EDUCATIONAL RESOURCEassets.hotdocs.ca/doc/DFS17_HOUSEOFZ.pdfEntertainment Weekly: In the May 2016...

EDUCATIONAL RESOURCE

HOUSE OF Z

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The Film

As good looking and stylish as its subject, House of Z is a portrait of the artist as a young man. Famously well connected, Zac Posen rode a rocket ship to fame and success at the age of 21. But his is a cautionary tale of what happens to those whose PR machines are steps ahead of reality. As quickly as the handsome Zac made a name for himself, he found himself on the receiving end of damaging gossip, bad reviews and dropping sales. Told with the help of a star-studded cast, including Puff Daddy, Naomi Campbell and Claire Danes, this all-access story charts the rise and fall—and rise again—of a fashion world wunderkind. Aisha Jamal

Source: https://hotdocs.ca

The Filmmaker

Sandy Chronopoulos (director/producer) is a documentary filmmaker and television producer living in Toronto, Canada. House of Z is her feature directorial debut. She is the supervising producer of Lifestyle & Entertainment programming at Rogers Media, at the helm of Canada’s most successful women’s lifestyle show (Cityline). She has overseen awards-season coverage, as well as live event programming such as the Royal Wedding, The Grammys and Toronto International Film Festival specials. A journalism graduate, Sandy’s love of storytelling, fierce curiosity and tenacity was cultivated producing hard news for nearly a decade. Her 2012 television documentary Project Runway Spotlight: Marchesa, starring Halle Berry, Eva Longoria and Anna Wintour, produced by Rogers Media and The Weinstein Company, was recognized by the New York Festivals for Best Direction.

Source: Sandy Chronopoulos

Educational package written and compiled by Noelle Morris [email protected]

TEACHER’S GUIDE

This guide has been designed to help teachers and students enrich their experience of House of Z

by providing support in the form of questions and activities. There are a range of questions that

will help teachers frame discussions with their class, activities for before, during and after viewing

the film, and some weblinks that provide starting points for further research or discussion.

Directed by Sandy Chronopoulos

2016 | USA/Canada | 97 min

HOUSE OF Z

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Pre-Viewing Activities

Have students explore Zac Posen’s website (http://zacposen.com/houseofz), making notes on anything that they find interesting or wish to clarify. Encourage students to explore the links on the website. Students may also wish to explore Zac’s YouTube channel (https://www.youtube.com/ Username Zac Posen).

Discuss and clarify the words “atelier,” “haute couture,” “recession” and “capital” as a class.

Print several of the questions or quotations from the Extensions Activities section of this guide on individual sheets of paper. Have students share what they think or believe about it with the class.

The film examines Zac’s quick rise to fame as a young person and the pressures that he faced in the public eye. Have students discuss young people who have risen to fame and success very quickly, providing examples. What are the advantages, disadvantages and dangers/consequences of fame, especially for a younger person?

Viewing Activities

In the beginning of the film, Zac is called a “child genius designer,” as well as “the designer who we got to watch fall.” Pause the film after the opening credits and discuss students’ initial perceptions of Zac.

Have students keep track of any words, terms or ideas they don’t understand. After viewing the film, have students look up the definitions.

Have students make notes on some of the key words from reviews throughout the film. As a Post-Viewing Activity, students can discuss the evolving perceptions of Zac by the fashion industry.

Have students keep track of how teamwork is presented throughout the film and in the fashion industry.

Have students make notes on the different types of footage and techniques that are used throughout the documentary. Students can consider the purpose and effectiveness of the footage and techniques in their notes.

Have students jot down two to three ideas for discussion, or questions that the film raises in their minds. As an Extension and/or Post-Viewing Activity, students can enter their questions into an online response or polling system and can vote on the questions or issues they would like to explore in further detail. Encourage students to use multiple levels of Bloom’s Taxonomy.

Post-Viewing Activities

Discuss with students their initial reactions to the film, Zac, the other subjects and the fashion industry. How did their feelings evolve over the course of the film?

Ask students for their takeaway: in one sentence, what is this film about? Have students share their takeaways in pairs or small groups, and then as a class. What are the similarities and differences between the students’ takeaways? You may also wish to enter all of the takeaways into a word cloud generator, such as Wordle (http://www.wordle.net/), to see the frequency of certain words used by students in their takeaways.

