Books Turned Movies: Its Effect to Literary Appreciation of Students

Books Turned Movies: Its Effect to Literary Appreciation of Students

A Library Paper Presented to the Faculty of the College of Liberal Arts, English Department Pamantasan ng Lungsod ng Maynila

In Partial Fulfillment of the Requirements for the Subject English Proficiency 2

By Abuan, Mary Jude Marby Faith Corpuz, Alexandria Jirah Mamangon, Joyce Merniel Ramos, Erine Marella

March 2013

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Acknowledgement

A library paper like this is never the work of anyone alone. a lone. Apart from the efforts of our group members, the success of this project depends on the encouragements and supports of many people. We would like to take this opportunity to thank all people who have given their effort and time to make this research project become possible. First and foremost, we thank God for the knowledge, guidance, and perseverance that he has been bestowed upon us in making this research project. We could never have done this without the faith and love we have in him. Second, we would like to express our deep gratitude to our Professor, Dr. Rissa P. Asuncion, PhD. for reading and checking our research every meeting. It could not have been completed without her professional assistance, sustained diligence, suggestions, and motivations for this research. We also would like to thank her for showing examples related to our project. We are lucky to have a professor like her who cared so much about our research. Aside from the research specifics she imparted to us, she taught us a lot of essential things that will be useful in different stages of our life. She inspired us to work well especially for us to become future researchers and hopefully to become successful doctors. Finally, we would like to offer our special thanks to our families and friends for inspiring us, for our stressful moments that they‟ve catered to our needs. Thanks to them for understanding us and giving us their endless love and encouragement that we can complete this project. Without their support, we would face many difficulties in doing this. Our heartfelt thank you!















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Table of Contents

Title Page ………………………………………………………………………………..

iv

Acknowledgment Acknowledgment ………………………………… …………………………………………………………… …………………………………….. …………..

v

Outline ……………………………………………………………………………………

vii

I. Introduction …………………………………………………………………………… A. Definition of Literary Appreciation …………………………………………….

1 1

B. Stages of Literary Appreciation ……………………………………………….

2

C. Development of Literary Appreciation ………………………………………..

4

II. Importance of the Study ……………………………………………………………

6

III. Importance of Books to Teenagers ……………………………………………….

7

A. Popular Books for Teenagers …………………………………………………

7

IV. Importance of Movies to Teenagers ……………………………………………… A. Book-based movies …………………………………………………………….

9 10

V. Film Adaptation ………………………………………………………………………

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A. Movie Reviews ………………………………………………………………….. B. Effects of Movie Adaptation to Literary Appreciation ………………………..

13 17

VI. Positive and Negative Effects of Novels Turned Movies to Literary Appreciation of Students ………………………………………………………………………………

20

Conclusion ……………………………………………………………………………….

24

Recommendation ……………………………………………………………………….

25

Bibliography …………………………………………………………………………….

26

Curriculum Vitae ………………………………………………………………………..

29















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Outline

Thesis Statement Novels provide entertainment to readers as much as movies to movie-goers. With boundless technological advancements in cinematography and special effects in the present generation, great novels are now transferred on screen drawing more teenagers to watch is as well as influencing other teenagers to read the original novel. However, watching the film is just watching someone else' comprehension of the novel. It hobbles the ability of teenage readers to process their own understanding (or imagination) of the novel because a much better version is already in their screens with vivid effects and graphics. Many agree that the book must be read first before watching its movie, for the readers to know the original ideas of the story and even the story itself, developing the literary appreciation and skills of teenage readers. I.

Introduction A. Definition of Literary Appreciation B. Stages of Literary Appreciation C. Development of Literary Appreciation

II.

Importance of the Study A. To teenagers B. To literature teachers C. To future researchers

III.

Importance of Books to Teenagers A. Popular books for teenagers















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A. Book-based movies V.

Film Adaptation A. Movie reviews B. Effects of movie adaptations to literary appreciation

VI.

Positive and negative effects of novels turned movies to literary appreciation of students

Conclusion Recommendation Bibliography















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I.

Introduction

Novels provide entertainment to readers as much as movies to movie-goers. With boundless technological advancements in cinematography and special effects in the present generation, great novels are now transferred on screen drawing more teenagers to watch is as well as influencing other teenagers to read the original novel. However, watching the film is just watching someone else' comprehension of the novel. It hobbles the ability of teenage readers to process their own understanding (or imagination) of the novel because a much better version is already in their screens with vivid effects and graphics. Many agree that the book must be read first before watching its movie, for the readers to know the original ideas of the story and even the story itself, developing the literary appreciation and skills of teenage readers.

