死亡诗社人物介绍共21页
死亡诗社人物性格分析
死亡诗社人物性格分析John Keting—O Cptin!My Cptin!The imge of Keting:Unconventionl , imgintive, pssionte, mible(和气可亲的，亲切的), knowledgeble, idelistic(理想主义的)Motivtion :.He wnted the boys to be free thinkers, which the school thought ws misguiding the students.nlysis :Mr.Keting is quite specil techer in Welton. He uses his own wy to tech, nd chllenges the trdition wy of teching in Welton.（eg：in the movie, he required the boys to rip out the entire introduction of their textbooks）He enlightens students’gift, driving students to listen the voice of deth so s to inspire them to seize the dy in the first clss.Telling them to find their own steps to trust their own beliefs re unique nd encourging them to stnd on the desk to constntly look t things in different wys.ll in ll, he does his best to encourge everyone to love life nd relise wht their herts re. He ws their inspirtion. He mde their lives extrordinry.However, the relity is cruel. He wnted to tech the boys to be freethinkers, this is his motivtion but the school thought he ws misguiding the students. Becuse of the conflicts of the different ides bout teching between Mr.Keting nd Welton, the school forced Mr.Keting to be the scpegot for Neil’s deth nd quit his teching in Welton.The idel ws beted by the relity, nd the cptin ws expeled. lthough Mr.Keting ws fired by the school in the end, wht he tught to the students hs been remembered by those young boys forever. Once in the English clss, Mr.Keting sid”In my clss you will lern to think for yourselves gin.”nd I think if he sked the boys whether they hve met his requirement, the nswer must be”Yes, my cptin!”Knox Overstreet—The Love Runnerdeep in the throes of first love, tries to get the girl of his dremsKnox might be the one who gets most benefits from the word ”seize the dy”The word ”seize the dy”gives him courge to pursue his love, beutiful girl nmed Chris.Pity is tht we do not know the ending of Knox nd Chris.Mybe point is not their ending, but the fct tht if Knox hd ever tried his best to pursue his love. So, just go hed! Brve love runner!Richrd Cmeron——the Disgusting RtThe imge of Richrd:Trditionl conformist（英国国教徒，同流者）selfish …fter Mr.Keting’s first clss,he only concerned bout if Mr.Keting will test them bout those stuff.When Neil orgnized the deth poet’s society, he ws the screst one.t lst, he betryed others to sve himself when questioned by the principle bout the ded poets society.In word, Cmeron is selfishness, fusty nd relistic person. But in the eyes of the school leders, he is likely to be “good”student.Mbe he is the imge of ordinry t tht time.。
死亡诗社简介
死亡诗社影评大全《死亡诗社》Dead Poets Society>主要演员：罗宾·威廉斯罗伯特·希·雷奥纳德埃森·霍克剧情概要：1959年，威尔顿预备学院以它凝重的风格受到了当时人们的尊敬。
在那里，教育的模式是固定的，不仅单调而且束缚了思想。
然而这一切在一个新教师的手中发生了改变。
John Keating 反传统的教育方法给学院带来了一丝生气：在他的课堂里，他鼓励学生站在课桌上，用一个崭新的视角去观察周围的世界；他向学生介绍了许多有思想的诗歌；他所提倡的自由发散式的思维哲学在学生中引起了巨大的反响。
渐渐地，一些人接受了他，开始勇敢地面对每一天，把握他们自己的人生。
不幸也在这时发生了……这部影片是Peter Weir 的上乘之作，曾得到四项学院奖的题名，并且赢得了最佳电影原创剧本奖。
另外，罗宾·威廉姆斯的出色演技，也为本片增色不少。
死亡诗社影评（一）你的一生曾经有没有因为什么人而改变过？我没有。
但我知道在美国威尔顿的贵族学校里那群学生的道路被基汀老师改变了。
那是一个扼杀个性的年代，也许我们今天仍处在这个时代中。
在校庆典礼上，学生们穿着一样的校服，一口同声的说着校训：传统、纪律、荣誉、卓越。
学校礼堂里庄严和死气沉沉，但青春，叛逆，生命力还是从他们的眼睛里泄露了出来。
而Keating老师被轻描淡写的代过，我们还无从知道一个不高大，看起来也不英俊，甚至还有些滑稽的英语老师身上积蓄着怎样的力量。
镜头追踪到了宿舍，像是从地狱到了人间，万物复苏，每一个角落都充满了生命力，特别是在尼尔的宿舍里。
从外表看，尼尔最具有诗人气质，忧郁带着狂野，可是迫于父亲望子成龙的压力，不得不放弃很多课外活动而专心于枯燥无味的学业；尼尔的室友托德是个害羞，胆怯的男孩，不会走近别人的生活，更不会让别人走近自己的生活；查理是他们之中最叛逆的一个，不仅仅表现在思想上而且更付诸于实际行动，看到他我总能看到年轻时的基汀。
影视作品鉴赏--死亡诗社人物分析
影视作品鉴赏--死亡诗社人物分析托德·安德森安德森在影片大部分的时间都是非常沉默的，长相也很普通，在众多的学生当中很难辨认（我也是花了很长时间才把他从众多的学生当中区分开来），属于威尔顿学院中非常典型的学生，刻苦，平庸。
然而他的改变也是最大、最让人感到欣慰的，这是对威尔顿学院模式化教学的一种反抗，也是一种反思。
安德森从一开始转来威尔顿学院就被赋予厚望。
他一直低着头，有时甚至有点不知所措，表明他没什么自信。
校长告诉他，他的哥哥曾是这个学校最优秀的学生之一，因此他也承受了很大的压力。
他一开始给人的印象是“像个木瓜一样”。
而事实确实如此。
沉默寡言，与周围的同学似乎有点气场不和。
室友和同学们相互嬉笑聊天的时候，他还是一个人默默地整理东西，背对着镜头，以至于他们好像都把安德森给忘记了，他们讨论了一会儿才忽然想起来要做一下自我介绍，而且是由室友尼尔来告诉他的同学们“这是托德。
安德森”。
而同时安德森的哥哥这个著名的优秀生又一次被提及，可以看出安德森的内心是非常不爽的。
可是他依然还是沉默。
同学们热情的邀请安德森一起参加读书小组，他也是只说了一句“谢谢”，并且专心的在对表，这也可以看出他个性中的严谨、小心、认真，他决定要努力学习，也许是想尽量的缩小和传说中的哥哥之间的距离。
事实上，安德森确实是非常努力地在学习，甚至有时候有些古板。
在澡堂里，大家都热热闹闹的在洗澡，而他一个人穿着衣服坐在窗台上，也不跟别人交流，不知道他不洗澡来澡堂干什么，可能是默默地洗完了然后等人，说明安德森其实还是蛮单纯善良的。
尼尔问他要不要晚上参加学习小组，而他的却因为要做历史作业而拒绝掉了，太可惜了，学习小组也是学习，做作业也是学习，难道是觉得学生自己组织的学习小组不是学习，说明他的古板。
而安德森的古板和保守让他在基廷老师的文学课上吃了苦头。
他是那种一板一眼跟着老师走的小朋友，老师说什么都当成圣旨一样的去执行，老师在黑板上写什么更加是完完全全一摸一样的抄下来，没什么自己的想法。
死亡诗社
找到自己的步伐
罗伯特· 弗洛斯特：希望你们也找到自己 的路，找到自己的步伐、步调，任何方向， 任何东西都行，不管是自负也好，愚蠢也 好，什么都行。 我们都有一种被人接受的需要。但是你必 须坚持自己的信仰是独特的是你自己的， 哪怕别人认为它们很怪，或者很讨厌，哪 怕一群人都说，那太差。
寻找并坚持自己
老师自由发散式的哲学思维让学生内心产生强烈的共鸣，他们 渐渐学会自己思考与求索，勇敢地追问人生的路途，甚至违反 门禁，成立死亡诗社，在山洞里击节而歌！
不幸也在这时发生了……
Neil
Neil的自杀
Todd
Oh ,captain ,my captain!
背景
电影剧本根据作者托马斯· 舒曼在蒙哥马 利· 贝尔学院（一所位于田纳西州首府纳什 维尔的男子预备学校）的真实经历改编而成。 影片中基廷老师的角色灵感来自于康涅狄格 大学的英文教授萨缪尔，是作者托马斯· 舒 曼曾经在蒙哥马利· 贝尔学院读书时的老师。 电影的另一个灵感来自于詹姆士· 希尔顿的 小说《再见，基普先生》，该书至少4次被 改编成电视剧或电影。
