![]() The second scene that I chose to analyze revolved around ‘the line game’. Yet, despite their cultural differences, the students realize they do share similarities after all – their lack of knowledge regarding the Holocaust and their resistance to respect Erin just because she is a teacher are just some examples. The scene exhibits her class as a contact zone, which are described in Pratt’s article “Arts of the Contact Zone” as being areas where “cultures meet, clash, and grapple with each other.” The racial tension within Erin’s classroom is evident, particularly during this scene and the passing of the drawing. The scene also displays her frustration with her students’ cliques and how badly she wishes they would learn to coexist positively. None of the students are concerned with the lesson that Erin is preparing on the chalkboard, however they pay attention when she speaks about the Holocaust because they find it to be applicable to the situations they must deal with. The article states that “students discover and solve real problems based on their needs and interests” (Grant 81). This desire to relate to her students connects to Grant’s article about myths in urban schools. Erin relates her students’ gang infested lives to Nazi Germany and sees their interest increase. The ideology that a teacher must find a way to relate his or her lessons to the students is also observed. The racial hate displayed towards the black man of whom the image was drawn supports the view that urban schools are filled with viciousness. The students are all seated in groups based on their race, promoting the belief that stereotypes are prominent in schools. This particular scene in Freedom Writers expresses multiple common ideologies. At the very end there is some soft music playing to accompany the sad realization Erin has to face – that her students are living in a violent war. Throughout the majority of the scene there is no music playing, which allows Erin’s message to be focused on. Only one student in the class knew what this event was, yet it was important to have this boy ask the question in order to show that Erin was finally grasping the attention of her pupils. The director also chose to have the boy who constructed the drawing (a person who never participates in class) to raise his hand and ask Erin what the Holocaust was. Another structural element of the scene is how Erin turns around when she first looks at the image - as if she cannot even bear to look at her class she is so dismayed. Though she does not always convey a strict stance, in this instance it is important that Erin seems empowered. When Erin is lecturing them on the Holocaust and the improperness of the students’ actions the camera shows only shows the tops of the students’ heads, displaying that in this moment Erin holds authority over them. ![]() The camera also zooms in on the actual picture once Erin unfolds the note, and then it shows her reaction. This highlights their reactions, which generally consist of laughter, and allows the audience to see that the class can be brought together (even though it is not in the most proper manner). The faces of the students after they look at the note are also viewed up close. This choice of camera shot also emphasizes how easily judgments can spread. There are several close up shots on the drawing changing hands, as it is an integral part of the scene. Various camera angles are used to help convey messages throughout this scene. Erin admonishes them for trying to act like ‘gang members’ – they are only contributing to the violence in the world that can lead to something as severe as genocide. She tells him about the Holocaust and how people would post damaging images, like Jewish people with long noses. ![]() Erin is ashamed of her class’ stereotypical views and open hatred towards one another. Erin takes the note and sees that it is a picture of a black man with large lips. Eventually the illustration reaches its victim and the class erupts in laughter. The first scene I chose to analyze started off with a drawing being passed between the students while Erin is trying to teach. These portions of the film displayed the effects of contact zones and the importance of relating lessons to the lives of the students. The scenes that I chose to analyze are all connected by Erin’s desire to bring the class together, and to encourage the students to participate. The students are generally from lower class families in rough neighborhoods. The school is a cultural mosaic, with representatives from various ethnicities. The movie Freedom Writers revolves around Erin Gruwell, a new teacher at an urban school.
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