Post on 07-Aug-2020
1
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
LESSON PLAN
Ernest and Celestine by Benjamin Renner, Vincent Patar & Stéphane Aubier.
Created by Azadée Tolooie Translated by Andrew A. Rosado
2
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
TABLE OF CONTENTS
I UNDERSTANDING THE FILM
Information about the film ............................................................................. 3
Director ........................................................................................................ 4
Filmmakers................................................................................................... 4
Adapting Gabrielle Vincent’s work ............................................................... 5
Origins of the project .................................................................................... 6
Summary ....................................................................................................... 7
II IN CLASS DISCUSSION: BEFORE THE FILM ...................................................8
Student worksheet 1: Analyzing the movie poster ......................................... 9
Teacher worksheet 1: Analyzing the movie poster ....................................... 13
Student worksheet 2: Discovering the vocabulary ........................................ 15
Teacher worksheet 2: Discovering the vocabulary… ................................... 18
III IN CLASS DISCUSSION: AFTER THE FILM ....................................................19
Student worksheet 3: Reconstructing the film .............................................. 20
Teacher worksheet 3: Reconstructing the film ............................................. 21
Student worksheet 4: The characters ........................................................... 22
Teacher worksheet 4: The characters ......................................................... 23
Student worksheet 5: Key places of the film .............................................. 24
Teacher worksheet 5: Key places of the film .............................................. 27
Student worksheet 6: Mini project .............................................................. 29
Teacher worksheet 6: Mini project .............................................................. 30
Teacher worksheet 7: Playing with vocabulary .......................................... 31
Material worksheet 7: Playing with vocabulary ........................................... 33
Teacher worksheet 8: Debating and giving your opinion ............................ 35
SITEOGRAPHY....................................................................................................36
I UNDERSTANDING THE FILM
INFORMATION ABOUT THE FILM
Title: Ernest and Celestine
Year: 2012
Country: France
Duration:79 min
Cinematic release: December 12, 2012
Movie by: Benjamin Renner, Vincent Patar et Stéphane Aubier
Adaptations: des albums de Gabrielle Vincent publiés par les Éditions Casterman
Production: Didier Brunner
Script: Daniel Pennac
Voice actors: Pauline Brunner et Lambert Wilson
.
3 Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE de Benjamin Renner, Vincent Patar et Stéphane Aubier
LE RÉALISATEUR
DIRECTOR
After obtaining his Bachelor’s degree, Benjamin Renner
followed a preparatory class in art school and then joined the
School of Fine Arts of Angouleme, where he obtained the
National Diploma of Plastic Arts in drawing.
He then got admitted to La Poudrière School of Animation,
where he created The Crow Who Wanted to Imitate the Eagle,
The Biggest President in the World (available through TV Canal
J) and The Mouse’s Tail, which was his last film during his
studies.
FILMMAKERS
Stéphane Aubier and Vincent Patar, better known today under the pseudonym “Pic Pic”,
alumni of the Ecole Superieure of Visual Arts in Cambre, Brussels, are highly acclaimed
animation filmmakers. Their trademark: inimitable Belgian accent and borderline absurd
humor. Over the years, Aubier and Patar refined their universe using different animation
techniques (papercutting animation
4
5
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
in The Baltus, 1998). In 2002, they released the DVD Pic Pic André and his friends, which
is a compilation of the duo’s best short films. In 2009, they released A Town Called Panic,
a feature film whose sense of derision, absurdity, and imagination is hailed by both the
public and critics. The film was presented in Cannes in official selection. Finally, Pic pic
co-directed Benjamin Renner’s first feature film, also presented at the Cannes Film
Festival.
ADAPTING GABRIELLE VINCENT’S WORK
Gabrielle Vincent, whose birth name is Monique Martin, was born in Brussels on
September 9, 1929.
She studied drawing and painting at the Academy of Fine Arts in Brussels, where she
graduated from in 1951 and obtained the highest distinction. She then explored the
richness of black and white drawings, and exhibited her works for the first time in 1960.
Soon after she moved to color: ink wash painting, pastel, and oil color. At each of her
exhibitions, she was saluted for her strength, sobriety, and sensitivity of her art by critics.