In a written entry or class discussion, have your students reflect on their own dreams and consider what actions are needed to achieve their dreams. What obstacles may they face and how can they overcome these obstacles?

Have students read and annotate “A Star is Born” by Daisy Garnett from The New York Times Magazine (http://partners.nytimes.com/library/magazine/specials/20010225mag-starborn.html). Discuss students’ perceptions of Zac after

VIEWING THE FILM WITH STUDENTS

The following three subsections are intended to provide you with a range of Pre-Viewing,

Viewing and Post-Viewing activities. They are followed by a set of questions based upon the

film’s larger thematic domains, some follow-up questions and quotations, sample curricular

outcomes and a page of weblinks for further investigation.

reading the article, and encourage students to consider how early praise and high expectations may have affected Zac.

Have students research Zac’s contributions to the fashion industry. What kind of an impact has Zac had on the industry and other designers? What else has he accomplished beyond what is presented in the film?

Using Vogue magazine’s fashion show archive (http://www.vogue.com/fashion-shows), have students collect photos of Zac’s creations over the years and create a visual retrospective. Students should also complete a written reflection on how Zac’s work has evolved. Students may choose to put their images and reflection in a blog post or presentation software.

Have students select one reviewer from the film, and then conduct a search for several of their reviews of Zac’s collections over the years. Students should analyze the reviews for similarities and differences, and then discuss as a class.

At one point in the film, one of the individuals being interviewed comments that “fashion loves to see people fall.” What is meant by this? Have students conduct research to find other examples of this statement.

At one point in the film, Zac tells Jillian Sinel that he’s “really tired of not having money.” She responds and says, “Money comes with voices. Not interested.” What would students do in this situation? Using this as a prompt, have students write a two-paragraph written response.

At the end of the film, Zac’s sister talks about the family relearning how to be with each other. Have students reflect on this in a one-page journal response.

How have industrialization, globalization, commerce and the Internet impacted the fashion industry? Have students provide references from the film and then conduct additional research on a topic of their own choice (for example, the increasing prevalence of fast fashion).

The tension between art and commerce runs throughout the film and Zac’s career. In a class debate or written reflection, have students respond to the idea of art versus commerce and consider how the relationship between art and commerce can be quite complicated.

Have students choose one of the events or stories from the film and write a diary entry from one of the subject’s perspectives.

Show the students their quotations from the Pre-Viewing Activity and see if their opinions were changed, altered or enhanced by the film.

Have students participate in a Socratic discussion on the film. Guidelines for Socratic discussions can be found here: http://www.authenticeducation.org/documents/WhatSeminar04.pdf

Have students complete an exit note. The exit note should contain one idea that demonstrates what they learned from the film, as well as one question that they still have about the topic.

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About the Film

http://zacposen.com/houseofz

Instagram: https://www.instagram.com/zacposen

YouTube: https://www.youtube.com/channel/UCmadAu_TV9hP7a94HcYcSmA

Additional Resources

Central Saint Martins: Central Saint Martins is an arts and design college located in London, England. The website includes information on the different courses and pathways that are offered at the school. http://www.arts.ac.uk/csm/courses/our-programmes/fashion-programme/

Entertainment Weekly: In the May 2016 article “Met Gala 2016: Claire Danes’ Zac Posen Dress Details,” Zac talks about his experimental approach to designing Claire Danes’ gown for the 2016 Met Gala and “fashiontainment.” http://ew.com/ Type the title of the article into the search function of the website.

MSN: “Zac Posen—Fall 2017—Pictures at an Exhibition” is a five-minute video that provides a look at Zac Posen’s Fall 2017 collection that was presented in January 2017. Instead of a runway show, Zac chose to have photographer Vanina Sorrenti photograph models in his collection. The photos were presented in an exhibition format in Zac’s former Tribeca design studio. http://www.msn.com/ Type the name of the video into the search function of the website.

The New York Times: In the February 3, 2010, article “The Trials of a Former Boy Wonder,” Eric Wilson interviews Zac Posen on growing up and maturing within the fashion industry, and the challenges that he faced. https://www.nytimes.com/ Type the title of the article into the search function of the website.