获奖情况
1990年 奥斯卡(美国电影学院奖) 最佳原创剧本汤 姆· 舒尔曼 1990年 英国电影学院奖(BAFTA Film Award) 最佳 影片 保罗· 乔恩格· 威特
电影主题
谁是主角？ 角色本身及其与他人的关系意味着什 么？个人或社会的重要性，还是人的 坚毅或慈悲？ 角色的行为如何呈现言之有物的故事， 或是一个有无数种意义的故事？ 故事强调改变或者坚持的好处了吗？
剧情
1959年，威尔顿预备学院以其沉稳凝重的教学风格和较高的 升学率闻名，作为其毕业班的学生，理想就是升入名校。但 在那里，教育的模式是固定的，不仅单调而且束缚了思想。 然而这一切在一个新教师的手中发生了改变。新学期文学老 师John Keating（Robin Williams）的到来如同一阵春风， 一反传统名校的严肃刻板。 John Keating 反传统的教育方法给学院带来了一丝生气：在 他的课堂里，他鼓励学生用一个崭新的视角去观察周围的世 界；他向学生介绍了许多有思想的诗歌；他所提倡的自由发 散式的思维哲学在学生中引起了巨大的反响。渐渐地，一些 人接受了他，开始勇敢地面对每一天，把握他们自己的人生。
死亡诗社人物性格分析
John Keating—O Captain!My Captain!The image of Keating:Unconventional , imaginative, passionate, amiable(和蔼可亲的，亲切的), knowledgeable, idealistic(理想主义的)Motivation :.He wanted the boys to be free thinkers, which the school thought was misguiding the students.Analysis :Mr.Keating is a quite special teacher in Welton. He uses his own way to teach, and challenges the tradition way of teaching in Welton.（eg：in the movie, he required the boys to rip out the entire introduction of their textbooks）He enlightens students’ gift, driving students to listen the voice of death so as to inspire them to seize the day in the first class.Telling them to find their own steps to trust their own beliefs are unique and encouraging them to stand on the desk to constantly look at things in different ways.All in all, he does his best to encourage everyone to love life and realise what their hearts are. He was their inspiration. He made their lives extraordinary.However, the reality is cruel. He wanted to teach the boys to be freethinkers, this is his motivation but the school thought he was misguiding the students. Because of the conflicts of the different ideas about teaching between Mr.Keating and Welton, the school forced Mr.Keating to be the scapegoat for Neil’s death and quit his teaching in Welton.The ideal was beated by the reality, and the captain was expeled. Although Mr.Keating was fired by the school in the end, what he taught to the students has been remembered by those young boys forever. Once in the English class, Mr.Keating said”In my class you will learn to think for yourselves again.” and I think if he asked the boys whether they have met his requirement, the answer must be”Yes, my captain!”Knox Overstreet—The Love Runnerdeep in the throes of first love, tries to get the girl of his dreamsKnox might be the one who gets most benefits from the word ”seize the day”The word ”seize the day” gives him courage to pursue his love, a beautiful girl named Chris.Pity is that we do not know the ending of Knox and Chris.Maybe point is not their ending, but the fact that if Knox had ever tried his best to pursue his love. So, just go ahead! Brave love runner!Richard Cameron——the Disgusting RatThe image of Richard:Traditional conformist（英国国教徒，同流者）selfish …After Mr.Keating’s first class, he only concerned about if Mr.Keating will test them about those stuff.When Neil organized the death poet’s society, he was the scarest one.At last, he betrayed others to save himself when questioned by the principle about the dead poets society.In a word, Cameron is a selfishness, fusty and realistic person. But in the eyes of the school leaders, he is likely to be a “good” student. Mabe he is the image of ordinary at that time.。
电影《死亡诗社》中NeilPerry的人物分析
Neil’s character always remains static – meaning he does not undergo a change in his character at any time during the movie. Just because he died at the end does not mean that he changed.His life was an act –to his father, to Keating, even to himself, b ut when he wasn’t acting, he thought he had nothing to contribute – he was just as lost as Todd was when Todd first came to Welton. Neil couldn’t deal with the idea that to give up acting was to quit playing the roles that he lived everyday, and so he kill ed himself because he “realized that he had not lived” up to that point. He just took on a different role to fit the circumstance. He never was upfront and honest about his passions to anyone. Neil wanted to be someone else – a person who could express his passions when the time was appropriate. Symbolism:Neil seems to symbolize his kneeling down before everyone – such as his father (who takes away all control Neil tries to have – such as the editor of the newspaper) and the school. Perry seems to be sym bolic for “perish” and death, foreshadowing Neil’s suicide later in the movie. I think that’s why Todd and Neil got along so well. (On the first day of Keating’s class, Keating states that they are all going to die. Neil looks incredibly disturbed while considering this.) Neil could control Todd, and that was the only thing in his life he felt he had control over. Also, in a way, I think Neil saw himself in Todd, because Neil acted towards his father the way Todd acted towards everyone. By trying to help Todd, he thought maybe he could help himself. Neil claims, “the meek might inherit the earth, but they don’t make it into Harvard,” and he’s right –he’s meek, and he never makes it into Harvard.He is the first to ask what the Dead Poets Society was. He is also the one to organize the first meeting. Neil also tells Todd that he must participate in the club.Neil’s PoemsThese lines and his Madman Story not only explain Neil’s philosophy but foreshadow what is about to come – his destruction.