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This class will focus on a discussion following the viewing of Princess Mononoke. Below are a few discussion questions to get you started. If you feel the hour is not enough to cover the themes and questions, consider moving the conversations to a discussion board on a learning management system such as Canvas. 

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General Starting Point Questions 

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• What did you think of the film (depending on the version students watched)? If you have seen both versions, how did they differ?

• Was there anything that surprised you in the movie? 

• Would you consider watching other Studio Ghibli films? 

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Specific Questions 

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• What do you think of the three themes you were asked to consider? 

• Seeing the two trailers for the film and the promotional posters, did you feel the story was promoted correctly? 

• Did you think the story changed depending on the version you watched? 

• Did it provide a deeper understanding of Japanese culture and beliefs?

• Did it challenge your own perspectives on Japanese culture (i.e. the western perception of Samuari vs. how Japanese people view them)?

• Adam Dobay says (about Princess Mononoke) that "The film is disguised to take place in a historical setting but like every really good period drama the real period it is talking about is today.” Do you think this is true?  

• Does it help us reflect on the world we live in and consider our cross-cultural understanding of 20th century Japan (culturally, politically, socially and philosophically)?

• Did you feel like you related to a character or characters? Do you think it is possible "to see with eyes unclouded by hate"?

• After watching the movie and thinking about the story's deeper meanings, why do you think Princess Mononoke and other Ghibli titles have gained so much popularity globally? 

• Does the popularity of Princess Mononoke help us understand Japan's "Soft Power" (you can provide students with a definition of soft power) in the world?  

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The Assignment ​

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• Students will be asked to create a multimodal artefact using one or two themes discussed in class. If other themes resonated with students, they are welcome to use them as well. 

• Examples of such artefacts include a website, blog, 10-15 minute video, a podcast etc. There's much flexibility with this assignment, and students are encouraged to explore their creativity. Students will be expected to support their work through the use of secondary sources. 

• Students are encouraged to include a 500- 750 word write-up about their artefact, which summarizes what it is about and the motivation behind its creation. 

• There are two options for presenting students' work. Option 1 is having students sign up for a Gallery Walk (where students can share their work (a few students at a time) and peers can ask questions. Option 2  is for students to share their submissions via a discussion board online.  These options depend on the policies for in-class and virtual learning mandated by the province and institutions due to Covid-19. 

• At the end of the semester, if students like, you can consider creating a digital anthology that includes all students' work.  It could be a nice memento for students to keep, to remember the class. 

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