Lau Sin Ching, Angie
Teaching materials on Edward Scissorhands
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Teaching materials on Edward Scissorhands
Target level of students: F.4 band 1 students
Title of the film: Edward Scissorhands
Year of the production: 1990
Director’s name: Tim Burton
Language: English
Synopsis of the Plot: Edward Scissorhands
The story begins with an old lady telling her granddaughter the story of snow.
This opening frame leads into a framed story of how Edward came to live temporarily
in a suburban town. Edward Scissorhands is the creation of an inventor who lives in a
large gothic mansion at the end of a cookie-cutter suburban cul-de-sac. After Peg, the
local Avon woman of the neighborhood brings him to live with her family, the
women in the community become enthralled with the strange visitor who has scissors
for hands. He becomes a “self made man” when he is able to demonstrate his
scissorhanded skillfulness. He cuts bushes, dogs, ladies’ hair and majestic ice
sculptures, prompting Peg’s husband and the other citizens to encourage and respect
him. Meanwhile, Peg’s teenage daughter, Kim becomes the object of Edward’s
innocent affections. Through a series of flashbacks, it is revealed that Edward’s
creator took great pains to civilize his creation; however, he died before attaching
Edward’s human hands. The rest of the movie centers around Edward’s struggle to
belong and eventual exile due to his differences. By the end of the movie, Kim has
come to love Edward. She protects him by telling the town that he died fighting with
her jealous boyfriend in the mansion. At the close of the movie, it is revealed that the
old woman telling the story is an elderly Kim. She concludes the bedtime tale by
explaining that before Edward came down from his mansion, it had never snowed in
the town.
Rationale:
I choose Edward Scissorhands because the genre of horror provides an
interesting look at humanity: we see the power of fear, and what it can do to
communities and individuals. Fear intrigues us because we are scared of what we do
not understand. We see how monsters function as tools of fear, and also as empathic,
humanized beings with thoughts and emotions. This movie has a mixed genre, it can
regard as horror but also romance, and comedy. Also, the movie provides an
opportunity to explore the concepts of compassion, conformity, rejection of those who
are different, and cruelty. Also, I want students to know that some people may be very
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Lau Sin Ching, Angie
Teaching materials on Edward Scissorhands
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different from ourselves and yet we can find healing and unity in accepting them into
our lives and into our communities.
Activities for Edward Scissorhands
A. Previewing Activities
1. Students will form into groups of four. They will be asked to use their
understanding of archetype and the horror genre to create a monster; give a brief
presentation to the class and do some acting in class.
2. Show the posters of the film. Ask students to guess what they can see on the
poster and complete the worksheet.
3. Watch the trailer. Students are asked to guess what the theme is and predict who
the characters are and what they are doing.
4. Give every student two pairs of scissors; let them experience the life of Edward
B. While-viewing activities
1. Draw a character map
2. Draw a story board with illustrations
C. Post-viewing activities
1. Response to Edward Scissorhands
2. Group Discussion
3. Write a proposal
Objectives of the activities
1. Students will identify and organize examples of the horror genre
2. Students will infer prominent motifs in a film from brief trailer for film
3. Students will analyze motifs to predict future use in the film
4. Students will compare different forms of the monster tale
5. Students will apply critical thinking strategies to the viewing of a film
6. Students will identify literary elements as they are presented in film
7. Students will analyze a film narrative for characterization, setting, point of view,
tone and irony
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Lau Sin Ching, Angie
Teaching materials on Edward Scissorhands
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Pre-viewing activity
1. Create a monster
Instruction
1. Work in groups of four
2. Each of the groups would have a set of materials(cosmetic
products/papers/crayon/color pen)
3. Create a monster or horror creatures and name it.
4. One of the group members would be the actor to act the monster; one of the
members would be the narrator to introduce the monster. The rest of the members
may help to intensify the horror atmosphere (e.g. draw something on the
blackboard; create some sound effect for the monster.)
5. Nominate the best group with the use of the rubrics. Best group would have a little
gift for reward.
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Teaching materials on Edward Scissorhands
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Fill in the following evaluation form for your group mate.
Group:_______________
Marker group:________________
Criteria
1
2
Points
3
Is it horrific?
Not horrific
Slightly
horrific
Design of the
It’s exactly the
It just added It used the
It’s a brand
Monster
same of the
monster which
you can find in
a movie or a
some
features to
the original
monster
idea of the
existing
monster to
make a new
new design
and shown
their creativity
and originality.
book. This
group hasn’t
created
anything new.
which can
be founded
on a movie
or a book.
one. It shows
their
creativity.
Minimal
expression
A little
expression
Appropriate
emotions are
Gestures and
emotions are
shown.
dynamic.
Student's
voice
is clear.
Student
narrates with
some
emotion.
Student used a
clear voice and
speaks with
emotions to
create the
horrific
atmosphere
The group
makes good
use of the
materials
provided.
The group
fully utilized
the materials
provided and
add extra
materials on
their own.
Facial
expression
Quite horrific
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and gestures
of the actor
Delivery of
the narrator
Student speaks
too softly for
students in the
back of class
to hear.