“I went to the woods because I wanted to live deliberately. I wanted to live deep and suck out all the marrow of life. To put to rout all that was not life, and not when I had come to die, discover that I had not lived.” – from Walden“Come, my friends, ‘T is not too la te to seek a newer world.For my purpose holds To sail beyond the sunset, and tho’ We are not now that strength which in old days Moved earth and heaven, that which we are, we are; One equal temper of heroic hearts, Made weak by time and fate, but strong i n will To strive, to seek, to find, and not to yield.” – from Ulysses“It was a dark and rainy night. And this old lady who had a passion for jigsaw puzzlessat by herself in her house at her table to complete a new jigsaw puzzle. As she piecedthe puzzle together, she realized to her astonishment that the image that was formed washer very own room, and the figure in the center of the puzzle, as she completed it, washerself. And with trembling hands she placed the last four pieces and stared in horror atthe face of the demented madman at the window. The last thing that this old lady everheard was the sound of breaking glass.”In the end, Neil realized that it was his own life and he was in the center of it. Since his dad had control over him and he was too afraid to stand up to him.Midsummer Night’s DreamWhen Neil learns about the play, he is filled with his passions. He claims that this is the first time in his life that he knows what he wants to do, even if his father disapproves. When Todd mentions this, he asks, “Can’t I just enjoy the idea for a while?” This is the beginning of his loss of control to his passions.As the role of Puck, Neil is able to express what he could not when he wasn’t acting. The Puck epilogue is said directly to his father, in hopes that his father will forgive him. He cannot say anything later when his father tells him what he expects Neil to do because at that moment he is no longer acting.SuicideFinally, in his room, he realizes that the last four pieces of the puzzle of his life have been put into place, and that his only option in order to gain some control of his life is to take his own life. Neil was his father’s dream. When his father woke up, his dream was gone.Neil, His Father, and the SuicideNeil’s relati onship with his father is a case of misunderstanding and lack of communication. Mr. Perry wanted what was best for his son, which led to extremely high expectations. Neil wanted to find out who he was and what he wanted to do. Neil was unable to discuss his opinions and options with his father, and Mr. Perry was unwilling to look at Neil’s outlook on life. This cyclical pattern led Neil to conclude that suicide was the only way to gain control of his life and stand up to his father.There is no evidence that Neil thought about suicide up until that night. It appears to be a spontaneous decision made on the basis of the hopelessness he felt that night. Maybe it was an act to break free from his father’s control, but in trying to gain that control over his l ife, he sacrificed everything to escape.Mr. Perry was at traditionalist, which unfortunately meant he had a difficult time expressing affectionate emotions. He also had a large number of expectations because like any parent, he ultimately wanted the best for his son, a 16-17 year old with a bright future ahead of him. Unfortunately, Neil never really saw or understood that his father only wanted what was best for Neil. He only saw the tyrant-like authority figure who constantly demanded that Neil achieve greatness in academia and who obeyed him unquestioningly.Neil, however, did question that role – to himself, to others, even to Keating. Unfortunately, he never truly was able to convey that to his father. The only time he was able to stand up to his father was in the role of Puck during the play, when he asked for forgiveness with his last soliloquy, an act which deliberately disobeyed and thus enraged his father. He had many opportunities to do so before then, but he never seized the opportunity to