NPR: Jim Zarroli’s March 2013 article “In Trendy World of Fast Fashion, Styles Aren’t Made to Last” examines the effects of “fast fashion” on the fashion industry, consumers and the environment. http://www.npr.org/ Type the title of the article into the search function of the website.

Parsons: This is the website for the School of Fashion at Parsons. The website includes the school’s mandate, latest news on the school and information on the programs that are offered. http://www.newschool.edu/parsons/fashion-school/

The Daily Beast: Tim Teeman’s “Zac Posen on Fashion, Fame and Why He Won’t Design Clothes for Ivanka and Melania Trump” is an interview from March 2017. In the interview, Zac discusses political responsibility, his formative years and advice that he would give to individuals entering the fashion industry. http://www.thedailybeast.com/ Type the title of the article into the search function of the website.

The Hollywood Reporter: In “Katie Holmes Feels Like a Walking Art Piece in Zac Posen’s Designs,” Zac Posen and Katie Holmes discuss their friendship, the dresses that she has worn over the years and their collaboration for the 2015 Met Gala. http://www.hollywoodreporter.com/ Type the title of the video into the search function of the website.

The Metropolitan Museum of Art: This is the website for the Metropolitan Museum of Art. Additional information about the Costume Institute is available on the website. http://www.metmuseum.org/ Click on About the Met, then Curatorial Departments, then The Costume Institute.

YouTube (BUILD Series): In “Zac Posen: From Draping to Making | AOL BUILD,” Kinvara Balfour interviews Zac Posen about his experiences in fashion and food. The interview is 52 minutes in length. https://www.youtube.com/ Type the title of the video into the search function of the website.

YouTube (Vogue): In the video “Zac Posen on his 10th Year on the Runway,” Vogue goes behind the scenes with Zac Posen as he prepares for his spring 2015 collection. The video is five minutes in length. https://www.youtube.com/ Type the title of the video into the search function of the website.

WEBSITES AND ONLINE RESOURCES

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Questions for Pre-Viewing or Post-Viewing Activities

What are the different issues and themes that surface in this film? How do these issues and themes surface in Zac’s work?

Who and what were Zac’s influences?

How did Zac’s early childhood and life experiences influence his decision to pursue fashion?

What makes something “fashion”?

During Zac’s first show, Ken Downing says, “The front rows were filled with the who’s who of the entire industry.” Building on this, John Demsey comments, “His friends were friends of privilege who had famous parents.” What kinds of advantages were presented to Zac early in his career? What kind of impact did these advantages have on Zac? Would he have found his success as early if he hadn’t been presented with these advantages?

What kinds of pressures were put on Zac because of his early successes?

Sean Combs talks about Zac’s family, and says, “Just seeing his whole family believe in his dreams so much that they would pause their dreams. They really made his dreams their dream.” How did Zac’s familial relationships affect his path, and how was he supported by his family? How important is family when someone is trying to achieve their dreams? How does your family support your talents and interests?

In the film, Lola Schnabel discusses Zac’s difficulties with being at Central Saint Martin “because he was more advanced so he had to just sit back and watch patiently what was happening, but he already had a trajectory in his head about where he was going.” Eric Wilson later comments that Zac “didn’t want to be perceived or included in a story about young designers or new designers because he felt he was better than that.” How did Zac perceive of himself, and what effects did this have on his early career?

After his early successes, Zac says, “I started to enter a world that I had never entered into, and it was definitely a world that I was enticed by.” Robin Givhan paraphrases another reviewer, who cautioned Zac to “Be careful. Beware.” What did the reviewer mean by this?

What was the motivation for Zac’s success and fame? How did people perceive of Zac’s initial quest for success?

What were others’ perceptions of Zac at various points in his life? How did this impact him?

How did the press treat Zac at various points in his career, and how are fashion designers treated today?

Why are people so willing to turn on successful people?

What are the dreams of the individuals in the film? What obstacles do they face as they pursue their dreams?

What was Zac criticized for? How did he deal with rejection and criticism from the fashion world and the press?