Student reads
without
emotion.
Audience
members
have
difficulty
hearing and
the speaker
read with
little
Very horrific
emotion.
Use of
materials
The group
doesn’t use
any of the
materials
provided.
The group
use some of
the
materials
provided.
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Teaching materials on Edward Scissorhands
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Total:_____________
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Lau Sin Ching, Angie
Teaching materials on Edward Scissorhands
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2. Look at the posters and read the captions. Work in pairs and try to guess and
write down what you think about the movie.
Provocative questions: Who is the actor? What is his role? What’s the problem with
his ‘hands’? What is the title of the movie? What is the relationship between him
and the girl? Why there’s a butterfly on his ‘hands’?
Words/picture
Your thoughts
The monster
The scissors
The story of an
uncommonly
gentle man
The scars
The girl
3. Watch the trailer (http://www.youtube.com/watch?v=eq2PPFUhfpo). In groups
of four, predict and discuss what you can see in the film.
Genres: adventure animation comedy crime fantasy horror mystery
romance thriller biography comedy tragedy
Characters
Setting
Genre
Conflicts
Ending
4. Work in groups of four. Each of the members take turns to get two pairs of
scissors, one for each hand. Try to engage in various daily activities such as
holding a pen and write, picking up marbles from the floor, cutting papers, and
reading a book (note: be careful when you are holding the scissors). Think
about what your life would be if your hands were scissors and share with your
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Teaching materials on Edward Scissorhands
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group members.
While-viewing activity
1. Work in pairs. Try to find out as much as you can about the main character.
Description
Personalities
Edward
Thoughts and feelings
Actions and Behaviors
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Lau Sin Ching, Angie
Teaching materials on Edward Scissorhands
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4. Draw a story board for Edward Scissorhands on your own. His talent manifests
himself to serve the neighbors but finally the neighbors turn against Edward.
Sequence the event on the correct order; draw some pictures and write
illustrations or captions for each picture.
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Lau Sin Ching, Angie
Teaching materials on Edward Scissorhands
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Post-viewing activities
1. Response to Edward Scissorhands
Now that you have watched Edward Scissorhands, think about your overall reaction
to the film. Try to remember the specific moments that made an impression on you,
confused you, made you have a strong feeling, or caused you to have some other
reaction. What parts would you want to watch again? Did your awareness of motifs
change the way you normally would have experienced the movie?
Break your response down into these five literary element categories. For each
category, choose one detail from the film that fits into that category and describe it.
Then write a response to the detail—did it confuse you, excite you, make you sad,
make you angry, etc.? share your ideas with your partners.
Literary Elements
Description/Retelling
Characters(the method
used by a writer to develop
a character)
(22:53-23:15)
Setting(the time/
environment that frames
the characters; used to
evoke a mood or
atmosphere that prepare
the reader for what is to
come.)(15:44-16:35)
Point of View(who tells us
the story, (narrator) and
how it is told)
(4:10-5:17)
Tone(the author's attitude
toward the subject matter)
(31:25-36:46)
Irony(the literary
technique that involves
surprising, interesting, or
contradictions)(8:00-11:00)
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Your Reaction
Lau Sin Ching, Angie
Teaching materials on Edward Scissorhands
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2. Group Discussion(10 minutes)
Edward’s gifts become apparent as he fashions the hedges of the
neighborhood into various statue-like forms, clips and grooms their pets and
then finally cuts the women of the neighborhood’s hair into various
artistically and stylistically pleasing hairdos. Discuss the following questions.
A. In which ways do our own talents manifest ourselves in service to others?
B. Do we all have combinations of attributes that can be used for both harm and
good? Give examples.
C. All the neighborhood seems blessed by Edward’s talents, how can our society
be improved by using our talents for blessing and helping others?
Note card for discussion
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Lau Sin Ching, Angie
Teaching materials on Edward Scissorhands
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3. Write a proposal to your boss.
You are an employee of a cosmetic company. Your company is in a crisis.
Accidentally you meet talented Edward. Write a proposal to your boss to
recommend Edward to be the spokesmen of your company. You may talk about the
advertisements, services and image of Edward.
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Lau Sin Ching, Angie
Teaching materials on Edward Scissorhands
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Guided Viewing of Beginning Scenes from Edward Scissorhands
Literary Elements
Characters (22:53-23:15)
Description/Retelling
The CHURCH LADY watches from
her window as the other women in
the neighborhood rush over to Peg’s
house to find out about the
mysterious guest.
As in other
scenes, she is frowning and seems to
be planning something.
This character seems like a small
character, but in this story, no
character is without significance.
Here she is shown looking out her
window, just like Edward was in the
opening scene.
We quickly
identify her, according to dialogue
and Peg’s decision not to sell Avon
cosmetics to her, as an outsider or
reject.
She, like Edward, looks in
on the perfect neighborhood from
their outside locations of kitschy
living room and dark mansion.
If
we compare characters, we can
understand why we might feel
uneasy with the neighborhood ladies
seeming to immediately accept
Edward.