A. Literary Appreciation Literary Appreciation is simply the ability to understand, enjoy and evaluate works of literature. Evaluate here means to make judgment about the quality or value of literary work. It is the understanding and mastery of the form and content of a literary work. Ogenlewe (2006) posits that “literary appreciation refers to the evaluation of works of imaginative literature as an intellectual or academic exercise. ” In this process the reader interprets, evaluates or classifies a literary work with a view to determining the artistic merits or demerits or such a work. Literary appreciation focuses on the

















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considered to be an important part of both language learning and a good education in general.

B. Stages in Literary Appreciation The only explanation that can sufficiently take into consideration the preferences of the students, are the different stages of development and their level of literary appreciation. According to Donelson and Nilsen (2009), literary appreciation occurs in seven stages. Level 1: Pleasure and Profit (literary appreciation is a social experience) Level 2: Decoding (literacy is developed) Level 3: Lose yourself (reading becomes a means of escaping) Level 4: Find yourself (discovering identity)















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Level 1: Understanding that Pleasure and Profit Come from Literature (Ages 0-5) The main concept in this stage is that of interaction. Children take pleasure in listening to and singing nursery rhymes, songs and trying to make sense out of the depictions in the children‟s books. They prefer to be accompanied by an adult who

supports them while they are watching, reading or singing. Adults should look after their children, it is important that they are aware of the need for communication. Through social interaction, children are introduced to the pleasures of reading. Level 2: Learning to Read (Decode) (Ages 6-8) At this stage, a child is trying to understand what literature means only by themselves. They have experience enjoyment in reading and able to make sense out of the different codes, symbols, and convections. And if they fail to understand those, they will show no interest of reading the book again. Level 3: Losing Oneself in a Story (Ages 9-11) Children at this stage are becoming imaginative. They begin to model their















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selecting books that they like. The story is needed to be more realistic because teenagers prefer believable characters. Moreover, they question character moves and they become more interested to the characters that has relevance with them. Level 5: Venturing Beyond Self (Ages 15-18) The focus of the teens is no longer on learning to read but on responding and talking about what they read, assessing and going beyond the text. Furthermore, they try to make sense of the social st ructure and „explore issues surrounding conformity, social pressures, justice and other human frailties and strength. Margaret Early‟s stages of growth in literary appreciation determines that the

personal attitudes, reading and observing skills are all part of literary appreciation. Stages which readers go through are added unto without dropping the previous stages. Thus, literary appreciation is a lifelong process. However, occasionally students are illequipped to handle transition from childhood literature to adolescent literature and fail at establishing literary appreciation. This may occur as a result of a student‟s late or early cognitive maturity.















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about themselves and the world. In this way, the exploration of literature can be linked to personal growth and development.

The younger readers usually judge stories according to their realism and tend to believe in them as accurate representations of the world, adolescents start to discern different points of view and ways of feeling and become aware of a need for evaluation. Adolescents start developing an awareness of their own thoughts and feelings while reading, and think about the storyline, the characters, their motives, and feelings solely in relation to their own personality. It is important to take into account that “reflecting about the story” is an essentially personalize phenomenon for them. Their

reactions to stories are usually characterized by some ways like subjective evaluations, emphasis on feeling and more. Literature is a representative art. The reader untaught in technique judges literature from the point of view of material. A reader likes a piece because the content pleases him. But in addition to the appreciation appreciation of content, there is an appreciation of technique which is capable of cultivation.















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II. Importance of the Study This section will provide brief description on the various significances of the study given the three categories teenagers, literature teachers and future researchers. A. To Teenagers. The proposed p roposed study will allow them to understand and assess asse ss the effects of watching book-based movies and enhance their skills in appreciating literature. It will inspire them to be media creators, not just consumers. By reading a novel, conducting a video project, and watching the movie, students can improve their language competence in a holistic and highly satisfying manner.

B. To literature teachers. The study will serve as an aid for for teachers in instructing their students on the positive and negative effects of novels that have been made into movies. Teachers can use movies as a springboard for subsequent literary analysis of characters, setting, plot, etc. Moreover, watching movies in conjunction with reading books enables comparative analysis between the two

















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III. Importance of Books to Teenagers Different types of books abound that deeply encourages reading. Not only can reading enhance creativity in a teenager, but it can also bro aden one‟s knowledge especially when school activities such as essay writing, story writing, and other literarybased skills are given to students. As the storyline are etched onto the reader‟s minds,

ideas will flow more easily because the students already have a grasp of the construction and stringing of words in a particular sentence as well as the adaption of a plot.

