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A STUDY GUIDE BY KATY MARRINER http://www.metromagazine.com.au ISBN: 978-1-74295-520-9 http://www.theeducationshop.com.au
A STUDY GUIDE BY KATY MARRINER
http://www.metromagazine.com.au
ISBN: 978-1-74295-520-9 http://www.theeducationshop.com.au
Book your class IN to see the movie GREAT DISCOUNTS FOR SCHOOL GROUPS!If you are interested in taking your school or class to see EXODUS: GODS AND KINGS, please contact your local cinema for more details. Highly discounted rates are available, and teachers go along free of charge (at participating cinemas). Contact your local cinema and book a screening today!
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From acclaimed director Ridley Scott comes the epic adventure Exodus: Gods and Kings, the story of one man’s daring courage to take on the might of an empire. Using state of the art visual effects and 3D immersion, Scott brings new life to the story of the defiant leader Moses (Christian Bale) as he rises up against the Egyptian Pharoah Ramses (Joel Edgerton), setting 400,000 slaves on a monumental journey of escape from Egypt and its terrifying cycle of deadly plagues.
Running time: 142 minutes
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o understand how audiences participate in the construc-tion of the meaning of a film and explain ways in which a film reinforces or challenges social, cultural and artis-tic values;
o use appropriate media terminology and personal interpretations to describe the structure, content and aesthetic qualities of a film.
In Religion, Exodus: Kings and Gods can be used in con-junction with the original scripture to develop students’ understanding of the Book of Exodus and the Exodus story. Sacred texts are the products of certain times and places. While certain themes are universal and timeless, it is impor-tant to understand the social contexts in which texts have evolved. Sacred texts also have an impact on the attitudes and values of people living today. Religious traditions today refer to sacred texts for guidance. In varying degrees, the texts are seen as authoritative and as providing sources of debate, inspiration, guidance or instruction.
The activities in this study guide provide opportunities for students to:
o acquire a knowledge and understanding of a religious text;
o identify a religious text’s place within traditions, socie-ties and cultures;
o develop skills of investigation, description, analysis and interpretation appropriate to the study of a religious text;
o explore how a religious text has been used by people both within and beyond the religious tradition;
o describe, analyse and evaluate the interpretation of a religious text offered in an artistic medium.
CURRICULUM LINKS
Exodus: God and Kings is suitable viewing for students in Years 9 – 12. It can be used as a resource in English, Media and Religion.
In English, Exodus: Gods and Kings can be used to teach film as text and as part of thematic units.
The activities in this study guide provide opportunities for students to:
o analyse, explain and evaluate the structure of a text and how the features of the text influence audience response;
o understand how ideas and viewpoints about events, issues and characters that are expressed in texts are drawn from and shaped by different historical, social and cultural contexts;
o develop and justify their own and other interpretations of a text;
o create a wide range of texts, make presentations and contribute actively to class and group discussions.
In Media, students critically discuss contemporary films such as Exodus: Gods and Kings. They analyse, interpret, and evaluate the stylistic, technical, expressive and aes-thetic features of these works and the ways that the works communicate and challenge ideas and meaning.
The activities in this study guide provide opportunities for students to:
o understand the aesthetic, style and format of a film;
o use critical approaches to analyse and interpret a film;
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§ Inquiry question 1: Does the Book of Exodus have any historical foundation?
§ Inquiry question 2: Who wrote the Book of Exodus?
THE EXODUS STORY
Egypt’s king, fearful of the Israelites’ numbers, issues an order that all newborn boys be thrown into the Nile. A He-brew woman saves her baby by setting him adrift on the river Nile in an ark of bulrushes. The daughter of the king finds the baby, names him Moses, and raises him as if he were her own child.
Years pass, Moses becomes a man. Aware of his ori-gins, he kills an Egyptian overseer who is beating a He-brew slave. Moses flees to Midian. In Midian, Moses marries the daughter of Jethro. It is in Midian that Moses encounters God in a burning bush. When Moses asks God for his name, God replies: ‘I am who I am.’ God instructs Moses to return to Egypt and lead the Israelites into Ca-naan, the land promised to Abraham.