reestablish a connection. The father and son were like strangers, each with a specific perception of the other, but neither really knew who the other was. This perpetuated the cycle of misunderstandings between the two and eventually played a major role in Ne il’s suicide.In Mr. Perry’s perspective, Neil was a model child who was focused on getting into a good college. He then learns from another parent that Neil was going to be in the play. This was the first he had heard of this, as Neil had lied to everyo ne about his father’s approval. Mr. Perry then told Neil that couldn’t be involved, an order Neil deliberately disobeyed by performing in the opening show the following night. When Mr. Perry saw Neil as Puck, he became furious and probably overreacted a bit by concluding thatit must be the school (or more specifically, Mr Keating – the new teacher) that was the cause of this and that Neil should transfer schools to regain his focus.Neil, on the other hand, wanted to know who he was. He was always obedien t to his father’s wishes, but he wanted to know more about himself. Acting was something he could do for himself – something that he enjoyed and allowed him to explore what he was able to accomplish. On the other hand, it was also a means of escaping his current reality by being someone else for a few hours. Keating suggested Neil talk to his father about this passion, but Neil second guessed his father’s actions by arguing that his father would never understand. He never gave his father the benefit of the doubt and tried to explain. Keating even went so far as to tell Neil that even if his father didn’t see things his way, he’d soon be out of school and could do what he wished then. Neil wouldn’t listen to this advice, and later when Keating asked if Neil had spoken to his father, Neil said he did consent.Yes, Mr. Perry was hard on Neil, but that was probably out of concern. He was paying a lot of money to attend a great school to prepare him for an ivy league school, and Neil, out of nowhere, decides he d oesn’t want to go to college. He wants to act. Mr. Perry believed that this was a fleeting dream, and that if Neil followed this path, he would be throwing away a wonderful opportunity for a pursuit that would last a couple of years. After all, most people don’t really have a grasp on their future until at least their junior or senior year of college. If his acting career failed, which in all likelihood, it would have, Neil would have no skills to fall back on.Also, Neil never really stood up to his father. There were times he tried, like when Mr. Perry told Neil he should drop some extracurricular activities, but he did so in the presence of others, which created a hostile environment between the two. It would have been interesting if Neil and his father would have actually sat down and chatted about what Neil wanted and what they could do to compromise. Even at the very end, when the two confronted each other right before Neil committed suicide, Neil still could not face his father. Mr. Perry specifically asked Neil what he wanted, and Neil couldn’t answer him. I think Mr. Perry really expected Neil to give him an answer, and I think if Neil would have, his father may have been more understanding.In a way, Neil resembles how Todd was in the beginning of the movie. Todd couldn’t speak to anyone of authority without sounding insecure. In one of the extra scenes, Todd tried to ask for rowing instead of soccer, but could barely speak. He was given soccer instead. Also, in class, whenever he was asked a quest ion, he couldn’t answer. He wanted to say something – especially to recite the poem he spent so much time writing, but he never could. He even ended up ripping up his poem.Who is Responsible for the Suicide?In the end, both the realists and the romantic s blame the other for Neil’s suicide. The romantics say it was Neil’s father. Even Todd says this when he first confronts his romanticism in the snow. The realists say it was Keating, and in the end, force Keating to leave. Neither side wants to believe that through the act of suicide, Neil is taking control of his own life decisions and therefore must assume the responsibility.Suicide is a personal choice, and only Neil could decide whether or not to commit the act. There is a point in everyone’s life wh ere they feel that no one understand them, and no matter what they say, itdoesn’t change the situation. However, by Neil killing himself, Mr. Perry never had the opportunity to understand his son’s desires and passions.。
死亡诗社尼尔人物性格死亡诗社人物性格分析