Shao Fen quoted in Tanshiying (www.createdebate.com) “reading improves our

emotional quotient (EQ) and it is very important in allowing us to learn to understand where other people are coming from and makes us better people.”















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1. The Mark of Athena by Rick Riordan 2. The Third Wheel by Jeff Kinney 3. Insurgent by Veronica Roth 4. The Serpent’s Shadow by Rick Riordan 5. The Fault in Our Stars by John Green 6. City of Lost Souls by Cassandra Clare 7. While it Lasts by Abbi Glines 8. The Rise of Nine by Pittacus Lore















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IV. Importance of Movies to Teenagers In a FILMCLUB Press Release (2006), the survey found that teenagers who watch films regularly visit the cinema more often than those adults who who do not. In addition, watching films at an early age increases the cinema attendance of people when they grow up. There are some examples in which movies impact our lives:

Increases social skills

Teenagers are exposed to various cultures and it helps them to make new friends, they allow even unknown people to mingle with each other.Their opinions about movies help in socialization through conversation and debate.















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There are movies that may make people cry, sing, laugh, or make one a better person. Films inspire one to be brave, clever, insightful, loyal and positive, along with other virtues. Movies have certain disadvantage aside from the above benefits. The common disadvantage of watching movies is that they are time consuming and Increases incidences of violence. Teenagers can make their own movie that can help them develop critical thinking, social, technical and artistic skills.

A. Book-Based Movies When a film is made from a book it is called adaptation. Film producers hope that















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people say that film adaptation ruins the book based on it, as they are not original version. Lovers of book need to accept that movie adaptations, even bad ones can help gain books recognition with those who no longer finding books entertaining enough (Mandell, 2012). There have been many successful movie versions of books; one good example is the Lord of the Rings set of movies that raised the quality of the original story by simply being well-made movies. Originally published in 1954, it took 47 years for filmmakers to adapt it but the wait was clearly worth it as the films received 17 academy awards and reported earnings of $2.91 billion (Rees, 2010). Another successful adaptation of a book is the Harry Potter series, which has seen its seventh book being turned into two movies; the jury is still out on whether the films will surpass the books in

















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Pride and Prejudice -- Winner: Book















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V. Film Adaptation Adaptation Adaptation is an introduction introduction to an audience‟s audience‟s perception perception and as such, film

adaptation is the use of a novel as the basis of a movie (artandpopularculture.com). Stated in an online article by Florida International University [FIU], popular film is the result of applying cinematography to a work of fiction, or fact that has been famous for the readers long before the film was thought of. Novel and film both serve the same purpose which is to narrate, or recount, a series of events.















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This includes doing a background check on the director, screenplay, actors and actresses in the movie. Knowing this adds more insight into the story element. 2. After you see the movie, formulate a specific opinion in one sentence The opinion made will be the foundation of the whole movie review. 3. Create a good lead















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6. Be interesting

7. Be honest in your appraisal An example of a movie review by David Denby (2012) Suzanne Collins‟s “The Hunger Games” (the first book in a best -selling young-adult

trilogy) is a sensational piece of pop primitivism. Years ago,it was post-apocalypse















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Nineteen-year-old Josh Hutcherson as Peeta, the other competitor from Katniss‟s district, who adores her; he has a lost look, an engaging not-quite-handsomeness. In true young-adult-fiction style, Katniss has a second admirer —stalwart, gentle Gale, played by Liam Hemsworth. Among the adults, Stanley Tucci and Elizabeth Banks, wearing enormous wigs, camp it up as the rulers.

But the rest of “The Hunger Games” is pretty much a disaster. Disjointed, muffled, and

even, at times, boring. Collins herself labored on the script, along with Gary Ross and

















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audience, the picture needs a PG-13 rating. The result is an evasive, baffling, unexciting production—anything but a classic.Maybe the reason for its success is simple: it makes teens feel both victimized and important.















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particular sort of formal arrangement, an arrangement that is again mostly a phenomenon of our mental engagement with the text. Sometimes--as in some modernist and postmodernist fiction--this formal arrangement overrides our immediate connection to the characters and the actions and has















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interpretation that are different from the book it is based on as well as their own (Pulverness, 2001).















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VI. Positive and Negative Effects of Novels Turned Movies to Literary Appreciation of Students















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conversely, it is an active active mental activity, keeping the brain working. Books easily convey things to the reader that are much difficult for films to express such as a background history of the characters, history and nature of the character‟s relationships,

























































































Books Turned Movies: Its Effect to Literary Appreciation of Students

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