DIRECTOR PROFILE: RIDLEY SCOTT
Ridley Scott is an English director and producer. He began pursuing his interest in film while in college and went on to work for the BBC, before founding his own commercial production company, Ridley Scott Associates in the late 1960s. The Duellists (1977) marked Scott’s debut as a feature film director. Shot in Europe, it won the Best Debut Film award at Cannes Film Festival in 1977. In 1995, Scott and his brother Tony formed Scott Free Productions.
Scott is best known for the critically successful films Al-ien (1979), Blade Runner (1982), Thelma & Louise (1991) and Gladiator (2000). He was nominated for an Academy Award for Thelma and Louise (1991), and was again nominated for both Gladiator (2000) and Black Hawk Down (2001). Oth-er notable films directed by Scott include Matchstick Men (2003), American Gangster (2007), Robin Hood (2010) and Prometheus (2012).
Scott was knighted in the United Kingdom’s 2003 New Year Honours for his services to the British film industry.
THE BOOK OF EXODUS
Exodus: Gods and Kings is an interpretation of the Exo-dus of the Hebrews from Egypt as led by Moses and related in the Old Testament Book of Exodus. Exodus is the second book of the Hebrew Torah and the Christian Bible. It describes the exodus of the Israelites from Egypt; their journey to Sinai; and of the covenant between the Israelites and God.
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tain and writes down God’s words and the people agree to keep them. God calls Moses up the mountain with Aaron and the elders of Israel, and they feast in the presence of God. God calls Moses up the mountain again to receive a set of stone tablets containing the law, and he and Josh-ua go up, leaving Aaron below.
God gives Moses instructions for the construction of a tab-ernacle so that God may dwell permanently among his cho-sen people. Aaron is appointed as the first hereditary high priest. God gives Moses the two tablets of stone containing the words of the Ten Commandments.
While Moses is with God, Aaron makes a golden calf, which the people worship. God threatens to kill the Israelites, but relents when Moses pleads for them. Moses comes down from the mountain, smashes the stone tablets in anger, and condemns the unfaithful to death. God commands Moses to make two new tablets.
Moses assembles the Hebrews and repeats to them the commandments he has received from God, which are to keep the Sabbath and to construct the Tabernacle. From that time on God dwelt in the Tabernacle and protected his people.
Moses returns to Egypt with his brother Aaron. He fails to convince the king to release the slaves and so God smites the Egyptians with ten terrible plagues. God tells the Isra-elites to take Passover. On the night of Passover, God kills all of the firstborn Egyptians. The king allows the Israelites to leave.
Moses leads the Israelites from Egypt. God guides their way as a pillar of cloud by day and of fire by night. The king’s army follows the Israelites to the sea. God parts the waters and the Israelites cross. The Egyptian army is drowned.
The desert proves arduous, and the Israelites complain and long for Egypt, but God provides food and water for them. On the Sabbath they rest.
The Israelites arrive at the mountain of God, where Moses’ father-in-law Jethro visits Moses. Jethro suggests that Moses appoints judges. Moses agrees. God asks whether the Israelites will agree to be his people.
The Israelites camp near the mountain in Sinai. The people gather at the foot of the mountain. God pronounces the Ten Commandments. Moses is told to ascend the mountain.
God pronounces the Covenant, and promises Canaan to the Israelites if they obey. Moses comes down the moun-
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Kings. What can you see? Your notes should refer to both the visual and written features of the poster.
Use the following questions to guide your note taking:
o What is the title of the film? What is the tagline of the film? What credits are shown on the poster?
o What is the dominant image of the poster? What does this dominant image suggest?
o What is in the foreground of the poster? What is in the background of the poster?
o What are the dominant colours of the poster?
o Does the poster draw on the codes and conventions of a particular genre?
o Does the poster suggest the likely audience of the film?
Drawing on your notes, write an evaluation of the promo-tional poster for Exodus: Gods and Kings.
After the screening
After the screening of Exodus: Gods and Kings, spend time as a class, discussing the students’ interest in the film and provide students with the opportunity to ask questions about the film. Ask students to review their responses to Tasks 1 and 2 and where necessary make adjustments that correct and/or clarify their analysis of both the trailer and poster.
BEFORE AND AFTER VIEWING ACTIVITIES
Before
Task 1.
Watch the official trailer for Exodus: Gods and Kings.
