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White Wolf, The (Le Loup Blanc) — Pierre-Luc Granjon, 2006

Set in a small French village, we meet two young boys who ride out into the forest on their hobby horses. They chase a rabbit - when one of the boys, Artur, sees the white wolf. Scared, he hides from him. Awoken from sleep, the wolf sniffs around but does not attack, rather continuing to look for other prey. Both boys return to their village for dinner and see their father has caught the rabbit for dinner. He gives the rabbit head to Artur who takes it into the forest for the wolf, and after feeding the wolf Artur is allowed to ride on the wolf’s back. But will the wolf be safe from Artur’s father?

Modern Languages teachers will find a bespoke set of lesson ideas for this film here.

Classroom Activities

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  • Consider the role of the accompanying soundtrack to the film. How is the tone set initially by the music? How does it change throughout the film? How does the wolves’ synchronised howling affect your view of them?
  • When do you think the film is set? How does the film maker convey this?
  • How does the film maker create characters which can communicate much more than they say? Is the human vs animal characterisation successful and why?
  • The cartoons in the film are only semi realistic. How would you describe them? Why do you think the filmmaker has chosen to portray them in this way? Is this treatment of people and animals effective? Why?


  • ‘The White Wolf’ has an extremely rich cultural, historical and linguistic significance. Choose an area to research and form a team with two others who have each researched a different area. Together, discuss what you have found out and make a poster to represent the most interesting facts you have discovered. You may want to represent the information in a Venn diagram. What does it mean to dream of a wolf? How does this fit into the story in the film? Some points to consider: Symbolism of the white wolf / History and legends of the white wolf / Contemporary idioms and phrases which refer to the white wolf / The kind of relationship humans have with wolves.
  • Consider the role of the wolf in Little Red Riding Hood – what does the wolf symbolise? How does this compare to the White Wolf?
  • “Connu comme le loup blanc”: what does this expression mean? Do we have a similar phrase in English? Can you make a list of idioms which include animals (e.g. a bird in the hand)?
  • Ted Hughes published a collection of poems called “Wolfwatching” – yet another example of our enduring fascination with the wild, alluring beast. You may want to read a selection of these and evaluate Hughes’s depiction of the legendary creature.
  • Consider the “dire wolf” in the ‘Game of Thrones’ novels of George Martin and the subsequent televised series. What role do they play? Are there contemporary parallels with the relationships we have with the descendants of wolves?



  • Can you describe / write about man’s relationship with his dog? You can base it on your own or imagined relationship.


  • There are many amazing visual representations of wolves in art / film / games. Choose one and use it as a model / inspiration to draw your own.


  • Can you write a transcript of the film – either as we hear it or make up your own? Can you write subtitles in English for the different scenes?

Clip Details

Year of Production 2006
Genre Fairytale, Animation
Curriculum Areas Expressive Arts, Modern Languages, Literacy and English
Director Pierre-Luc Granjon
Country of Origin France
Medium / Content 2D Animation, Fiction, Colour, Sound, Subtitles
Themes Feelings, Relationships, Loss / Memories, Danger / Fear, Culture / Society
Clip Length 08:03
Clip Length 08:03
Age Group P1-P4, P5-P7