死亡诗社尼尔人物性格死亡诗社人物性格分析导读：就爱阅读网友为您分享以下“死亡诗社人物性格分析”资讯，希望对您有所帮助，感谢您对的支持! John Keating—O Captain!My Captain! The image of Keating:Unconventional , imaginative, passionate, amiable(和蔼可亲的，亲切的), knowledgeable, idealistic(理想主义的) Motivation :.He wanted the boys to be free thinkers, which the school thought was misguiding the students.Analysis :Mr.Keating is a quite special teacher in Welton. He uses his own way to teach, and challenges the tradition way of teaching in Welton.（eg：in the movie, he required the boys to rip out the entire introduction of their textbooks）He enlightens students’gift, driving students to listen the voice of death so as to inspire them to seize the day in thefirst class.T elling them to find their own steps to trust their own beliefs are unique and encouraging them to stand on the desk to constantly look at things in different ways.All in all, he does his best to encourage everyone to love life and realise what their hearts are. He was their inspiration. He made their lives extraordinary.However, the reality is cruel. He wanted to teach the boys to be freethinkers, this is his motivation but the school thought he was misguiding the students. Because of the conflicts of the different ideas about teaching between Mr.Keating and Welton, the school forced Mr.Keating to be the scapegoat for Neil’s death and quit his teaching in Welton.The ideal was beated by the reality, and the captain was expeled. Although Mr.Keating was fired by the school in the end, what he taught to the students has been remembered by those young boys forever. Once in the English class, Mr.Keating said”In my class you will learn to think for yourselves again.” and I think if he asked the boys whether they have met his requirement, the answ er must be”Yes, my captain!”Knox Overstreet—The Love Runnerdeep in the throes of first love, tries to get the girl of his dreamsKnox might be the one who gets most benefits from the word ”seize the day”The word ”seize the day” gives him courage to pursue his love, a beautiful girl named Chris.Pity is that we do not know the ending of Knox and Chris. Maybe point is not their ending, but the fact that if Knox had ever tried his best to pursue his love. So, just go ahead! Brave love runner!Richard Cameron——the Disgusting RatThe image of Richard:Traditional conformist（英国国教徒，同流者）selfish …After Mr.Keating’s first class, he only concerned about if Mr.Keating will test them about those stuff.When Neil organized the death poet’s society, he was the scarest one.At last, he betrayed others to save himself when questioned by the principle about the dead poets society.In a word, Cameron is a selfishness, fusty and realistic person. But in the eyes of the school leaders, he is likely to be a “good” student. Mabe he is the image of ordinary at that time.百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网,您的在线图书馆。
影视作品鉴赏--死亡诗社人物分析
影视作品鉴赏--死亡诗社人物分析托德·安德森安德森在影片大部分的时间都是非常沉默的，长相也很普通，在众多的学生当中很难辨认（我也是花了很长时间才把他从众多的学生当中区分开来），属于威尔顿学院中非常典型的学生，刻苦，平庸。
然而他的改变也是最大、最让人感到欣慰的，这是对威尔顿学院模式化教学的一种反抗，也是一种反思。
安德森从一开始转来威尔顿学院就被赋予厚望。
他一直低着头，有时甚至有点不知所措，表明他没什么自信。
校长告诉他，他的哥哥曾是这个学校最优秀的学生之一，因此他也承受了很大的压力。
他一开始给人的印象是“像个木瓜一样”。
而事实确实如此。
沉默寡言，与周围的同学似乎有点气场不和。
室友和同学们相互嬉笑聊天的时候，他还是一个人默默地整理东西，背对着镜头，以至于他们好像都把安德森给忘记了，他们讨论了一会儿才忽然想起来要做一下自我介绍，而且是由室友尼尔来告诉他的同学们“这是托德。
安德森”。
而同时安德森的哥哥这个著名的优秀生又一次被提及，可以看出安德森的内心是非常不爽的。
可是他依然还是沉默。
同学们热情的邀请安德森一起参加读书小组，他也是只说了一句“谢谢”，并且专心的在对表，这也可以看出他个性中的严谨、小心、认真，他决定要努力学习，也许是想尽量的缩小和传说中的哥哥之间的距离。
事实上，安德森确实是非常努力地在学习，甚至有时候有些古板。
在澡堂里，大家都热热闹闹的在洗澡，而他一个人穿着衣服坐在窗台上，也不跟别人交流，不知道他不洗澡来澡堂干什么，可能是默默地洗完了然后等人，说明安德森其实还是蛮单纯善良的。
尼尔问他要不要晚上参加学习小组，而他的却因为要做历史作业而拒绝掉了，太可惜了，学习小组也是学习，做作业也是学习，难道是觉得学生自己组织的学习小组不是学习，说明他的古板。
而安德森的古板和保守让他在基廷老师的文学课上吃了苦头。
他是那种一板一眼跟着老师走的小朋友，老师说什么都当成圣旨一样的去执行，老师在黑板上写什么更加是完完全全一摸一样的抄下来，没什么自己的想法。
高级英语视听说-死亡诗社-人物.ppt
Who killed Neil？
他死得并不英雄，他只是不想做一个背叛者。
错误的时间在一个错误的社会生出了一个错误 的人
尼尔的死不是因为他对生活的恐惧，而是，他 想真正地选择自己的命运，不再靠任何人安排， 这是对命运无奈的叹息
一个理想主义者在现实世界里的痛苦挣扎过后 无果的非必然结果！
Todd Anderson 他不是人群中的领导者，最有天份， 最引人注目，头上戴满花环。他常常 保持沉默，面色苍白，在现实世界中 胆怯地行走，唯唯诺诺，惟命是从。 然而，从他们偶尔投过的眼神里，你 仍然能看见一些光芒。只是，那样的 光芒太微弱，隐藏得太深了，需要有 良师益友在旁，把它们如抽丝剥线般， 一点一点地引发出来，最终引发熊熊大火。
亲震怒了。在强权的父亲面前，他的灵与肉处于分裂的状
态之中：是顺从传统父亲的强势？还是听从自己内心的召
唤。年轻的他无力承担这种重负，他选择了死亡。把《仲
夏夜之梦》的精灵花冠放在窗台旁，他用那把父亲长年希
望他使用很美。在现实和理想的挣扎中，理想总成为祭 品，庄严地放在了祭台上。他们非如此不可，在严酷的成 人世界里，在一切以现世利益为准则来判断是非对错的社 会中，理想主义者往往无力对抗现实，他们的尖锐、脆弱 与唯美都那么触目惊心，如烟花闪过，在夜空里刻下创痕。
死亡诗社角色分析
The change
• He was requested to write a poem which exhausted all his brain but was left undone. Later in the class , Mr.Keating make him to think, to imagine, to speak aloud, truly releasing the deep emotion of him. He succeeded. Todd made his turnaround as himself, a warm-hearted, emotional,talented, and brave young man. As for the braveness, at the last scene of his movie, he was the first student to stand on the desk to show his respect to Mr.Keating, which was impossible to happen if he was that former himself.