Suggested link: http://exodus-godsandkings.com.au
a. What do you think the film will be about? What ques-tions do you have about the film?
b. What does the trailer tell a potential audience about the genre, narrative, characters themes and setting of the film?
c. What does the trailer tell a potential audience about the director of the film and the production company? What other information is included in the trailer?
d. How does the trailer begin? How does the trailer end? Was the trailer effectively edited? What words would you use to describe the pace of the trailer?
e. Does the trailer make you want to see the film?
Task 2.
A film’s promotional poster is both art and advertising. The poster exists to promote the film for a commercial purpose. The poster also has an aesthetic value.
Use Google images to locate a copy of the promotional poster for Exodus: Gods and Kings.
Look at the promotional poster for Exodus: Gods and
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§Who, What, When, Where and Why? task
Write a summary of the Exodus story. Use the ques-tions: Who? What? When? Where? and Why? to organ-ise your summary.
Or
Draw a three-panel comic that summarises the Exodus story
Or
Use the language of social media to tell the Exodus story. For example, create a Facebook or Twitter or Instagram or Tumblr account to tell the story of Exodus.
§Draw Moses’ family tree.
DISCUSSING EXODUS
Exodus: (Greek: EXODOS, departure, exit)
The name Exodus refers to the most important event in Israel’s history – the departure of the people of Israel from Egypt. The Book of Exodus describes all that God did as he liberated his enslaved people and formed them into a nation. The central human figure in the book is Moses, the man whom God chose to lead his people from Egypt.
The Book of Exodus has four main parts:
o The freeing of the Hebrews from slavery;
o Their journey to Mount Sinai;
o God’s covenant with his people at Sinai, which gave them moral, civil, and religious laws to live by;
o The building and furnishing of a place of worship for Israel, and laws regarding the priests and the worship of God.
Please note: Biblical references are from the Good News Bible (GNB) at The Bible App | Bible.com – https://www.bible.com/.
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the Israelites from the perspective of an Egyptian and describe the enslavement of the Israelites from the perspective of an Israelite.
§ ’15 Then the king of Egypt spoke to Shiphrah and Puah, the two midwives who helped the Hebrew women. 16 “When you help the Hebrew women give birth,” he said to them, “kill the baby if it is a boy; but if it is a girl, let it live.” 17 But the midwives feared God and so did not obey the king; instead, they let the boys live.18 So the king sent for the midwives and asked them, “Why are you doing this? Why are you letting the boys live?”
19 They answered, “The Hebrew women are not like Egyptian women; they give birth easily, and their babies are born before either of us gets there.” 20 Because the midwives feared God, he was good to them and gave them families of their own.’ (1:15 – 20)
Are the Egyptian midwives courageous?
§ ‘Later, when the child was old enough, she took him to the king’s daughter, who adopted him as her own son.’ (2:10)
Is the king’s daughter compassionate?
§Read Exodus 2
What evidence is there to suggest that God is preparing Moses to be a prophet of the Lord?
§ ‘1 One day while Moses was taking care of the sheep and goats of his father-in-law Jethro, the priest of Midian, he led the flock across the desert and came to Sinai, the holy mountain. 2 There the angel of the LORD appeared to him as a flame coming from the middle of a bush. Moses saw that the bush was on fire but that it was not burning up. 3 “This is strange,” he
§Using the Book of Exodus, describe the following Biblical figures and explain the role that they play in the Exodus story:
Moses Miriam The king of Egypt The king’s daughter Aaron Joshua
§ ’23 Years later the king of Egypt died, but the Israelites were still groaning under their slavery and cried out for help. Their cry went up to God, 24 who heard their groaning and remembered his covenant with Abraham, Isaac, and Jacob. 25 He saw the slavery of the Israelites and was concerned for them.’ (2:23 – 25)
’22 Then Moses turned to the LORD again and said, “LORD, why do you ill-treat your people? Why did you send me here? 23 Ever since I went to the king to speak for you, he has treated them cruelly. And you have done nothing to help them!”’ (5:22 – 23)
‘6 “So tell the Israelites that I say to them, ‘I am the LORD; I will rescue you and set you free from your slavery to the Egyptians. I will raise my mighty arm to bring terrible punishment upon them, and I will save you. 7 I will make you my own people, and I will be your God. You will know that I am the LORD your God when I set you free from slavery in Egypt. 8 I will bring you to the land that I solemnly promised to give to Abraham, Isaac, and Jacob; and I will give it to you as your own possession. I am the LORD.’ ” (6:6 – 8)
What type of God is the God of the Book of Exodus?
