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

Dangle — Phil Traill, 2003

Out for a walk on an isolated hill, a young man notices a rope dangling from the sky. His initial caution turns to curiosity, and he cannot resist pulling it. Immediately, day turns to night - it’s a light switch to his world! Delighted, he pulls the cord repeatedly...but what might happen if he doesn’t stop? The film has no dialogue, which allows the man to take on the role of ‘everyman’, therefore his actions lead to the question, would everyone do what he does?

Use our video tutorial on 'Dangle' to help you get started: Lesson example - Dangle.

You will also find a complete BGE Second Level Unit on 'Dangle' here.

Classroom Activities

Print All

Critical

  • Watch the first minute of the film with the man walking up the hill. What time of day and year is it? What do we learn about the man?
  • Stop at each stage of the film and predict the next event (e.g. after 00:11, 01:23, 02:10, 02:39).
  • At 04:00, listen for 30 seconds to the sound without looking at the pictures: pause and discuss what could be happening, based on the sounds.
  • What do we think is happening at the end of the film? What might happen next? Why do we think this?
  • There is very little sound in the film. Count how many sounds you can hear. Where is the sound coming from? What is the last sound you hear? How does this make you feel?
  • Study the use of close up and long shots in the film and discuss how they are used to show how the man is feeling at different points in the story.
  • Look at the different times when the flex is included in the shots. Where is the camera at these times? Why?
  • Discuss editing. How have the filmmakers made the cut from day to night so quickly? Count how many cuts there are from day to night.

Cultural

  • Examine how the man’s feeling and reactions are charted throughout the film. Freeze frame the film at different points and discuss what the man is feeling and we know that from his actions and reactions.
  • In many stories, ‘dark’ is used to symbolise something frightening or dangerous. List other stories that use this symbol.
  • Discuss the meanings of the word ‘power’.
  • Talk about night-time and the coming of darkness. Let children recount their feelings about the night.
  • Discuss what might be happening in other parts of the city/country/world each time the man pulls on the light cord.

Creative

WRITE

  • Write the film as a short story from the man’s point of view.
  • Write a newspaper report about the events in the town after the man breaks the light switch.

DRAW

  • Create a mood-map of the central characters, showing the man’s different feelings. Use words or pictures to depict ‘happy’, ‘surprised’, ‘frightened’, ‘shocked’, etc.
  • We cannot see the man’s face as he walks away at the end. Describe and/or draw a face that shows what he would be feeling.
  • Develop artwork around the themes of light, darkness and curiosity.

MUSIC

  • Create or source music to create a soundtrack for the film.

STEM

  • Research the invention and science of electricity. Create a multi-media presentation on the role of electricity in everyday life.

Clip Details

Record Id 007-002-000-021-C
Resource Rights Holder Kurzfilmagentur Hamburg E.V.
Project Ref STST2-06
Year of Production 2003
Genre Comedy, Drama
Curriculum Areas Expressive Arts, Health and Wellbeing, Modern Languages, Literacy and English, Religious and Moral Education, Sciences, Social Studies, Technologies
Director Phil Traill
Country of Origin UK
Medium / Content Live Action, Fiction, Colour, Sound
Themes Feelings, Danger / Fear, Food / Environment
Clip Length 06:00
Clip Length 06:00
Age Group P1-P4, P5-P7, S1-S3, S4-S6