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
While creating Ernest and Celestine in the 1980s, Gabrielle Vincent offered children her
talents as artist and storyteller for kids. It is in the everyday that the human truth,
tenderness, the happiness of making others happy, living simply and truthfully, one’s
heart, and the gentle conventions are expressed. Her books were published throughout
the world. The strength, sobriety, and sensitivity of her books earned her an international
reputation and numerous awards. Gabrielle Vincent passed away on September 24, 2000.
ORIGINS OF THE PROJECT
Interview with Didier Brunner, Producer:
“Originally, there were twenty beautiful little books illustrated by Gabrielle Vincent. These
simple stories enchanted my daughter, Pauline, when I read them to her during bedtime.
The stories’ protagonists were a bear and a mouse united by an improbable complicity.
How did these two very different beings that came from two different worlds that didn’t
know about the other, the big bear and the cute little mouse, meet? Why were they simply
bound together?
6
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
Every night when leaving this tender and modest universe, these questions intrigued us…
It is by trying to answer them that the project to adapt Gabrielle Vincent’s work took place.
The author, I must say, was fiercely opposed to the transposition of her work on television
and by extension to film.
That was in 1998. She passed away in 2000. In 2008 I learned that Casterman, the editor,
proposed the adaptation rights for a series. I contacted him immediately and suggested a
cinematic adaptation, because only the artistic care given to the realization of an animated
feature can truly pay tribute to the quality of Gabrielle Vincent’s work.”
SUMMARY
In the conventional world of bears, it is frowned upon to be friends with a mouse. And yet, Ernest, a large, marginalized bear, a clown, and a musician, welcomes into his home little Celestine, an orphan who fled the underworld of mice. These two solitaires will support each other, comfort themselves, and thus upset the established order.
7
8
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
II UNDERSTANDIN THE FILM:
BEFORE THE FILM
These educational activities were made for kids between the ages of 7 to 12 years to
prepare them for the presentation of the film in its entirety. This lesson plan can be taught
in English, or in French, per the student’s linguistic profiles and the objectives of the foreign
language teacher.
In this lesson plan, the linguistic competences are abbreviated as followed:
o WC: Written comprehension
o OC: Oral comprehension
o OP: Oral production
o WP: Written production
o OI: Oral interaction
9
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
STUDENT WORKSHEET 1: ANALYSING THE MOVIE POSTER
Level A1
THE MOVIE POSTER
Observe the poster carefully and fill the spaces below
The mouse
Their face: Their clothes: Their behavior:
Have you seen a
movie with animals
as the main
characters?
A mouse: An animal that is , , .
The bear
Their face: Their clothes: Their behavior:
A bear: An animal that is , , .
Their relationship
They seem to
The title
Care for each other?
Hate each other?
Be arguing?
To get along?
Who Ernest? Who is Celestine?
10 Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
A BEAR AND A MOUSE Why is the
friendship
between a mouse
and a bear
surprising?
Ernest and Celestine met by chance.
Imagine and draw how they met!
11
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
12
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
A BIT OF CALLIGRAPHY
Writing in cursive with ink gives the title a very
elegant effect!
Do you want to try?
My name:
13
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
TEACHER WORKSHEET 1: ANALYSING THE MOVIE POSTER
Level A1
THE MOVIE POSTER (OI / WP)
In this activity, students will discover the main characters for the first time: Ernest and
Celestine. They will do so through the description of the movie poster.
It is recommended to recall key vocabulary (A1 level) for physical description (face, body,
clothes, etc.) by brainstorming or sensitization activities for the targeted lexicon.
The activity can be done in groups for lower levels. It will be a question of completing the
poster's analytic sheet together, in order to reveal the main characteristics of the
protagonists of the film and to make hypotheses. Highlighting the physical contrast of the
two characters will allow students to become aware of the humorous aspect of the film
based on difference and opposites.
Children should be asked if they have seen movies with talking animals to encourage
them to comment on their appreciation for this kind of animated film.
Answers:
The mouse: She is small, has big ears and big eyes, and she is smiling. She is wearing
a red hood, a small white robe, and white socks. She seems funny, dynamic, passionate,
mischievous etc...
Mice are animals that are: small, rodents, fast, malicious, love cheese, have big ears,
silent, discrete, etc…
The bear: is big, bulky, and is smiling. He has a large snout, small eyes and small ears.
He is wearing a white t-shirt, a gray jacket, and a red scarf. He seems kind and amused
by the mouse, affectionate, etc.