§Name the key themes of the Book of Exodus. Find a key quote to match each of the themes that you have named.
§Why is the story of Exodus of significance to Chris-tians? Why is the story of Exodus of significance to Jews?
§Why is the Exodus an important event in the history of Israel?
§Working as a class, discuss the ongoing relevance of the Exodus story. What historic and contemporary liberation movements can be compared to the Exodus story?
§ ‘But the more the Egyptians oppressed the Israelites, the more they increased in number and the further they spread through the land.’ (1:12)
Working with a partner, describe the enslavement of
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After that he will let you leave. In fact, he will drive all of you out of here. 2 Now speak to the people of Israel and tell all of them to ask their neighbours for gold and silver jewellery.” 3 The LORD made the Egyptians respect the Israelites. Indeed, the officials and all the people con-sidered Moses to be a very great man. 4 Moses then said to the king, “The LORD says, ‘At about midnight I will go through Egypt, 5 and every firstborn son in Egypt will die, from the king’s son, who is heir to the throne, to the son of the slave woman who grinds corn. The first-born of all the cattle will die also. 6 There will be loud crying all over Egypt, such as there has never been be-fore or ever will be again. 7 But not even a dog will bark at the Israelites or their animals. Then you will know that I, the LORD, make a distinction between the Egyptians and the Israelites.’ ” 8 Moses concluded by saying, “All your officials will come to me and bow down before me, and they will beg me to take all my people and go away. After that, I will leave.” Then in great anger Moses left the king. 9 The LORD had said to Moses, “The king will continue to refuse to listen to you, in order that I may do more of my miracles in Egypt.” 10 Moses and Aaron performed all these miracles before the king, but the LORD made him stubborn, and he would not let the Israelites leave his country. (11:1 – 10)
‘29 At midnight the LORD killed all the firstborn sons in Egypt, from the king’s son, who was heir to the throne, to the son of the prisoner in the dungeon; all the firstborn of the animals were also killed. 30 That night, the king, his officials, and all the other Egyptians were awakened. There was loud crying throughout Egypt, be-cause there was not one home in which there was not a dead son. 31 That same night the king sent for Moses and Aaron and said, “Get out, you and your Israelites! Leave my country; go and worship the LORD, as you asked. 32 Take your sheep, goats, and cattle, and leave. Also pray for a blessing on me.”’ (12:29 – 32)
Why does the king of Egypt refuse to yield to Moses’ demand to set the Israelites free? When and why does the king finally give in to Moses’ demand?
§The Book of Exodus documents the first Passover.
‘1 The LORD spoke to Moses and Aaron in Egypt: 2 “This month is to be the first month of the year for you. 3 Give these instructions to the whole community of Israel: on the tenth day of this month each man must choose either a lamb or a young goat for his house-hold. 4 If his family is too small to eat a whole animal, he and his next-door neighbour may share an animal, in proportion to the number of people and the amount that each person can eat. 5 You may choose either a sheep or a goat, but it must be a one-year-old male without any defects. 6 Then, on the evening of the fourteenth day of the month, the whole community of Israel will kill the animals. 7 The people are to take some of the blood
thought. “Why isn’t the bush burning up? I will go closer and see.” 4 When the LORD saw that Moses was com-ing closer, he called to him from the middle of the bush and said, “Moses! Moses!” He answered, “Yes, here I am.” 5 God said, “Do not come any closer. Take off your sandals, because you are standing on holy ground. 6 I am the God of your ancestors, the God of Abraham, Isaac, and Jacob.” So Moses covered his face, because he was afraid to look at God. 7 Then the LORD said, “I have seen how cruelly my people are being treated in Egypt; I have heard them cry out to be rescued from their slave-drivers. I know all about their sufferings, 8 and so I have come down to rescue them from the Egyptians and to bring them out of Egypt to a spa-cious land, one which is rich and fertile and in which the Canaanites, the Hittites, the Amorites, the Perizzites, the Hivites, and the Jebusites now live. 9 I have indeed heard the cry of my people, and I see how the Egyp-tians are oppressing them. 10 Now I am sending you to the king of Egypt so that you can lead my people out of his country.” (3:1 – 10)
‘1 Then Moses answered the LORD, “But suppose the Israelites do not believe me and will not listen to what I say. What shall I do if they say that you did not appear to me?”’ (4:1)
Read Exodus 3 and 4.