We know that he is also
an outsider, and we come to expect
them to turn on him.
Setting (15:44-16:35)
As Peg drives Edward home, he
looks out the car window and
observes the happenings of the
suburban neighborhood. The
homes are painted in various shades
of pastel, and the citizens participate
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Your Response to It
Lau Sin Ching, Angie
Teaching materials on Edward Scissorhands
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in outdoor activities such as cutting
the lawn, talking in the driveway,
playing on the slip and slide, and
watering the flowers with a hose.
The setting of the town is portrayed
visually and through dialogue. Pay
attention to how you feel about the
neighborhood versus the mansion on
the hill, as they are both important
locations in the development of plot
and symbolic meaning.
Other important settings include: the
shopping center, the bank, Jim’s
house, the time period of the
flashbacks, and the time period of
the beginning scenes from when the
story is told.
Point of View (4:10-5:17)
The story within the story begins
with the old woman telling the little
girl about the inventor who lived on
the mountain and the man he created
and left there after he died.
As the old woman speaks, the
audience sees the old mansion on
top of the mountain out the window.
Then we move over the snowy,
sleepy, suburban town below the
mountain, pausing on the old
mansion again. Finally, we look
out the window down on the town,
over the shoulder of a man looking
out the window.
If we think in terms of traditional
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Teaching materials on Edward Scissorhands
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narrative, the point of view is third
person limited.
Because film
applies point of view a little
differently, we can understand that
when we are looking up at the castle,
we are in an omniscient narrative,
and when we look over Edward’s
shoulder, we are in a restricted
narrative.
This distinction will
come in useful later in the film when
we are put in the position of Edward
at the dinner table.
Tone (31:25-36:46)
The neighborhood ladies push their
way onto Peg’s doorstep, exclaiming
that it is rude for her to keep her
mysterious guest to herself. Peg
tries to call Bill to the door to help
ward off their self-invites to a BBQ
Peg didn’t even plan on having.
They are later shown grouped
together at the BBQ, still consumed
with curiosity about Edward.
Tone is the most subtle of literary
elements presented in the movie.
Why do we feel so uncomfortable in
front of these women?
They break
the conventions of etiquette that
Edward learned from the inventor.
Their actions and words make Peg
(up to this point, our narrative guide)
feel uncomfortable.
They always
move in a large group of solid color.
What is Tim Burton, or the old
woman telling the story trying to tell
us about these women?
How do
you feel about them?
Irony (8:00- 11:00)
(As described in Golden text) As
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Teaching materials on Edward Scissorhands
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Peg becomes more and more
dejected with not being able to sell
cosmetics to her neighbors, she
catches sight of the dark mansion in
her rearview mirror.
She figures
she might as well try there too.
After driving through the gates, she
walks through the yard of the
mansion.
It is beautiful and
delicately manicured.
The sun
shines down from the perfect blue
sky.
The scene is ironic if we understand
the horror genre, which tells us that
dark homes on top of mountains are
indicators of rundown yards and evil
homeowners.
Ironically, Peg and
the audience find a lovely garden
within the gates, as well as a
compassionately lovely man within
the mansion’s shadows.
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Teaching materials on Edward Scissorhands
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Rubrics for the proposal
Score
1
2
3
4
Layout/Design
Proposal is
unattractive or
inappropriate.
Text is
difficult to
read
Proposal
appears
boring.
Text may be
difficult to
read
The proposal
is
eye-catching
and attractive.
Text is
easy to read.
The proposal
is
creatively
designed
with easily
read text
Information,
style, tone
Information is
poorly written,
inaccurate, or
Some
information
is provided,
Information is
well
written and
Information is
accurate and
complete, is
incomplete.
but is
limited or
inaccurate.
interesting to
read.
creatively
written,
and is cleverly
presented.
Grammar,
Punctuation,
and choice of
Grammar,
punctuation,
and choice of
Information
mislabeled or
missing.
Style, purpose,
audience,
grammar, and
Excellent job
on
presentation,
words
words poor for
a proposal
Inaccurate
punctuation or
grammar.
punctuation all
fair and
indicative of a
proposal.
style,
grammar, and
punctuation.
1. Work in pairs. Try to find out as much as you can about the main character.
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Teaching materials on Edward Scissorhands
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Description
- Lives in the castle
- has long scissors, blades, and
shears
- an android made by a scientist
- dress with gothic clothes
- scars on his face
- doesn’t speaks well
- messy hair
Personality
- poor social skills
- talented
- kind and nice
- willing to help the others
- unable to care for himself
properly
- never ask for rewards
Edward
Action and behaviors
- Cut the hedges for the neighbors
- Design new hairstyle for the
neighbors and their pets
Thoughts and feelings
- Selfless
- Full of courage when he
-
-
protects his love ones
Don’t know about
appropriate social values
Pathetic
-
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Sacrifice himself for Kim, kill
the one who hurt Kim
Lashes out against the
neighbors’ growing violence by
marring one of the hedges,
slashing a tire, and carving a
religious women’s hedge into
the shape of a terrifying demon.