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PREVIEW LEARNING GUIDE |
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TWM does not provide the movies . . .
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FOR LOVE OR COUNTRY
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SUBJECTS — Music/Jazz; World/Cuba; |
For Love or Country -- The Arturo Sandoval Story introduces the problems of artists in totalitarian countries, Fidel Castro's betrayal of the promise of the Cuban revolution, and the jazz music of trumpet masters Dizzy Gillespie and Arturo Sandoval.
This film delves so deeply into the issue of human rights for artists that it can serve as the basis for a week long unit on this topic. The TeachWithMovies.com Learning Guide for this film includes a pre-film handout, lecture notes for discussion of issues after the film, discussion questions and a comprehension test.
For Love or Country also provides an introduction to jazz and to the revolution in jazz begun in 1947 when Dizzy Gillespie and artists from Cuba introduced African polyrhythms from Cuba into what had been a monorhythmic genre.
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For Love or Country is a movie which explores the human rights of artists in a repressive dictatorship.
Learning Guide Excerpt
To demonstrate how our Learning Guides can be used by teachers to improve lesson plans, we have set out an excerpt from the lesson plan on the human rights of artists contained in the Learning Guide to For Love or Country.
1. Preparation Before Viewing the Film: TWM has prepared a brief introduction to: (1) the differences between Communism, socialism, and capitalism; (2) Cuba and its revolution; and (3) jazz and Dizzy Gillespie. See Background for the Film For Love or Country
TWM recommends that the Background be assigned as homework or that the teacher review the concepts with the class. TWM has prepared a copy of the Background in word processing format to be downloaded by subscribers. The Background includes more materials than many teachers will want to use. Subscribers should feel free to delete those sections which they feel are not necessary and to add additional information that they wish their class to read. Attach a copy of the Universal Declaration of Human Rights to the materials distributed to the class. Instruct students to bring their copy of the Declaration to all classes relating to this unit, including the class at which the test will be given.
2. Watching the Movie: Before showing the film, teachers should tell their classes that they don't know whether the portions of the film relating to the romance between Mr. Sandoval and Marianela are accurate. Students should also be told that they will see a character called the "the embassy interviewer" who is an amalgam of several people and a fictional device to allow the Sandoval character to tell his story. However, with respect to just about everything else, the film can be relied upon to present a reasonably accurate portrayal of what happened to Mr. Sandoval and what he did about it. Teachers should indicate that more will be revealed to the students after they see the film.
3. Class Discussion After the Film: TWM has also prepared Lecture Notes which contain suggestions for a class discussion about the accuracy of the movie and human rights as applied to artists. The class discussion also corrects for the problems with the film based upon the romantic story line. See Possible Problems section below. The lecture materials prepare students for some of the more challenging questions in the comprehension test/homework assignment.
4. Comprehension Test/Homework Assignment: TeachWithMovies has prepared a comprehension test/homework assignment which will further enhance learning on the topics presented in the lesson plan and which will assess students' understanding of the human rights of artists. In the alternative, students can be requested to write short essays on some of the test questions or on some of the discussion questions set out below.
The Learning Guide to the film For Love or Country contains sections on Benefits of the Movie, Possible Problems, Helpful Background, Discussion Questions, Links to the Internet, and Bridges to Reading. The Discussion Questions are divided into three categories: Subject Matter, Social-Emotional Learning, and Moral-Ethical Emphasis.
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