When the Lord called Moses to deliver the Israelites from Egypt, Moses believes he is not good enough to deliver his people.
Why does God call Moses?
How does God reassure Moses that he can help the Israelites?
How does Moses respond to God’s call?
Why does God allow Aaron to return to Egypt with Mo-ses?
§Name the ten plagues and explain the destruction caused by each plague.
Are the plagues evidence of a merciful God?
§ ‘1 Then Moses and Aaron went to the king of Egypt and said, “The LORD, the God of Israel, says, ‘Let my people go, so that they can hold a festival in the desert to honour me.’ ” 2 “Who is the LORD?” the king de-manded. “Why should I listen to him and let Israel go? I do not know the LORD; and I will not let Israel go.”’ (5:1 – 2)
‘1 Then the LORD said to Moses, “I will send only one more punishment on the king of Egypt and his people.
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cape from the water, but the LORD threw them into the sea. 28 The water returned and covered the chariots, the drivers, and all the Egyptian army that had followed the Israelites into the sea; not one of them was left. 29 But the Israelites walked through the sea on dry ground, with walls of water on both sides.
30 On that day the LORD saved the people of Israel from the Egyptians, and the Israelites saw them lying dead on the seashore. 31 When the Israelites saw the great power with which the LORD had defeated the Egyptians, they stood in awe of the LORD; and they had faith in the LORD and in his servant Moses. (14:26 – 31)
Read Exodus 14:1 – 31. This passage describes the crossing of the Red Sea.
What does this passage reveal about the nature of God and his relationship with his people?
§Under the protection of God and the leadership of Mo-ses, the Hebrew people left Egypt and travelled through the Sinai Dessert to Canaan.
Map the Israelites’ journey from slavery to freedom.
§When do the Israelites rebel against God? Why?
How does God teach the Israelites to trust him?
and put it on the doorposts and above the doors of the houses in which the animals are to be eaten. 8 That night the meat is to be roasted, and eaten with bitter herbs and with bread made without yeast. 9 Do not eat any of it raw or boiled, but eat it roasted whole, includ-ing the head, the legs, and the internal organs. 10 You must not leave any of it until morning; if any is left over, it must be burnt. 11 You are to eat it quickly, for you are to be dressed for travel, with your sandals on your feet and your stick in your hand. It is the Passover Festival to honour me, the LORD. 12 “On that night I will go through the land of Egypt, killing every firstborn male, both human and animal, and punishing all the gods of Egypt. I am the LORD. 13 The blood on the doorposts will be a sign to mark the houses in which you live. When I see the blood, I will pass over you and will not harm you when I punish the Egyptians. 14 You must celebrate this day as a religious festival to remind you of what I, the LORD, have done. Celebrate it for all time to come.”’ (12:1 – 14)
What is Passover? How and why is it still observed today? Which Passover practices can be traced back to Exodus?
§ ‘26 The LORD said to Moses, “Hold out your hand over the sea, and the water will come back over the Egyp-tians and their chariots and drivers.” 27 So Moses held out his hand over the sea, and at daybreak the water returned to its normal level. The Egyptians tried to es-
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Put in front of the Tent the altar for burning offerings. 7 Put the washbasin between the Tent and the altar and fill it with water. 8 Put up the surrounding enclosure and hang the curtain at its entrance. 9 “Then dedicate the Tent and all its equipment by anointing it with the sacred oil, and it will be holy. 10 Next, dedicate the altar and all its equipment by anointing it, and it will be completely holy. (40:1 – 10)
The Tent of the Lord’s presence is often referred to as the Tabernacle.
Why was the Tabernacle designed to be portable?
Drawing on the Book of Exodus, compile a set of instructions for building the Tabernacle, the Covenant Box or the Ark of the Covenant and the furnishings of the tent. Your set of instructions should also explain the purpose and/or symbolism of the Tabernacle’s features and furnishings.
§ ’10 The LORD said to Moses, “I now make a covenant with the people of Israel. In their presence I will do great things such as have never been done anywhere on earth among any of the nations. All the people will see what great things I, the LORD, can do, because I am going to do an awesome thing for you. 11 Obey the laws that I am giving you today.’ (34:10 – 11)
A covenant is a formal, binding agreement laying out the relationships and responsibilities between two par-ties. God chose to express his commitment to human beings in the easily understood form of a covenant. Biblical covenants define the relationship between God and the people, and give a binding expression of God’s plans and purposes.
