Persepolis
(2007, 91 mins) Rated 12, FILMCLUB suggests 7+
Identity & Belonging Project theme: Where do I come from?
What’s this film about?
Marji is an excitable young girl living in Tehran during
the shifting political landscape of the Iranian
Revolution. She loves punk rock, Bruce Lee and
rebelling against traditional society – but, as the
situation grows ever more unstable in her home
country, she is sent to safety in Austria, beginning a
non-stop journey of growth and discovery. Will she ever
be able to return home and, if so, how will it have
changed?
Audio Options
- French language with English subtitles
- English language (dubbed)
Why have we chosen this film?
Issues raised
Culture and tradition: Marji often rebels against the traditional and tyrannical social conventions and
laws of the newly formed Republic.
Identity: Marji’s journey covers many years and countries and she’s treated with everything from love
and devotion to suspicion and disdain.
Politics and History: The Iranian Revolution of 1978–79 and the subsequent social and political
turbulence are the backdrop to this film.
Be aware of...
Contains moderate violence, drugs and one use of strong language.
Before the film: Starter activity
Who are the heroes in your life? Are they politicians? Relatives? Movie stars? Rock stars?
Is there anything unique about the current government in the UK?
Think of five famous people whom you believe the UK population regard as heroes. How many
suggestions are people in culture, sport, entertainment, politics or any other field?
After the film: Discussion questions
How do Marji and her family tries to keep a sense of home and identity as everything around
them changes?
Why are Marji’s interests in western culture, music, politics and rebellion so important to her? To
what extent does her identity and her passions help or hinder her through life?
Where is Marji’s true home?
After the film: Further explorations
1. Around the classroom, put up photos of (or write on separate sheets of sugar paper) the four
major cities Marji lives in throughout the film:
- Tehran (during the revolution/war)
- Vienna, Austria
- Tehran (after the war)
- Paris, France
Pupils circulate and jot beneath the photos the major events, changes, lessons and feelings
Marji is going through while she is in each place. These comments could range from single
words and pictures to full sentences and examples. Less is seen of Paris; pupils may want to
magine Marji’s state of mind during her time there. Read out some of the things pupils have
written on each sheet; how has each home affected Marji?
2. Hot-seating. Have pupils play the character of Marji, her father, mother or grandmother. They
sit in the ‘hot seat’ while the rest of the pupils ask questions about their thoughts and feelings
during particular points in the film. Pupils playing Marji can decide what era/city they are in
and could even pretend to be Marji in the present day. What new dimensions are created to
Marji’s story using this method?
Get reviewing
Check the FILMCLUB Guide to Writing Effective Film Reviews – Secondary for ideas and activities
to help club members write their reviews.
http://www.filmclub.org/resources/details/353/review-writing-guide-secondary