short answer. Short answer format would cause the students to think more in depth about the film and formulate their own ideas. Golden says that students should be knowledgable about the intended audience, intentions of the director, and the message that the film is trying to convey along with any bias that may be presented by the film.
The next key point in Golden's article is that documentaries and fiction films are very similar, despite the fact that they are believed to be opposites. Many people believe that documentaries are true stories that does not use scripts or double takes. However, fiction films can also be true stories and documentaries almost always use scripts and more than one take. Another common misconception about documentaries and fiction films is that documentaries are real people talking about their own experiences and fiction films use actors to portray scenes. It is common though, for documentaries to use actors to re-create real events and for actors to read voice overs during the documentary. Golden says that instead of distinguishing between fiction films and documentaries, it is better to discuss with students different genres of films such as expository, narrative, and so on. These genres allow for both fiction films and documentaries to be in the same category but allow for a distinct difference. Throughout this section of the article, Golden lays out questions for students to consider such as whether a film uses artificial lighting, different camera angles, and certain framing choices. Another question that Golden encourages students to consider is whether or not the film uses only the natural sound at the time of the filming. Golden is careful to be sure that he blurs the line between fiction and documentaries so that no matter the type of film, students are able to consider the ways in which the producer of any film attempts to manipulate the thoughts of the audience.
Golden next breaks down nonfiction films into parts so that students are able to understand the differences in the film. The two main points that Golden makes are about the audio and the visual track of the film. Golden says that it is important for students to understand each and break them down. By breaking down each of these tracks, students become more aware of them. As students are more aware of these tracks, they are able to distinguish the effects that the producer is trying to make with each. Also, the text track which includes graphics is key in the understanding of the film maker's motives.
The next point that Golden makes is about the editing of nonfiction films. Golden says that teachers should ask students to question what was cut out of the film and whether or not they believe that the final product was representative of what actually took place. Golden suggests a class activity to demonstrate this to the students. Golden suggests that without informing the class about the actual intentions of the class, the teacher should ask four students to write down as much as they can about what happens in class the day before the activity is to take place. The students should write down as much as they possibly can, such as what students say, what events take place, the points that the teacher makes. The students should also write down things taking place in the room such as students on their phones, students off task, what the teacher does when the students aren't looking and what the students do when the teacher is not looking. The next day, the teacher should split the students into four groups, each with a different point of view on the class and they should find evidence in one of the four sources of information from the notes that were taken by the four students the day before. As these students create their point of view, the teacher should write what they say on the board. The different points of view created will allow students to see the way that the same events from the day before can be portrayed in four different ways to make four different points. This could be a powerful exercise to use when discussing the editing of film. This exercise could also be enhanced by the teacher setting up a camera in the classroom on the day before the activity and editing it in a way to make his or her own point about the class.
This article by Golden provided great insight into the world of documentary films. Golden provided many important questions that can be asked to both students and teachers when discussing the difference between documentaries and fiction films. The worksheets that Golden provided will be very useful as a teacher when talking to students about documentaries. The activity that Golden provided about film editing is one that I believe to be very helpful when teaching documentaries. One of my main concerns and questions after reading this article is whether or not all of this information about documentaries is important for students to know in an English class. Would this information be of better use in a film study college class? Should English teachers spend this much time teaching the elements of documentary films instead of focusing on the content in the documentary and helping students understand what is going on with the characters? Some of the information I believe to be very important, such as learning about the motives and biases of different film makers. Yet, there is other information, such as the different genres and methods of documentaries, that I do not believe to be essential for students in an English classroom.