Explain the Covenant and the renewal of the Covenant.
Why do the new set of tablets differ from the original set of tablets?
Make a list of other Biblical covenants. Choose one of the covenants from the list and explain its significance.
§ ‘34 Then the cloud covered the Tent and the dazzling light of the LORD’s presence filled it. 35 Because of this, Moses could not go into the Tent. 36 The Israelites moved their camp to another place only when the cloud lifted from the Tent. 37 As long as the cloud stayed there, they did not move their camp. 38 During all their wanderings they could see the cloud of the LORD’s presence over the Tent during the day and a fire burning above it during the night.’ (40:34 – 38)
How does the Book of Exodus end?
§Why is Mount Sinai a significant place?
§What are the Ten Commandments? How did the Ten Commandments regulate the religious, civil and social life of the Hebrew people? How have the Ten Com-mandments influenced the laws that govern modern society?
§ ’12 The LORD commanded Moses 13 to say to the people of Israel, “Keep the Sabbath, my day of rest, because it is a sign between you and me for all time to come, to show that I, the LORD, have made you my own people. 14 You must keep the day of rest, because it is sacred. Whoever does not keep it, but works on that day, is to be put to death.15 You have six days in which to do your work, but the seventh day is a solemn day of rest dedicated to me. Whoever does any work on that day is to be put to death.16 The people of Israel are to keep this day as a sign of the covenant. 17 It is a permanent sign between the people of Israel and me, because I, the LORD, made heaven and earth in six days, and on the seventh day I stopped working and rested.” (31:12 – 17)
Why does God create the Sabbath? How is the Sabbath observed in contemporary religious communities?
§ ’30 The next day Moses said to the people, “You have committed a terrible sin. But now I will again go up the mountain to the LORD; perhaps I can obtain forgiveness for your sin.” 31 Moses then returned to the LORD and said, “These people have committed a terrible sin. They have made a god out of gold and worshipped it. 32 Please forgive their sin; but if you won’t, then remove my name from the book in which you have written the names of your people.” 33 The LORD answered, “It is those who have sinned against me whose names I will remove from my book. 34 Now go, lead the people to the place I told you about. Remember that my angel will guide you, but the time is coming when I will pun-ish these people for their sin.” 35 So the LORD sent a disease on the people, because they had caused Aaron to make the gold bull calf. (32:30 – 35)
Why do the Israelites make the gold bull calf? Why is their behaviour sinful? How are they punished? What does this moment of the Exodus narrative reveal about impatience and temptation? What does this moment of the Exodus narrative reveal about repentance?
§ ‘1 The LORD said to Moses, 2 “On the first day of the first month set up the Tent of the LORD’s presence. 3 Place in it the Covenant Box containing the Ten Com-mandments and put the curtain in front of it. 4 Bring in the table and place the equipment on it. Also bring in the lampstand and set up the lamps on it. 5 Put the gold altar for burning incense in front of the Covenant Box and hang the curtain at the entrance of the Tent. 6
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Why is the scene significant?
How does the filmmaker use production elements to convey meaning?
§Write an analysis of the closing scene of Exodus: Gods and Kings.
§Does the story Exodus: Gods and Kings have any his-torical foundation?
DISCUSSING CHARACTERS
§Make a list of the main and minor characters.
§Which character is the protagonist of Exodus: Gods and Kings? Which character is the antagonist of Exodus: Gods and Kings?
§How are the characters established? Write an analysis of the way each of the main characters are introduced to the audience.
§Use the character chart to make notes about the main characters
In the column labeled ‘Character’ write the character’s name.
In the column labeled ‘Appearance’ describe the char-acter’s physical appearance.
In the column labeled ‘Motivation’ explain what moti-vates the character’s actions.
In the column labeled ‘Views’ identify views held by the character.
In the column labeled ‘Values’ identify the values en-dorsed and challenged by the character.
An epic story
§What is an epic?
§ Why is the term ‘epic’ used to describe Exodus: Gods and Kings?
The title of the film
§Do you think that the title of the film – Exodus: Gods and Kings – is apt?
§What ideas are explicitly and implicitly suggested in the film’s title?