What were Zac’s perceptions of brand collaborations throughout the film? Does Zac collaborate with anyone now? Where else have you seen instances of designers collaborating with other brands, and why would they decide to do this?

The speed of fashion is mentioned throughout the film. What effect(s) does the speed of fashion have on a designer’s creativity?

What effects did the recession have on the fashion industry and Zac?

In the film, Zac says, “An atelier is such a rare and special community of artisans, of mathematicians, of creators, of imagineers.” What is the production process like within an atelier? Is an atelier sustainable? What are the alternatives to having an atelier? What the benefits and drawbacks to the alternatives?

Where does Zac continue to find his inspiration?

What other challenges may Zac face in his career?

In the film, Zac says, “Every collection, every piece I drape, I learn something.” He also says, “Every time I get a little bit closer to hitting a goal, I just put the benchmark a little bit higher.” What are Zac’s perceptions of learning and craftsmanship when it comes to his career? Is there an area in your life where you are always seeking growth?

Consider what the filmmaker decided to capture on film. Are there any scenes that stand out, and why? What might have been left out of the film, and why?

EXTENSION ACTIVITIES

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1. “Fashion has a dark side. It’s not all runways and lipstick and fishtail gowns.” Zac Posen

2. “Early years, when I was working very hard as a young corporate lawyer, I would race home to make sure I was there for dinner and then race back to the office.” Susan Posen

3. “Through middle school and that time period, I just didn’t feel like I ever fit in. I had been extremely dyslexic and had struggled with ADD. I don’t think I really felt comfortable in my own skin. And then for high school, I went to a school called Saint Ann’s. I was this outsider and I found other outsiders. Paz de la Huerta, Jemima Kirke, Lola Schnabel and Ry Russo Young. Actors and performers.” Zac Posen

4. “I left school early because I had opportunity.” Zac Posen

5. “Putting together the first show felt like putting together a play with your friends. And we just had to make a lot out of nothing.” Albertina Rizzo

6. “I used to sleep on a couch for the first two years of my company, and then the first doorbell would ring. I would pull myself together and start my day.” Zac Posen

7. “People like Natalie Portman show up. I have empty Chinese food containers by my desk. Actresses were asking for gowns to wear to premieres. I’m dealing with stylists. I didn’t know what the hell I was doing. We were all kind of faking it till we made it.” Albertina Rizzo

8. “A lot about fashion is the perception is that you’re successful. The reality is that it’s a lot of smoke and mirrors and creating that environment to look successful.” Voiceover (27:20)

9. “It was the way that I saw him look at a garment on a woman. He looked at it like he was a sculptor.” Sean “Diddy” Combs

10. “It became a performance. But if the perception of you is not actually the reality and you’re living that because it’s feeding the beast, you’re playing a very dangerous game.” Zac Posen

11. “As the pressures of the business grew, the voices got more difficult.” Susan Posen

12. “Things were starting to crumble internally. I was deeply depressed and physically worn out. I couldn’t move. I was paralyzed in bed. And I was too scared to let anyone know.” Zac Posen

13. “In today’s world where everything is computerized, everything is automated, everything is copied, to actually create pieces that are original is not necessarily appreciated from a business perspective. But for me, the process of building these pieces is essential.” Zac Posen

14. “If I had one word to describe Zac, it would be the builder. He takes this fabric which is ultimately a dead piece of fabric, and he builds it and manipulates it into this piece that even standing alone, is alive.” Crystal Renn

15. “You can’t have one thing that’s not perfect. It’s better not to have it at all.” Christopher Niquet

QUOTATIONS FROM THE FILM TO EXPLORE

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In the film, Zac Posen discusses his love of designing clothing and says, “What I do is something that I love so dearly. It’s what I live for.” At the end of the film, Zac’s father reads him several quotations from Joseph Campbell, who said, “Poets are simply those who have made a profession and a lifestyle of being in touch with their bliss. There’s something inside you that knows when you’re in the centre. That knows when you’re on the beam or off the beam. If you follow your bliss, you put yourself on a kind of track that has been there all the while waiting for you, and the life that you ought to be living is the one that you are living. Follow your bliss and don’t be afraid, and doors will open where you didn’t know they’d be.”

Your task:

Explore Joseph Campbell’s musings on bliss, and respond to the following prompt: What is your bliss?

