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Ashley Britz
ECUR 379-02
Gail MacKay
1/29/2017
Abstract
The topic that my group has chosen for our ECUR 379 blog postings
has been Identity. For this blog posting, I will be focusing on the engaging
genre and a source that can be used for teaching this English Language Arts.
The source that I will be discussing for this blog is a short film called
Identity, written and directed by KJ Adames. This film features a school in
where all the students wear masks, and change their masks in order to fit in
with different groups or to have different discussions (Adames, 2012). The
film follows a girl who experiences this school environment and, in the end,
takes off her mask and walks proudly through the school (Adames, 2012).
The film has themes of identity, conformity and social environments.
Engaging with Identity in English Language Arts
From a social Marxist literary criticism, as displayed in Deborah
Applemans book Critical Encounters in Highschool English, this film offers
a great insight into how our society functions through the conformity of
populations. Appleman explains that Marxist theory argues that those who
are higher up in society push their beliefs and values onto those who are
lower in society (Appleman, 149). I believe that one of these values is
conformity - to not deviate from the norm. Identity is often shaped around

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conformity, and in order for one to fit in, they must conform to the standards
of society that is, to wear a mask as shown in the film (Adames, 2012).
However, the girl who chooses to show her true self amongst the crowds of
masks displays a resistance to society, and reclamation of her own identity
(Adames, 2012). One criticism that I have for this video is that it does not
show the consequences of her resistance to the norm. In society, one is often
ostracized if they do not conform to societys standards. However, the video
ends with the character walking through the school hallway, bare-faced,
receiving a few surprised reactions by her peers (Adames, 2012). I am
curious as to what may have happened to the character as she progressed
further on in her display of resistance. Is she punished? Respected? Perhaps
ignored? The film leaves one wondering to what consequences the character
experiences due to her non-conformity. This in itself makes it a valuable film
for teaching, especially in the case of high school students. Often
adolescents struggle with their identity, and are pressured into fitting in so
that they can have a stable and supportive friend group. The fact that the
characters face is glowing with pride and joy displays how even though she
may be punished for her resistance, she is proud of her true identity and is
much happier with herself (Adames, 2012).
I believe that this film would serve as an excellent resource for high
school students, especially for those in Grade 12, as they are on the brinks of
emerging into society and forming their identity as young adults. I would use
this film as a teaching resource for ELAB30, for the theme/unit The Search

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for Self (Ministry of Education, 2013). This film is a useful teaching resource
as it is short, to the point, and engaging in its emotional and visual aspects.
It has a slightly eerie quality to it that is sure to engage the students. The
film is also very relatable as it displays the themes of conformity and
identity, which are two aspects of life that adolescents often struggle with. In
order to apply this film to an ELA lesson, I would begin by showing the
students the film. I would then ask them to write a continuation of the film,
from their own perspective and ideas. I would scaffold their assignment by
ask them the following questions: What consequences follow those who
decide to conform against society? How do you think the girls peers,
teachers and other members of her community will react to her removing her
mask? What does her removal of her mask say about her as a person? If
you were in this situation, would you remove your mask or keep it on? With
these questions in mind, my students would write a short story (3-5 pages,
double spaced) about the girl and her life after the end of the film. I would
then get them to orally share these stories in small groups, and encourage
them to discuss the differences and similarities between their stories and
how they relate to their perception of identity.

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Bibliography
Adames, K. (Director). (2012, May 24). Identity SHORT FILM (Award Winning
Inspirational
Short) [Video
file].
Retrieved
from
https://www.youtube.com/watch?v=ikGVWEvUzNM
Appleman, D. (2000). Critical encounters in high school English: teaching
literary theory to adolescents. New York: Teachers College Press.
Ministry of Education. (2013). English Language Arts 30 Curriculum.