DISCUSSING KEY SCENES AND SEQUENCES
§ Identify the storylines of Exodus: Gods and Kings. Ex-plain the relationships between the multiple storylines.
§Write an analysis of the opening sequence of Exodus: Gods and Kings.
How does the opening sequence foreshadow the ideas of Exodus: Gods and Kings, introduce characters and establish audience expectations?
§Working as a class, make a list of the film’s key scenes.
§Working in a small group, make a detailed analysis of one of the film’s key scenes.
Use the following questions to make notes about the scene that you have selected.
What is the scene about?
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CHARACTER APPEARANCE MOTIVATION VIEWS VALUES
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Draw on both moments and statements from Exodus: Gods and Kings to support your analysis.
§ In what ways do the characters change?
Who or what causes characters to change?
Make timelines that show the development of the main characters. Your timelines should describe, explain and prove the changes evident in the main characters.
§Which characters are the audience encouraged to iden-tify with? Which characters are represented in a positive way? Which characters are represented in a negative light?
§Your task is to write about a character from the per-spective of another character. Your response will describe the character but from the bias of the adopted persona. You will need to decide at what point in the film your response would be made. You will also need to select an appropriate form.
§How is God portrayed in Exodus: Gods and Kings?
§Draw an A3 map that shows the relationships between characters.
§Drawing on your character chart and character relation-ships map, write a description of Scott’s portrayal of each of the main characters. Make reference to specific moments from Exodus: Gods and Kings to endorse each description.
Make sure your notes offer a description of each char-acter’s:
o Appearanceo Personalityo Motivations, fears and desireso Views and valueso Role/Function in the narrative o Relationship to other characters
§Compile an analysis of the following relationships:
Moses and Ramses Moses and Aaron Moses and Joshua Moses and Jethro Moses and God
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DISCUSSING GENRE
Genre is a French word that means ‘type’. We classify films into different genres.
§What type of film is Exodus: Gods and Kings?
What evidence can be used to prove your claim?
DISCUSSING SYMBOLS
Symbolism is when something is used to represent some-thing else. Symbols are used to add to the viewer’s under-standing of the story, a theme or a character. Symbolism can be obvious or subtle.
§Make a list of the symbols used in Exodus: Gods and Kings.
Choose five symbols that you regard as significant. Find an image of each symbol. Download or draw the image onto an A4 page. Match each symbol with a quotation from the film. Write a brief explanation of why each symbol is significant.
MAKING THE FILM
§ Imagine you had the opportunity to interview the film’s director, Ridley Scott. Compile a list of five questions you would like to ask him about the making of Exodus: Gods and Kings
§Understanding Exodus: Gods and Kings involves an investigation of the production elements employed in telling the story.
Production elements include:
o camera techniqueso lightingo mise-en-sceneo actingo soundo editing of vision and sound
Working with a partner, describe the way Exodus: Gods and Kings makes use of one production element.
§Who made Exodus: Gods and Kings? When was it cre-ated? What country was it made in? How have the time and place of production shaped Exodus: Gods and Kings?
DISCUSSING THEMES
§Working as a class, list the themes of Exodus: Gods and Kings.
§What do you think is the most important theme of Exo-dus: Gods and Kings?
§Choose a theme and prepare a multimedia analysis of the film’s exploration of the theme.
Make sure that your analysis considers how the theme is made evident through plot, characters, setting and language. Use direct and indirect evidence from Exodus: Gods and Kings to support your analysis. Download stills from the internet to include in your presentation.
DISCUSSING SETTING
§Working as a class, make a list of the settings used to tell the story.
Indicate which settings are interior and which are exterior.
Which settings are the most significant to the story?
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Make a PowerPoint presentation that honours the prophet that you have selected, much like the presentations that sometimes feature during televised awards ceremonies. Your PowerPoint should play as a slide show during your speech.
THE PITCH
What Bible story should become the next blockbuster?
The story of Exodus has been adapted for the screen before. The Ten Commandments (1956) directed by Cecil B. DeMille and The Prince of Egypt (1998). Other Bible stories have been told on film. For example: Noah (2014) and Jo-seph: King of Dreams (2000).
Your task is to pitch the next Bible story to be adapted to film. Work with a partner.
Your pitch should consist of the following written compo-nents:
A synopsis of the Bible story to be adapted;
A written synopsis of the film;
A list of the main characters;
A description of the film’s style and/or genre;
A description of the film’s likely audience
An explanation of the title of the film;
A possible cast.