You can respond to this prompt in a written reflection, a video, a presentation or any other medium that you think is appropriate to showcase your bliss. You will conference with your teacher during the planning stages to pitch your idea and your selected medium.

CULMINATING ACTIVITY: WHAT’S YOUR BLISS?

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ACTIVITY RUBRIC: WHAT’S YOUR BLISS?

Knowledge/Understanding

2.5 2.9 3.0 3.4 3.5 3.9 4.0 5.0

Understands and persuasively represents

the hobby/passion

Communicates with a limited degree of understanding and

persuasiveness the hobby/passion

Communicates with a moderate

degree of understanding and persuasiveness the

hobby/passion

Communicates with a considerable

degree of understanding and persuasiveness the

hobby/passion

Communicates with a high degree of

understanding and persuasiveness the

hobby/passion

/5

Thinking/Inquiry

2.5 2.9 3.0 3.4 3.5 3.9 4.0 5.0

Use of planning skills (gathering information, research and drafting)

Uses planning skills with limited

effectiveness

Uses planning skills with some

effectiveness

Uses planning skills with considerable

effectiveness

Uses planning skills with a high degree of

effectiveness/5

Application

2.5 2.9 3.0 3.4 3.5 3.9 4.0 5.0

Makes connections within and between the film and personal knowledge and

experience, other texts, and the world outside school

Makes connections within and between

various contexts with limited effectiveness


various contexts with some effectiveness


various contexts with considerable

effectiveness


various contexts with a high degree of

effectiveness

/5

Communication

2.5 2.9 3.0 3.4 3.5 3.9 4.0 5.0

Communicates for the intended audience(s) in oral, visual and/or written forms

Communicates for the intended audiences and

purposes with limited effectiveness


purposes with some effectiveness

Communicates for the intended audiences and purposes with considerable effectiveness


purposes with a high degree of

effectiveness

/5

Comments: Total: ___ /20 =___ /100

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EXAMPLES OF CURRICULUM EXPECTATIONS

COURSE OVERALL EXPECTATIONS

Grade 7 & 8 Arts• demonstrate an understanding of a variety of art forms, styles and techniques from the past and present,

and their sociocultural and historical contexts.

Grade 7 & 8 Language

• generate, gather and organize ideas and information to write for an intended purpose and audience.

• draft and revise their writing, using a variety of informational, literary and graphic forms and stylistic elements appropriate for the purpose and audience.

• use editing, proofreading and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression and present their work effectively.

• demonstrate an understanding of a variety of media texts.

• identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.

Grade 9–12 English

• generate, gather and organize ideas and information to write for an intended purpose and audience.


• identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.

Grade 9–12 Visual Arts

• demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating and reflecting on various art works.

• demonstrate an understanding of how art works reflect the society in which they were created, and of how they can affect personal values.

• demonstrate an understanding of, and use correct terminology when referring to, elements, principles and other components related to visual arts.

• demonstrate an understanding of conventions and techniques used in the creation of visual art works.

Grade 11 Media Studies


• deconstruct a variety of types of media texts, identifying the codes, conventions and techniques used and explaining how they create meaning.

Grade 11 Media Arts

• analyze, through examination and reflection, their initial response to media art works, using various strategies and modes of communication.

• identify and explain the messages in and meanings of media texts.

• describe the characteristics of particular media genres and forms, and explain how they help to convey meaning and influence the audience.

Grade 9 & 10 Integrated Arts

• communicate an understanding of the ability of the arts to inform and instruct and to contribute to social change.

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Grade 10 Clothing

• demonstrate an understanding of the functions clothing serves, the kinds of messages it conveys and the impact it can have on social interactions.

• demonstrate an understanding of various factors affecting personal wardrobe planning and clothes selection.

• demonstrate an understanding of how to evaluate the quality, value and suitability of clothing and accessories.

• demonstrate an understanding of the effects that retail formats and promotions can have on individuals’ decisions about clothing purchases.

• demonstrate an understanding of natural and synthetic fibres and fabrics, and of how their characteristics affect clothing choices and care.

• describe the elements of design related to clothing and accessories, and explain how an awareness of these elements can affect personal clothing choices.

