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Download the complete document PDF of the Activity Kit All Nothing
  Animated film without words
Length: 11 minutes, 30 seconds

A moving plea for ecological sanity
done on frosted acetate cels,
All Nothing (Tout rien, 1980), earned Frédéric Back
his first Oscar® nomination.
Bill Scott, a veteran of the Warner Bros., UPA
and Jay Ward studios, called All Nothing
"the one animated film everyone should be required to see."



All Nothing is an allegory of
the creation of the world.
Out of nothingness emerge
untold riches. The animal
species are all content with
their lot, but human beings are
forever complaining about the
way they look and what they have
or don't have.

The film explores this very human form of
dissatisfaction, which stems from a tendency
to equate having with happiness. Unlike the other
animal species, whose appetites and territorial
instincts have their bounds, humans are so
greedy they end up making themselves miserable.
 
 
Activity Leaders: Teachers, parents, group leaders
Where: At home, school, camps, community centres
Participants: Children age 6 to 12

*Note: Use the objectives, notions, activities and materials in a combination that is appropriate to your child or group.


• To have children use art to communicate ideas about the
   natural environment and humankind’s place in it, and to
   teach notions of responsibility.

ENVIRONNEMENT

• To make participants aware of the natural environment
   and their role in its protection.
• To have participants reflect on the planet’s natural
   riches and understand that they belong to everyone.
• To teach children to feel empowered knowing what an
   individual person can do and to learn strategies.
• To teach them to incorporate a sense of responsibility
   towards the natural environment into their daily lives
   by changing their behaviours and those of their families,
   other studients and eventually those of their own children
   and generations to come.

TEXTILES

• To make participants aware of textiles and fabric, specifically
   what they are wearing. Where do they come from?
• To have them reflect on textiles as a commodity, and
   how their personal choices and consumerism affects the
   manufacturing, importing and exporting of clothing.

PERSONAL RESPONSIBILITY

• To understand life situations with a view to constructing
   a moral frame of reference
• To have participants reflect on the many facets of
   responsibility, as it affects them and others.
• To help them become aware of true needs and
   desires. When is enough enough?
• To have participants reflect on notions of accountability.

LANGUAGE

• To improve children’s spoken and written language.
• To give them an opportunity to practice presentation
   skills and performance.

ART

• To learn to create, interpret and make critical judgements
   about works of art as a means of integrating an artistic
   dimension into daily life.
• To introduce participants to new art concepts
   and vocabulary.
• To use the visual arts as a form of communication.
• To give participants an opportunity to create art.
• To learn and apply elements of art and design.
• To work with art materials, techniques and processes.
• To relate the visual arts to the themes in All Nothing.
• To have participants share their art and their opinions
   with others.


The six activities are self-contained. You can choose a short, one-hour activity or combine them in a series of activities spread over several meetings, to cover various themes that can be tied to learning across the curriculum.
It is recommended you watch the film with participants before doing the activities. It is important that discussions happen in an interactive, stimulating and supportive atmosphere.

 

Workshop 1: Personnal Responsability Workshop 2: Textiles and Clothing Labels Workshop 3: Writing a Play
Workshop 4: The Characters are Puppets Workshop 5: The Set Workshop 6: The Show

Activity Kit Writer: Deirdre Potash



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