You appear to be using a browser that is no longer supported. You may find that you are unable to use all features on the site. We recommend upgrading or changing your browser, if possible.
Skip to main content
Search... Open this section

7.35 in the Morning [7.35 de la mañana] (Nacho Vigalondo, 2003)

A woman enters a café only to find that everyone is unusually still and silent. A man abruptly breaks into song and everyone in the café joins in on the act, although their contributions are strained. When a patron tries to flee, the sinister motives of the serenading man are laid bare...

In Spanish with English subtitles.

Classroom Activities

Print All

Questions

  1. What is the woman expecting when she enters the café?

  2. Why does the woman call the police directly?

  3. What does the relationship between the characters say about gender politics in contemporary Spain?

  4. What might be happening in your life at 7:35 in the morning? Why are so many people are already up and about in the film?

Watching

BEFORE WATCHING:

  • Ask the class to predict the possible storylines from the title.

WHILE WATCHING:

  • Focus on the section between 0m 18s and 1m 34s (end of silent section); what noises would you expect to hear?

  • Stop at 1m 20s; share ideas about who and what have been seen and heard so far, and make predictions for what might happen next.

  • Watch from 1m 20s to 4m 24s (when the detonator is revealed). Discuss what has been seen and heard so far and make predictions for what might happen next.

AFTER WATCHING:

  • Discuss everyone's personal response to the film and characters.

Analysing

  • Carry out a full 'Tell Me' Grid Analysis. In the ‘Similarities’ quadrant, focus the class’s attention on the similarity to music videos and musicals and how this film plays with these conventions. In ‘Patterns’, encourage the class to discuss the function of music in the film, and talk about why the film is shot in black and white instead of colour.

  • Get pupils to export or snip a small selection of stills from the film that they find interesting, and use these to analyse characterisation, setting, storyline, camerawork, or any film language technique.

  • Discuss the back stories of the characters involved, looking at the relationship between characters and what evidence can be found in the film to support ideas.

Creative

WRITE:

  • Write a review of the film, drawing comparisons with other films the students might have seen that deal with similar issues.

  • Write a summary synopsis of the film. Students might also want to produce a comic book style synopsis of the film.

  • Create an extended piece of writing of the story with an alternative ending.

  • Write a newspaper report about the crime.

DRAW:

  • Design a film poster (incl. title, critic’s quote, strap line).

MAKE:

  • Create a Spanish recipe book.

  • Make paella.

  • Music: Working in groups compose and perform a catchy song and dance for an everyday/tricky situation.

FILMMAKING:

  • Download the film and edit to create a trailer for the film.

  • Script and film an alternate ending to the film.

RESEARCH:

  • Research food and drink in Spain. What are the differences in what people eat between the chosen country and the UK?

  • Examine café culture/eating out as a social activity in Spain. Produce a visual or audio-visual report.

Clip Details

Record Id 007-002-000-049-C
Resource Rights Holder Future Shorts
Project Ref MVS-08
Year of Production 2003
Genre Comedy, Musical, Romance, Drama
Curriculum Areas Modern Languages, Religious and moral education, Social studies, Literacy and English
Who Eduardo Carneros (Producer), Javier Ibarretxe (Producer), Nacho Vigalondo (Director, Writer)
Country of Origin Spain
Medium / Content Live Action, Fiction, Black & White, Sound, Subtitles
Themes Love, Music, Communication, Obsession, Misconception
Clip Length 08:00