Bears are animals that are: big, bulky, hairy, impressing, loud, gourmand, sleepers,
clumsy, that love honey, that have big paws and sharp claws, etc.
14
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
Their relationship: They seem to get along, to care for each other since they are smiling,
they have an air of complicity, and seem to be friends.
The title: Ernest is the bear and Celestine is the mouse (it is possible to explain that the
names ending in “ine” in the French language are often feminine like “Martine, Christine,
Delphine, etc”.)
A BEAR AND A MOUSE (IO)
The teacher can invite students to reflect on the unusual friendship between a bear and a
mouse.
This can allow students to address the upstream marginalization of an uncommon couple
of bear and mouse, a central topic discussed in the film.
Example of oral production: A bear can eat a mouse, they are too different, mice hide
and live in small holes in house while bears live in forests. Bears hibernate while mice are
very active throughout the year and sometimes at night, etc…
Students can then give free rein to their imagination by drawing the moment when the two
characters met. They can compare hypotheses that can later be reinvestigated after
viewing the film.
A BIT OF CALLIGRAPHY (WP)
Students can discover or practice the art of calligraphy while appreciating the beautiful
cursive script of the title. At the discretion of the teacher, students can use a pencil, or ink
if possible, to practice with the writing activities provided.
Note that in France, cursive is favored and taught in school. This cultural aspect can also
be discussed in class while doing the written activities.
15
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
STUDENT WORKSHEET 2: DISCOVERING THE VOCABULARY
Level A1
16
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
17
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
Humor Fear Celestine Bear
Meet up Tea baby teeth Bonbons
Xérès Musician Judge River
Fire Drawing Smile Unite
Vagabond Snow Kepi Zizanie
Ernest Friendship Wagon Greed
Eyes Liberty
18
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
TEACHER WORKSHEET 2: DISCOVERING THE VOCABULARY Level A1
THE ALPHABET (WC)
Students will discover keywords of the themes presented in the movie with an entertaining
activity by cutting and associating words and images. The activity can be done in pairs or
small groups. Students may not know all the words, but will be able to use the first letter
of each item to place them in alphabetical order. This small vocabulary activity can be
reinvestigated throughout the educational exploitation of the film.
Answers:
III UNDERSTANDING THE FILM:
AFTER THE FILMS
These educational activities were made for kids between the ages of 7 to 12 years to
prepare them for a discussion after the presentation of the film in its entirety. This lesson
plan can be taught in the English, or in French, per the student’s linguistic profiles and the
objectives of the foreign language teacher.
In this lesson plan, the linguistic competences are abbreviated as followed:
o WC: Written comprehension
o OC: Oral comprehension
o OP: Oral production
o WP: Written production
o OI: Oral interaction
19
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE de Benjamin Renner, Vincent Patar et Stéphane Aubier
20
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
r
STUDENT WORKSHEET 3: RECONSTRUCTING THE FILM
Level A1
FIND THE CORRECT ORDER
Label 1 through 8 the
images in order of
appearance in the
movie.
ERNEST AND CELESTINE de Benjamin Renner, Vincent Patar et Stéphane Aubier
TEACHER WORKSHEET 3: RECONSTRUCTING THE FILM
Level A1
FIND THE CORRECT ORDER (WC)
In small groups or in pairs, have the students reconstruct the story of the film in order
from 1 to 8.
Answer:
21
Dossier pédagogique réalisé par Azadée Tolooie.
ERNEST AND CELESTINE de Benjamin Renner, Vincent Patar et Stéphane Aubier
STUDENT WORKSHET 4: TRAVAILLER SUR LES PERSONNAGES
Level A1
Connect each character
with their words.
I do not want to be a dentist, I want to be an
artist.
I’m hungry!
The big
mean bear
will eat you!
We must give kids
sugar so we can
exploit their teeth
and make money!
You need to bring me
50 teeth!
22
Created by Azadée Tolooie. Translated by Andrew A. Rosado
WHO SAYS WHAT?
ERNEST AND CELESTINE de Benjamin Renner, Vincent Patar et Stéphane Aubier
TEACHER WORKSHEET 4: THE CHARACTERS
Level A1
WHO SAYS WHAT? (WC)
In pairs or in small groups, associate the text bubbles with the characters. Students
can use the words in bold to guide themselves. The teacher can help guide the
students get onto the right track and answer their questions. Depending upon the
group’s level, the teacher can also ask the students to write down other lines from the
characters.
