![]() ![]() ![]() The students use Photoshop to produce film posters for a conceptual Brother in the Land film, considering the impact of background, foreground, title and tagline. We study film posters and annotate how the posters establish genre, narrative, setting and character archetypes. ![]() It is a thought-provoking experience for students to re-imagine the novel as if it were a film. There is, however, no cinematic adaptation of Brother in the Land. And its central narrative – the story of teenage protagonists attempting to survive in a speculative, dystopian world and railing against corrupt authority – is already familiar to many young people, who may have already read and watched Suzanne Collins’ The Hunger Games and James Dashner’s The Maze Runner. Writing in The Guardian a few years ago, Owen Jones praised its capacity to ‘move to tears, to inspire, to chill, and to encourage action to change the world in which we live.’Īs a novel, it has a particularly cinematic aesthetic. It is a great novel to teach and which the students love to read. My Year Eight class and I have recently read Robert Swindells’ novel Brother in the Land, which has regained much of its potency given the nuclear posturing of various nations recently. ![]()
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