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I was helping a friend complete a Hamlet assignment from an online English course. The task was very good at encouraging  analysis and reflection. It asked students to select a scene from a movie version of Hamlet and explain how the scene used cinematic devices to interpret the scene effectively.

I was disappointed, however, by the lack of preparation and background given to the student.

The website presented a slide presentation where a variety of cinematic devices, for example: Close-up, medium shot, long shot, tracking shot etc. but did not explain when and how directors and editors selected and used shots. Nor was there any kind of model of the task this teacher was requesting. The task was a great opportunity to combine literary study and media studies but the opportunity was wasted.

A more thorough explanation of cinematic techniques was required to help students really understand and appreciate the scenes. And a sample explanation, for example describing a scene from another literary work adapted for the screen,e.g., To Kill a Mockingbird or Romeo and Juliet, would have been very helpful for students puzzling over how to complete this task.

For me the task betrayed a lack of understanding of cinematic language and a lack of understanding how literature and media studies can be symbiotic. I don’t for a minute wish to discourage literature teachers from using this task but ask that they support students first with a comprehensive understanding of the complexities of cinematic language (which can be had from many sources) and that they provide a model.

(This lesson is appropriate for Secondary level classrooms – ed.)