When you present your pitch, you will need to draw on the written information to persuade your teacher and your peers to approve the production of your film.
THE FILM AS ADAPTATION
Your task is to compare Exodus: Gods and Kings with the Book of Exodus and then write a detailed evaluation of the film’s adaptation of the religious text.
Divide an A3 page into four equal sections. Use the head-ings: same, different, in and out to make notes that compare the Book of Exodus and Exodus: Gods and Kings.
In the same section of the page list the similarities. In the different section of the page list the differences. In the in sec-tion of the page list features of the film that are not
included in the religious text. In the out section of the page list features of the religious text that are omitted from the film.
While this may seem like a basic task, it will allow you to develop an informed and
credible evaluation of the adaptation. Take this task one step further by discussing why some of these decisions may have been made. It is important to acknowledge that modifica-tions can at times be explained by the use of the medium of film. Discussing what has been added and what has been omitted is also a way to generate an understanding of bias and the filmmaker’s purpose.
DEVELOPING AN INTERPRETATION
‘Exodus: Gods and Kings is a story of defiance.’ Discuss.
Your text response should be 750 – 900 words in length and should draw on specific evidence from Exodus: Gods and Kings.
MODERN DAY PROPHETS
What is a prophet?
Why was Moses a prophet?
Write a list of criteria that defines a prophet.
Who are our modern day prophets? Working as a class, make a list of modern day prophets. You must be able to explain how any prophet you suggest meets the criteria.
Choose a prophet from the list.
Write a speech that honours the prophet that you have se-lected. Your speech should introduce your audience to the person and should explain their achievements.
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VLOGGING YOUR VIEW
Did you enjoy Exodus: Gods and Kings? Share your thoughts about the film with others in the class.
Your task is to make a 30 second vlog that offers a review of Exodus: Gods and Kings. When you have finished post your vlog to the class’ YouTube account.
Just like a film trailer has to sell the film to an audience, your film review should demand the attention of your audi-ence. The opinions expressed in your review can vary. You can express your love, hate or ambivalence for the film. You can offer one-word assessments of the film. You can introduce the plot (but don’t give away the ending). You can name your favourite scene, perhaps one that best sums up what the film is about. You can tell your audience about a
EXODUS: GODS AND KINGS ONLINE
Teachers are advised to preview online material to |assess its suitability for use as a student resource.
Exodus: Gods and Kings official sites:
http://www.exodusgodsandkings.com/#home
https://www.facebook.com/exodusmovie
http://instagram.com/ExodusMovie
https://twitter.com/ExodusMovie
https://www.youtube.com/ExodusMovie
https://plus.google.com/+ExodusMovie/posts
For additional information about Exodus: Gods and Kings:
http://www.imdb.com/title/tt1528100/
character that you liked or loathed. You can evaluate the way the film uses a production element. You can share how you felt or what you thought as you watched the film. You can explain why the film is a must see or best avoided. You can suggest who’ll love it and who won’t. And finally, you can rate it. How many stars does Exodus: Gods and Kings deserve out of five?
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KEY CREATIVES
Directed by Ridley Scott
Produced by Peter Chernin, Dylan Clark, Ridley Scott and Jenno Topping
Written by Adam Cooper, Bill Collage, Jeffrey Caine and Steven Zaillian.
Music by Alberto Iglesias
Cinematography by Dariusz Wolski
Edited by Billy Rich
Exodus: Gods and Kings is a Chernin Enterainment, Scott Free Productions, Babieka and Volcano Films film.
CAST
Moses CHRISTIAN BALERamses JOEL EDGERTONJoshua AARON PAULTuya SIGOURNEY WEAVERNun BEN KINGSLEYSeti JOHN TURTURROZipporah MARÍA VALVERDEHigh Priestess INDIRA VARMASéfora MARÍA VALVERDEHegep BEN MENDELSOHNKhyan DAR SALIMNefertari GOLSHIFTEH FARAHANIBithiah HIAM ABBASSJethro KEVORK MALIKYANAaron ANDREW TARBETDathan ANTON ALEXANDERMoses’ Mother ANNA SAVVA
This study guide was produced by ATOM. (© ATOM 2014) ISBN: 978-1-74295-520-9 [email protected]
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