his fight-back
• If we say institution and rules are unbreakable, but later for his acting dream, he did resist in his own way. Writing a letter in the name of his father to get permission for acting, talking with Mr Keating for solution or at last committing a suicide as his final fight, he did all these, though tragic and fierce, to accomplish his breakthrough of life and finally be free.
第七讲 《死亡诗社》
第七讲《死亡诗社》《死亡诗社》简介美国1989年导演：彼得·威尔（Peter Weir）主演：罗宾·威廉姆斯（Robin Williams ）获奥斯卡最佳原创剧本奖，法国恺撒奖最佳外语片奖。
彼得·威尔（PETER WEIR）澳大利亚导演《死亡诗社》（1989）《绿卡》（1990）《楚门的世界》（1998）罗宾·威廉斯一首激情的诗尼尔：理想与现实在NILL的身上既能看到一个寻梦者的浪漫和激越，也能看到背负着现实生活压力的被束缚者的无奈和呻吟。
托德胆小，懦弱，发奋学习，沉默少语在无能平凡的外表下是隐藏着的激情查理（new wonder）行走在秩序边缘的人从边缘逃到了外围，成了一个无拘无束的¡°纽旺达¡±卡麦隆永远不会冲出秩序的人基丁：燃烧自己，照亮别人为什么要有文学换个角度看世界坚持自己的步伐背负十字架盗火者给人们带来光明，而自己却只能永远背负着盗者的恶名，遭到屈辱和放逐影片也反映出导演和编剧对自己青少年时代老师的怀念和敬意火种在人间点燃尼尔自杀，基廷被革职，死亡诗社消解于秩序之中，但是其充满人性的自由思想已经发生作用。
WALT WHITMAN（1819——1892）真正的美国文学从惠特曼开始风格内容⏹我是肉体的诗人，也是灵魂的诗人。
⏹我歌颂带电的肉体⏹美国精神的渲染：民主、自由、开拓⏹自我的歌颂⏹白话诗、长句Leaves of Grass（1855）⏹《自我之歌》最好⏹恢复、呈现世界⏹“我相信一片草叶不亚于一个宇宙的运转”⏹自我⏹民主与自由哦．船长，我的船长！哦．船长，我的船长！我们险恶的航程已经告终，我们的船安渡过惊涛骇浪，我们寻求的奖赏已赢得手中。
港口已经不远，钟声我已听见，万千人众在欢呼呐喊，目迎着我们的船从容返航，我们的船威严而且勇敢。
可是，心啊！心啊！心啊！哦．殷红的血滴流泻，在甲板上，那里躺着我的船长，他已倒下，已死去，已冷却。
死亡诗社
《 死亡诗社》初听到这个题目，我的第一个 反应怎么那么像一部恐怖片，还频频猜测剧情。 带着猜测和疑问观看了这部影片。 影片很美，充满了张力的诗意和激情。影片 讲述的是发生在 20 世纪50 年代末一所贵族学校 里的故事。拥有百年传统的威尔顿贵族学校一向 坚持四大信条：传统、荣誉、纪律和 卓越。 开学时，学校新来了一位英语教师基。 然而， 基丁不像校长所希望的那样循规蹈矩， 他以美 国著名诗人惠特曼的诗句“船长，我的船长！” 开始了他的第一堂课；他甚至要求学生 们站到 讲台上，试着用另一种角度去看待这个世界。基 丁的特立独行为学校注入了生机，他 也因此逐 渐赢得了学生尼尔、查理、纳克斯等人的信任。 不久，尼尔在学校的一本年鉴上找 到了基丁的 照片，才知道基丁曾经当过学校橄榄球队的队长， 还是学校著名的“死亡”诗社的 成员。尼尔等 人决定重建诗社，学生们从此有了自己的天地， 在那里他们可以尽情地谈论自 己的事情，甚至 唱歌、跳舞。因为只有在这里，他们才不会受到 学校里那么多的陈腐条规的限制。
Page 5
一群受传统教育的学生和一位反传统教育的老师 之间究竟有什么是值得我们去深思？学生们在无助 的情况下所做的决定又是什么？死亡诗社回答了这 样一个命题。 本片是导演彼得威尔的上乘之作，曾获得四项学 院奖提名，赢得最佳电影原创剧本奖。主演罗罗宾 威廉斯的出色演技，也为本片增色不少。“非主流” 的好莱坞导演电影在情节的安排上行云流水，没有 任何花哨，喜剧式的上半场和悲剧式的结局使得观 众的心情也随着情节的变化而跌宕起伏。有着丰富 而深刻内涵，又不落俗套的剧本使该片荣获奥斯卡 最佳电影原创剧本奖。 虽然彼得· 威尔是好莱坞导演，但他的电影却没有 浓重的商业味，他总是以自己独特的风格和美学理 念来诠释深刻又矛盾的人性，为影片赋予丰富而深 邃的内涵。在本片中，导演彼得· 威尔更深入地涉及 到成人与小孩的矛盾冲突，妥协服从与自我实现的 无奈对抗，禁锢的思想与年轻生命的对立。
《死亡诗社》
• 导演：彼得· 威尔 • 演员：罗宾· 威廉 斯、伊桑· 霍克 • 获奖：第62届美 国奥斯卡金像奖最 佳原著剧本奖