Grade 11 Understanding Fashion

• explore topics related to fashion, and formulate questions to guide their research.

• demonstrate an understanding of how culture influences fashion.

• demonstrate an understanding of how media influence fashion.

• demonstrate an understanding of fashion cycles and trends and of factors that influence them.

• demonstrate an understanding of consumer behaviour and marketing strategies, including specific social marketing promotions, associated with the fashion industry.

• demonstrate an understanding of fibres, fabrics and finishes, and of the environmental impact associated with their production and use.

Grade 12 The World of Fashion

• explore topics related to fashion, and formulate questions to guide their research.

• demonstrate an understanding of the impact on fashion of historical and technological developments and social issues.

• demonstrate an understanding of the influence of brands, designers and design centres on the fashion industry.

• demonstrate an understanding of the needs of specialized markets with regard to fashion/clothing.

• demonstrate an understanding of global textile production and its social and environmental impact.

• demonstrate an understanding of the impact of globalization on the fashion industry and of strategies for reducing the negative impact of the industry.

Grade 11 Dynamics of Human Relationships

• explain how self-concept and self-esteem influence personal well-being.

• demonstrate an understanding of how self-concept influences an individual’s interactions with others.

• demonstrate an understanding of various social and cultural influences on relationships.

Grade 9 Family Studies

• demonstrate an understanding of various types of relationships and of skills and strategies for developing and maintaining healthy relationships.

• describe lifestyles in diverse families and the impact of a range of factors, including social and cultural factors, on these lifestyles.

• describe the functions and responsibilities of families and the diverse ways in which families fulfil them.


• demonstrate an understanding of the role parents play in affecting how children form relationships within and outside the family.

• identify and describe environments provided by families, caregivers and others that offer positive conditions for child development.


analyze theories and research on the subject of individual development, and summarize their findings.

analyze theories and research on the subject of parent-child relationships and their role in individual and family development, and summarize their findings.

demonstrate an understanding of the critical role that a family plays in the socialization of its members.

analyze the many relationships that are a part of human development.

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Grade 11 Equity, Diversity and Social Justice

• explore topics related to equity, diversity and/or social justice, and formulate questions to guide their research.

• create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods.

• assess, record, analyze and synthesize information gathered through research and inquiry.

• demonstrate an understanding of a range of historical and contemporary Canadian equity and social justice issues.

• demonstrate an understanding of how social activism can be used to support equity and social justice objectives.

Grade 11 Introduction to Anthropology, Psychology and Sociology

• use a psychological perspective to explain how diverse factors influence and shape human mental processes and behaviour.

• use a sociological perspective to explain how diverse factors influence and shape individual and group social behaviour.

Grade 12 Human Development Throughout the Lifespan

• demonstrate an understanding of social-emotional development throughout the lifespan and of ways of influencing such development.

• demonstrate an understanding of various influences on personality development and identity formation throughout the lifespan.

Grade 10 Careers

• demonstrate an understanding of the decision-making process as it relates to career planning.

• identify potential barriers (e.g., learning difficulties, financial constraints, distance from opportunities) that could interfere with the achievement of their goals, and use problem-solving strategies to identify appropriate actions.

• demonstrate an understanding of career development as a lifelong process that will include transitions, changes and lifelong learning.

Grade 11 Economics• analyze how various factors, including the practices of different stakeholders, affect markets and the value

of goods.

Grade 12 Economics

• demonstrate an understanding of supply and demand models, including how to apply these models, and of factors that affect supply and demand.

• analyze aspects of economic growth/development, including its costs, benefits and sustainability.

• analyze how economic and political ideas and various sociocultural factors affect economic decision making.

• demonstrate an understanding of markets and theories of the firm.

• analyze economic trade-offs from the perspective of different stakeholders, including those in different countries, and how trade-offs influence economic decisions.

The Overall Expectations listed above are from the Ontario Curriculum. Complete course descriptions, including all Overall and Specific Expectations can be found at: http://www.edu.gov.on.ca/eng/teachers/curriculum.html

EDUCATIONAL RESOURCEassets.hotdocs.ca/doc/DFS17_HOUSEOFZ.pdfEntertainment Weekly: In the May 2016...

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