Answers:
23
Created by par Azadée Tolooie. Translated by Andrew A. Rosado
STUDENT WORKSHEET 5: KEY PLACES OF THE FILM
Level A1
ERNEST’S HOUSE
Ernest’s house is a refuge for the two friends,
it changes with the seasons.
Describe each image
with help of the words
on the right.
1
It is winter.
It is spring.
It is nice out.
It is cold.
It is sunny.
There is snow out.
There are many flowers.
2 The sky is gray.
The sky is blue.
The trees are white.
The trees are green.
24
Created by par Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE de Benjamin Renner, Vincent Patar et Stéphane Aubier
ERNEST’S ROOM
Ernest is a music virtuoso,
he knows how to play many instruments!
Piano
Trumpet
Violin
Find all the instruments on the picture!
Bass
25
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE de Benjamin Renner, Vincent Patar et Stéphane Aubier
HIDE AND SEEK
Two instruments are hiding in all the dishes.
Can you find them?
Circle the instruments
hiding in the dishes!
26
27
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
TEACHER WORKSHEET 5: KEY PLACES OF THE FILM
Level A1
ERNEST’S HOUSE (OP/WC)
This activity allows students to practice weather and color vocabulary at an A1 level.
Students will be able to practice pronunciation with these sentences, and describe each
image with the proposed phrases. The teacher can finish the activity with a small dictation
of the proposed sentences.
Answer:
Image 1: It is winter, it is cold, and there is snow. The trees are white, and the sky
is gray.
Image 2: It is spring, it is nice out, it is sunny, there are many flowers, and the
trees are green.
ERNEST’S ROOM (WC/WP)
This activity allows the students to discuss the music of the film. Music plays in important
role in Ernest’s life, his house is even filled with music instruments!
Practice tracks to discuss music:
- Listen and discover the different instrument groups / work on music
vocabulary (http://www.instrumentsdumonde.fr)
- Interactive lottery game for instruments
(https://www.youtube.com/watch?v=OcuOQHBxY9E)
- Talk about the importance about music in people’s lives, their day to day, and
music in the streets of France.
28
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
Answers:
HIDE AND SEEK
Answers:
STUDENT WORKSHEET 6 MINI PROJECT
Level A1
MAKE YOUR OWN SLEEVEFACE!
Celestine and Ernest enjoy putting portraits on their face to
make them talk. This is called making a “sleeve face”
On a sheet of blank paper, draw your
favorite character’s head and then put
it in front of your face.
Ask a friend of your teacher to take a
photo!
29
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
30
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
TEACHER WORKSHEET 6: MINI PROJECT
Level A1
MAKE YOUR OWN SLEEVEFACE! Sleeve face: From crude disguises to homemade costumes, this phenomenon is all the
rage and inescapable. We see them on covers of magazines and in advertisements, they
consist of a taking a simple photo with the front cover of an LP with just a face.
The reuse of this practice in the photo above resides in the infantile and comical game
that will make you look twice.
When Ernest discovers Celestine’s talent for “sleeve face”, it became a fun game for them
to play together. “Sleeve face” is also a way for Ernest to console Celestine and make her
smile when she is saddened that she did not fit in with the other mice (the mouse
association), where art has no place.
Activity suggestions:
The teacher can hand out blank pieces of paper as well as any material to paint and draw
in order to create their “sleeve faces” of their favorite movie characters. They can use the
images from the previous activities for inspiration. The teacher can then ask the students to take
photos of themselves with a camera or a smartphone.
Once they are done taking photos, the teacher can print the photos so the students can
glue them on a sheet of paper and take them home, or present them in the classroom.
Students can create dialogues and write them on the sheets of paper and create a small
comic strip. This task can be made either on a computer or directly on the printed sheets.
31
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
Teacher WORKSHEET 7: VOCABULARY GAME
GAME OF MICE AND BEARS (WC/WP)
The students will have fun while recollecting key moments of the film.
Goals: The bears must collect the most marshmallows possible, and the mice must collect
the most teeth possible. (See: Material Sheet 7). Each group must answer eight questions
about the film.
Execution: Separate the class into two groups: Group Mouse and Group Bear. In a sack,
there are 32 cards (16 marshmallows and 16 teeth). With each correct question, the group
gains a Tooth Card (Group Mouse) or a Marshmallow Card (Group Bear).