1959年的秋天，在刻板、封闭 的维尔顿中学，基丁老师的到来像 初春吹来的风，夹杂着新鲜与凛冽 的气息。他鼓励学生阅读课本中难 以读到的思想色彩浓厚的诗歌；他 鼓励学生怀疑权威、挑战传统；他 鼓励学生寻找全新的视角去观察世 界、观察生活；他鼓励学生深入内 心，去发掘那个独一无二的自 我…… 他独特的教学方法使学生们耳 目一新，启发了学生的学习积极性 和对生活的热爱，受到学生的爱戴。 他们重新恢复了“死亡诗社”这一 秘密团体，生活也重新绽放出别样 的色彩。然而这一切引发了顽固的 校长、家长等父权代表同学生和基 丁老师之间的激烈冲突。在基丁老 师离去之前，爱戴他的学生站在课 桌上，用特殊的方式表示对他的热 爱和“死亡诗流水，没有任何花哨，并且懂得 制造情绪与情调，影片的风格也开始变化，前 篇是喜剧化的，到“仲夏夜之梦”落幕，影片 进入了感伤的段落。而人物性格的发展也有很 大的起落，尼尔那样明朗，积极，最后却成为 月光下自杀的悲剧少年；托德是那样胆小，腼 腆，最后却勇敢地反抗校长，大胆地表达自己 的感觉。镜头语言十分优美，尼尔在舞台上演 出的“仲夏夜之梦”就像是一个梦幻的童话世 界，即使是自杀的段落，如水的月光，带上花 冠的少年，安静地走下楼梯，好像走进一个宁 谧的超凡世界，导演旨在创造的是一个生气勃 勃的，关于少年快乐与感伤的世界，也以此种 方式加大了对传统的压制人的教育方式的批判。 作为青春片，影片采用了群像的设置人物方式， 既有主要人物基丁，也塑造了一群性格各异的 年轻人形象，如胆大妄为、桀骜不逊的查理， 胆小、沉默、苍白的托德，满怀激情、真诚宽 容的尼尔，还有陷入爱情苦恼的诺克斯，爱打 小报告的卡梅伦等等，每个人都能够从这些人 的身上读到自己青春时青涩的影子。他们都像 我们一样，要考上一所好的大学，却被枯燥、 刻板的教学方式灌输着，直到卓尔不群的基丁 的出现。当影片的最后，在强大的权威面前， 我们看到满教室的托德们，站在课桌上，表达 对基丁老师的敬意和对校长的抗议时，我们看 到了延续和未来。所以影片不似大多数青春片 的虚无主义结局，它让更多的人相信青春蕴藏 的力量。
死亡诗社--人物介绍
• Mr. Nolan------Norman Lloyd (the headmaster) • McAllister------Leon Pownall
Robin Williams
• Robin McLaurin Williams (born July 21, 1951) is an American actor, voice actor, and stand-up comedian. Rising to fame with his role as the alien Mork in the TV series Mork & Mindy, Williams went on to establish a successful career in both stand-up comedy and feature film acting.
• Nominated for the Academy Award for Best Actor three times, Williams went on to receive the Academy Award for Best Supporting Actor for his performance in Good Will Hunting (1997). He has also received two Emmy Awards, four Golden Globes, two Screen Actors Guild Awards and five Grammy Awards.
Charity work
• Williams and his former wife, Marsha, founded the Windfall Foundation, a philanthropic organization慈善组织 to raise money for many different charities. Williams devotes much of his energy to charity work).
死亡诗社人物分析 ppt课件
inspirations to him.He owned his real dream ,meanwhile ,he was yield to the reality and at last committing a suicide as his final fight and become a real free puck.
Johnn Keating
Key words: captian poet skillful
experienced open-minded kind
As a teacher who taught poet,he used his special way to teach the students,and told them if they wanted to make a progress ,they should to be a free thinker and strive to find their own voice.During his first class ,he let the students to rip out the paper.When they played the football,he asked everybody to read a verse to encourage themselves.He was not so much a teacher as a friend.He played football with his students ,and was willing to listen to Neil's deep heart thinking.He encouraged his students to challenge themselves.He was the leader of that boys and also a successful teacher.
