THE INUIT STYLE OF FILMMAKING

Grade Level

This lesson plan is designed to be used with students ages 12-15.

Objective

Students will research the Inuit style of filmmaking and list key points involved in the process. Pairs will then choose a film idea and imagine they are part of an Inuit team making the film. Students will write a diary entry documenting the process of producing their film from an Inuit perspective.

Estimated Time Needed

Two full class periods.

Material

“The Public Art of Inuit Storytelling,” by Zacharhias Kunuk, Isuma Teacher’s Resource Guide, pages 16-18.

“The Art of Community-Based Filmmaking,” by Norman Cohn, Atanarjuat The Fast Runner, pages 25-27.

“Interview with Paul Apak Angilirq (commonly known as Paul Apak), by Nancy Wachowich, "Atanarjuat The Fast Runner," pages 17-21.

Computer with internet access (optional)

Optional: Igloolik Isuma Productions “Live From the Set”
http://www.sila.nu/live

Activity

1. Ask students to name some favorite movies. List on the board.
2. Choose one of the listed films and circle it. Ask students how they think the movie progressed from someone’s idea on paper to an actual movie seen in the theater. What are some of the components of making a Hollywood film?
3. Discuss the components of making a Hollywood film. For teacher background, consult http://www.learner.org/exhibits/cinema
4. Explain that not all films are made in the same way. The Inuit style of filmmaking is quite different from the Hollywood style of filmmaking.
5. Write “Inuit Qaujimajatuqangit (IQ)” on the board. Explain that IQ means doing things the Inuit way. “It means knowledge of Arctic environment, snow, ice, water, weather and the environment around us. It means being in harmony with people, land, living things, and worldview. It means life skills, alertness and the ability to train others to a strong healthy life.” (Nunavut Social Development Council, 1999) This principle underlies the Inuit way of life, including filmmaking.
6. Explain that in the Inuit culture, the importance of the group is stressed over the importance of the individual. People collaborate and work together for a common purpose. Ask students if they can think of examples in their lives where this concept is present.
7. Write Atanarjuat The Fast Runner on the board. Explain that this is the first film written, directed and acted by Inuit in the ancient oral language of Inuktitut, and it was inspired by a traditional Inuit legend of Igloolik. Share the following quote with students. Explain that Zacharias Kunuk is a founding member of Igloolik Isuma Productions and the director of Atanarjuat The Fast Runner.
   
   "Atanarjuat wasn't the only legend we heard but it was one of the best - once you get that picture into your head of that naked man running for his life across the ice, his hair flying, you never forget it. It had everything in it for a fantastic movie - love, jealousy, murder, revenge and at the same time, buried in this ancient Inuit 'action thriller,' were all these lessons we kids were supposed to learn about how if you break these taboos that kept our ancestors alive, you could be out there running for your life just like him." - Zacharias Kunuk, Atanarjuat The Fast Runner, p. 13.
   
8. Explain that students are going to read selections from three founding members of Igloolik Isuma Productions, Zacharias Kunuk, Paul Apak Angilirq, and the only non-Inuit member, Norman Cohn. As they read, students are to list references made by the authors about the Inuit style of filmmaking – anything they feel is unique to this style. (see notes for examples).
9. Decide if students are to work independently or in pairs. Give out selections by Kunuk, Apak and Cohn. Allow students time to read and take notes.

Evaluation

Once students have finished, discuss their findings. As they share notes, list key concepts on board or overhead projector. Lead students in a discussion comparing the Inuit style of filmmaking with the Hollywood style of filmmaking. What are some of the similarities? Differences?

In pairs or small groups, have students imagine they are part of a small Inuit creative team producing a feature film. They are filming in a remote corner of the Canadian Arctic. Students are to write an excerpt from a production diary describing the process of producing their film. Students are to include what they’ve learned about making a film from an Inuit perspective.

For more information, they may also visit http://www.atanarjuat.com