The teacher can adapt and modify questions accordingly.
Suggested questions:
_ What is Lucienne’s (Leon’s mom) job?
Answer: She is a tooth seller.
_ Why are the mice afraid of the bears?
Answer: Because they think bears eat mice.
_ Why does Ernest rummage through
trash?
Answer: Because he is hungry.
_ What is Ernest’s job?
Answer: He is a musician.
_ Why is Celestine different from the other mice?
32
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
Answer: Celestine is orphan and an artist. She does not want to be a dentist like other
mice, she wants to be an artist.
_ What job are mice known for?
Answer: Dentists.
_ What was Ernest’s grandfather’s job?
Answer: Judge.
_ What instrument(s) does Ernest play?
Possible answers: guitar, violin, piano, bass, trumpet, drums, accordion.
_ What job do white bears perform?
Answer: Policemen.
_ What color is Celestine’s cape?
Answer: Red.
_ How do Ernest and Celestine hide in the stolen truck?
Answer: They paint themselves so they can camouflage.
_ How many teeth must Celestine bring to the dentist?
Answer: 50 teeth.
33
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
MATERIAL SHEET 7: VOCABULARY GAME
TOOTH CARDS
34
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
MARSHMALLOW CARDS
35
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
TEACHER WORKSHEET 8: DEBATING AND GIVING YOUR OPINION
STEREOTYPES AND PREJUDICES (OI)
The film offers many thought-provoking considerations that students can discuss. The
issue of difference, and people’s relationships with others that are represented by the
separations between the bears and mice. The connection with our societies, and our own
distrust of our neighbors are among the topics discussed in the film. The mice and the bears live
in parallel worlds that never meet because they fear each other.
The teacher can ask the students to explain why bears are afraid of mice and why mice
are afraid of bears.
It is possible to explain in simple terms what prejudices are present in the scenes of the
movie when a mouse in the orphanage tells Celestine that “her drawing is wrong because
mice and bears can never be friends”
Suggested questions:
- Are the mice’s fears justifiable?
- Do all bears eat mice? Do they eat mice often?
- Are people sometimes just fearful? Do people let stereotypes and prejudices get
in their way of communicating with others?
GIVING YOUR OPINION (OP)
Students can give their opinions on the film as well as critique it. Did they like the film?
What characters seemed interesting to them? What did they not like? What is their favorite
moment of the film?
The teacher can also incite them to explain their reasons as to why they liked or disliked
the film. An interesting exercise can be to confront the images of the film with those of
Gabrielle Vincent’s in order to see which of the versions the students prefer.
(http://www.casterman.com/Jeunesse/Collections-series/ernest-et-celestine/les-albums-
d-ernest-et-celestine)
36
Created by Azadée Tolooie. Translated by Andrew A. Rosado
ERNEST AND CELESTINE by Benjamin Renner, Vincent Patar and Stéphane Aubier
SITEOGRAPHY
Presentation lesson plans
http://www.ac- versailles.fr/public/upload/docs/application/pdf/2015-
03/ernest_et_celestine_dossier_pedagogique.pdf
http://www.lefresnoy.net/sites/prod/files/2014/downloads/basic-
page/presentation/Livret_Pedagogique_Ernest_et_Celestine.pdf
Links about the film / general information / reviews / video excerpts
http://ernestetcelestine‐lefilm.com/
http://www.lesarmateurs‐lesite.fr/fiches/9‐ernest‐et‐celestine.html
http://www.cinerex‐blagnac.fr/wp‐content/uploads/2013/05/ERNEST‐CELESTINE.pdf
Trailer and more excerpts:
http://cinema‐levagabond.jimdo.com/scolaire/ecole‐et‐cinema/ernest‐et‐celestine/
http://cartable93.blogspot.fr/p/ernest‐et‐celestine.html
Exercises and analysis.
http://www.ac‐versailles.fr/public/upload/docs/application/pdf/2015‐
03/ernest_et_celestine_dossier_pedagogique.pdf
http://www.grignoux.be/dossiers/337
https://www.acmontpellier.fr/apps/dsden30/ia30/dossiers/arts/ecolecine/ressources/f
maurin_278.pdf
http://www.lestetesaclap.fr/wp‐content/uploads/2014/02/f_peda‐ernestcelestine.pdf