Great Expectations 1: Setting the Scene

Resource for Grades 9-12

WGBH: Masterpiece
Great Expectations: Setting the Scene

Media Type:
Video

Running Time: 2m 00s
Size: 6.7 MB


Source: MASTERPIECE: "Great Expectations"

This media asset was excerpted from MASTERPIECE: "Great Expectations."

Resource Produced by:

WGBH Educational Foundation

Collection Developed by:

WGBH Educational Foundation

Collection Credits

Collection Funded by:

Viking River Cruises

MASTERPIECE is funded by Viking River Cruises, with additional support from public television viewers, and contributors to The Masterpiece Trust, created to help ensure the series’ future.


This video excerpt is the opening scene from the 2012 MASTERPIECE adaptation of Charles Dickens's Great Expectations. A man mysteriously emerges from a marsh to ominous music. A young boy, Pip, is shown briefly in a church graveyard, reading the sad gravestone of his parents and five brothers and sisters. Suddenly frightened, Pip runs off, but not to safety. Instead, he goes towards the marsh, right into the path of the hulking escaped convict Abel Magwitch, who is coated with grime and mud. Magwitch grabs Pip. "Scream again," Magwitch says to Pip, "and I’ll cut your throat."

Supplemental Media Available:

Great Expectations by Charles Dickens: Chapter I (Document)

open Background Essay

Great Expectations is one of Charles Dickens's most famous novels. Generally viewed as a bildungsroman (coming-of-age story), it is the tale of how the young boy Pip rises from his seemingly lowly status as a poor orphan to become a young gentleman of means. Much to his amazement, Pip is chosen by the wealthy recluse Miss Havisham to be a companion to her adopted daughter, the beautiful but cruel Estella. This begins not only his education, but his sense that his future might be brighter than he had dared to hope. An even greater surprise awaits several years later: he is told he has an anonymous benefactor who will pay for Pip to go to London and become a gentleman. Pip, it seems, is a "young fellow of great expectations."

Written in 1860–1861, Great Expectations was Dickens's 13th novel. Many critics compare it to David Copperfield, written ten years earlier. Both are semi-autobiographical, and concern a young boy who begins in miserable circumstances and achieves, if not happiness, wisdom and maturity in the end. Like Dickens, Pip hates injustice. "…there is nothing so finely perceived and so finely felt," he says, "as injustice…Within myself, I had sustained, from my babyhood, a perpetual conflict with injustice." Great Expectations, however, is much darker than David Copperfield, and reflects the author’s own realization that “success” does not necessarily bring joy. As writer Sarah Phelps, who adapted this 2011 MASTERPIECE film version of Great Expectations, says, "Great Expectations is…an epic story about obsession, corruption, revenge, redemption and forgiveness. It is dark and complex, with the shadow of the gallows always present, but beating throughout is the passionate human heart. Ultimately, it is a story of what we will do, what we will risk, and just how far we will go for love."

Dickens's books are filled with vivid descriptions, colorful dialogue, memorable characters, drama, suspense, and deep reflections on the meaning of love, happiness, pride, wealth, vice, and virtue. Not surprisingly, Dickens's novels have been made into countless films. Great Expectations has had at least nine film and television versions, including a 1917 silent film, a well-known 1946 version directed by David Lean, and a previous MASTERPIECE adaption, which aired in 1999.

Turning a novel into a screenplay—and then creating the actual film with sets, costumes, actors, music, lighting, and so on—is not just a matter of pulling characters, setting, and dialogue from the printed page. For some, film brings literature alive and allows access to a work whose language may be challenging to read or understand. Although film does not allow us to interact with the plot or characters by imagining them in our minds, even skilled readers may enjoy or prefer a filmmaker’s interpretation. Yet, film can also be limiting; for one thing, there are no time constraints on a novel, while a film must generally compress events. For another, a novel is controlled by only one person—the author—while the meaning we get from a film is the result of a collaborative effort by a large number of people.

How faithful to the original written work should a film version strive to be? In his 1992 book Reading the Movies, William Costanzo quotes George Bluestone, one of the first to study film adaptations of literature. Bluestone believes the filmmaker is an independent artist, "not a translator for an established author, but a new author in his own right." The filmmaker has to refashion the spirit of the story with his or her own version and tools.

Sarah Phelps, who had to take 700 pages of text and fit it into a 3-hour film, has said about Great Expectations, "You want to hit the ground running. It’s a great story. Let’s get on with it!" Consider the choices she, as well as the director Brian Kirk, have made in the opening scene—one of the most memorable in all of Dickens’s novels.


open Teaching Tips

The beginning of a Dickens novel is always memorable. By watching this video excerpt, students can explore the choices the filmmakers have made to set the scene in which young Pip first meets the escaped convict Abel Magwitch. They then can read the original text by Dickens and compare and contrast it with the film. After discussing the similarities and differences, they can reflect on what is gained and what is lost in adapting classic literature to film.

This resource may be best used as students begin their unit on Great Expectations, so that they come to the opening scene without preconceived notions.

Before watching the video:

  • Ask students to discuss how film and literature are alike and how they are different. As a class, create a Venn diagram that lists as many similarities and differences between these media as students can generate. Have them think about the tools each uses to tell a story and to draw in its audience. You may want to invite students to consider other book-to-film adaptations that they are already familiar with in order to create the diagram.
  • Ask students: "What do you think it means to be 'faithful' to a work of literature—to capture it literally or to capture its spirit? Are there limits to how much something can or should be changed?"

While watching the video:

  • Have students watch the video excerpt. Immediately afterward, have them jot down their first impressions of the scene. Ask, "Did it draw you into the story? Are you interested in knowing what happens next? Why or why not?"
  • Have students watch the opening scene again. This time, have students pay attention to the techniques the filmmakers have used, such as setting, costumes, lighting, camera angles, music, and the casting of the actors. They may want to take notes as they watch. Then have students revisit their first impressions that they wrote about.
  • Have students discuss how the film elements contributed to the overall effectiveness of the scene.

After watching the video:

  • Have students read the opening scene of Great Expectations by Charles Dickens: Chapter I (PDF). Encourage students to look up unfamiliar words or phrases to enhance their understanding of the text, or provide them beforehand.
  • Have students compare the film version to the original text. (They may want to watch it again.) Ask, "What has changed? What has remained the same?" You may want students a list as a class or create another Venn diagram to compare the two.
  • Ask students to explain why they think the filmmakers—Sarah Phelps, who adapted the film, and Brian Kirk, who directed it—chose to translate the book’s opening into film as they did.
  • Take a class poll: Which version do students prefer? You may want to ask students to write or present a brief defense of their choice, explaining why they think it is more powerful or memorable.
  • To extend the lesson, you may want to ask students, "If you were adapting or directing the film, what changes to the text, if any, would you have made?" Students can describe their version by writing, storyboarding, or acting out the scene.

For more about how to use MASTERPIECE to help you teach Charles Dickens, see the MASTERPIECE Teacher’s Guides, which contain discussion questions, activities, and background information. Teaching Dickens explores Oliver Twist, David Copperfield, Little Dorrit, and The Old Curiosity Shop. An individual guide is provided for A Tale of Two Cities. You may also wish to use the resources in the Charles Dickens Book and Film Club.


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