死亡诗社人物性格分析
死亡诗社人物性格分析John Keating—O Captain!My Captain!The image of Keating:Unconventional , imaginative, passionate, amiable(和蔼可亲的，亲切的), knowledgeable, idealistic(理想主义的)Motivation :.He wanted the boys to be free thinkers, which the school thought was misguiding the students.Analysis :Mr.Keating is a quite special teacher in Welton. He uses his own way to teach, and challenges the tradition way of teaching in Welton.（eg：in the movie, he required the boys to rip out the entire introduction of their textbooks）He enlightens students’ gift, driving students to listen the voice of death so as to inspire them to seize the day in the first class.Telling them to find their own steps to trust their own beliefs are unique and encouraging them to stand on the desk to constantly look at things in different ways.All in all, he does his best to encourage everyone to love life and realise what their hearts are. He was their inspiration. He made their lives extraordinary.However, the reality is cruel. He wanted to teach the boys to be freethinkers, this is his motivation but the school thought he was misguiding the students. Because of the conflicts of the different ideas about teaching between Mr.Keating and Welton, the school forced Mr.Keating to be the scapegoat for Neil’s death and quit his teaching in Welton.The ideal was beated by the reality, and the captain wasexpeled. Although Mr.Keating was fired by the school in the end, what he taught to the students has been remembered by those young boys forever. Once in the English class, Mr.Keating said”In my class you will learn to think for yourselves again.”and I think if he asked the boys whether they have met his requirement, the answer must be”Yes, my captain!”Knox Overstreet—The Love Runnerdeep in the throes of first love, tries to get the girl of his dreams Knox might be the one who gets most benefits from the word ”seize the day”The word ”seize the day” gives him courage to pursue his love, a beautiful girl named Chris.Pity is that we do not know the ending of Knox and Chris.Maybe point is not their ending, but the fact that if Knox had ever tried his best to pursue his love. So, just go ahead! Brave love runner!Richard Cameron——the Disgusting RatThe image of Richard:Traditional conformist（英国国教徒，同流者）selfish …After Mr.Keating’s first class,he only concerned about if Mr.Keating will test them about those stuff.When Neil organized the death poet’s society, he was the scarest one.At last, he betrayed others to save himself when questioned by the principle about the dead poets society.In a word, Cameron is a selfishness, fusty and realistic person. But in the eyes of the school leaders, he is likely to be a “good” student. Mabe he is the image of ordinary at that time.（注：专业文档是经验性极强的领域，无法思考和涵盖全面，素材和资料部分来自网络，供参考。
死亡诗社影视鉴赏分析课件
文档仅供参考，不能作为科学依据，请勿模仿；如有不当之处，请联系网站或本人删除。
学生们查阅学校的校友录，发现John Keating老师原来也 曾是这所中学学生，在校期间发起组建死亡诗社。受此影 响，几位学生也偷偷在校园湖边的山洞里成立了死亡诗社， 一起谈论探讨别人或自己的诗作。故事的高潮是学生Neil 之死。Neil在老师启导下对文学表演产生强烈兴趣，这令 一心期望他成为律师的父亲极其不满。可是Neil还是在老 师的鼓励下演出了莎士比亚名剧。演出虽然取得巨大成功， 但是闻讯赶来的父亲把Neil带回家中，禁止他从事任何表 演活动，Neil终于在苦闷不满中饮弹自尽。Neil的死使学 校高层极其震惊，在追查此事的过程中学生说出了死亡诗 社，在校方的利诱威胁下责任全部推给了John Keating老 师。最终，John Keating不得不辞去教师工作。影片在学 生们自发站在课桌上为 John Keating送行的场景中落幕。
而在中国，这样的教学方式很 难理解，我们的老师一般不会 采取。
文档仅供参考，不能作为科学依据，请勿模仿；如有不当之处，请联系网站或本人删除。
对待及时行乐的态度不同
场景五：鼓励学生及时行乐
基汀老师告诉大家“seize the day”，就是抓住今天，及时行乐 的意思。 而我们并不推崇这样一种价值观。
剧情介绍
不足之处
主要人物 文档仅供参考，不能作为科学依据，请勿模仿；如有不当之处，请联系网站或本人删除。
基汀老师：引导学生去仰望星空的 领路者，他告诉学生要倾听自已内 心的声音，摒弃那些所谓的教条、 规则，通过思考去选择自己的人生 道路,勇敢追寻自己的梦想，并真正 地付之以行动
尼尔：尼尔是一群人中的首领， 为人直爽性格热情。
逝，必须在这三年里分秒必争，否则就会遗憾终生。在讲授美国 现代文学中的意识流（stream of consciousness ）诗歌学派时， John Keating老师打破陈规，让学生在操场上自由发挥，随意走 动、跑步、静止，感受内心深处潜意识的活动，进而对意识流学 派有深刻直观印象。这些突破陈规的授课方式当然招惹了传统守 旧势力的反感和非议，他们不断给John Keating老师施加压力。 而与此同时，John Keating老师也赢得了学生的好感和热爱。
解读《死亡诗社》主要人物思想中体现的后现代主义观点
解读《死亡诗社》主要人物思想中体现的后现代主义观点于洪芹
【期刊名称】《电影文学》
【年(卷),期】2008()14
【摘要】《死亡诗社》是Peter Weir的上乘之作,曾得到四项学院奖的提名,并且赢得了最佳电影原创剧本奖。
作为一种哲学流派及思维方式的后现代主义具有非中心性、开放性、多元性、宽容性、无限性等特征。
影片中主要人物的思想中蕴含了很多后现代主义观点。
【总页数】2页(P75-76)
【关键词】《死亡诗社》;后现代主义;主要人物
【作者】于洪芹
【作者单位】临沂师范学院外国语学院
【正文语种】中文
【中图分类】J905
【相关文献】
1.教育的选择——遵循传统与放飞理想——剖析《死亡诗社》所体现的三条思想主线 [J], 王小芳;李琪
2.查尔斯·狄更斯人道主义博爱思想在小说人物中的体现--对《双城记》中露茜，达奈和梅尼特医生形象的解读 [J], 王焕;张德玉
3.分析影片《死亡诗社》主要人物与其对教育的启示 [J], 董瑜慧
4.生长于心灵荒原上的蒲公英——评电影《死亡诗社》中基丁老师的人物形象 [J], 唐玄
5.比较《死亡诗社》与《浪潮》中的人物形象 [J], 董梦圆
因版权原因，仅展示原文概要，查看原文内容请购买。