Hi Tereska

Robert Glinski

Poland, 2001



Problems of adolescence, place of the young person in a society.
Life choices, violence, problems characteristic for teenagers, influence of the social conditions on an individual’s development.

1. Who, if anyone, is responsible for the moral downfall of the main protagonist?
2. What institutions, social entities have failed in the girl’s educational process? Have they failed?
3. Social rejection and alienation as reasons for moral corruption and downfall of an individual?
4. What is the reason of the protagonist’s loneliness? Violence as the aftermath of social alienation.
5. What problems does the maturing youth have to face? In historical view, do these problems vary
or do they remain the same?


24:53 - 27:30

Life on the housing project

79:30 - 84:00

The last visit to Edzio


• What kind of a language do the young protagonists use?
• Does it reflect their true personality, or is it a kind of a defensive mask they wear?
• Do the dialogs emphasize the sense of realism? What formal means of quasi-documentary nature does Glinski use in his movie? (camera operation, black and white film, intercuts function)
• What are the relations between the girls?
• Which one of them is the dominating one and what means emphasize it? (costumes, make-up, hairstyles)
• What function does the introduction of the boys fulfill? How does Tereska react to their showing up, and what is Renatka’s reaction?


• Why does Tereska choose Edzio as her confidant?
• How does the excerpt present violence? Does the director shock with it? What is the function of on-screen and off-screen space in this case, what is the role of sound?
• What makes the protagonist confabulate?
• What psychological mechanism is at work here?
• Indicate the climax of the murder scene? (Edzio’s insistent question “How did he take you?” and the breaking of milk bottle)
• How is Tereska lighted in that scene?

“Inspired by news articles about young murderers, Robert Glinski has made an impressive portrait of the Polish ‘X generation’: a generation without roots, without values and without any future. In his film, he tries to gain a psychological insight into the deeds of his characters. Most of them are played by nonprofessional actors; Glinski also has them speak their own dialect. “

Additional didactic material:

Subject: A lesson on emotions illustrated with Rober Glinski’s movie “Hi, Tereska”
Preparation: Lucyna Zembowicz
Education level: junior high school, high school
Duration: 45 minutes (plus screening of the movie)
At the end of this lesson the participant ought to be able:
• to recognize, name and express their own emotions;
• to recognize and name emotions of others;
• to recognize their attitude to life and the factors which contribute to that attitude;
• to indicate ways of coping with emotionally difficult situations of everyday.
Work methods:
Discussion, work in groups
Didactic means:
• Robert Glinski’s film “Hi, Tereska”,
• additional material – manual for discussion,
• additional material for the teacher attached to the script (www.filmotekaszkolna.pl Our lessons/3.
Observing everyday life/Methodology).


The course of a lesson:
1. After screening the movie ask the participants to share their reflections and impressions. Pay attention to the feelings which the movie has evoked in them. Ask in what way do they understand the behavior and attitudes of the protagonists, their way of functioning in the world. Learn if any of the events in this movie reminds them of
the events from their own lives or from the lives of other persons they know?
2. Tell the participants that now, in groups, they will be able to discuss selected problems presented in the movie. Write these down on the blackboard: emotions, family relations, value system of the protagonists, where to find help in a difficult situation.
Divide the participants into four groups.
Each group is supposed to talk about the topic assigned to them (suggestions pertaining to the topics can be found in the participants’ manual). In each of the groups you can designate a discussion moderator. That person will mind duration and order of the comments. You can also designate a person who will note down all the arguments
and conclusions.
Note! You can also devote a separate lesson period to each of the suggested topics – in that case the discussion will involve the entire class (participants will not be divided into groups). Moreover, you need to decide in what form, time and with what group you will conduct the discussion.
3. At the end of discussion the groups present their conclusions. Using the additional material for the teacher, recapitulate and complete the participants’ comments.
4. To sum up the lesson ask the participants to finish the sentence: This movie taught me….
5. Suggest a homework for the participants: Write a letter about how you feel in your own family. Do you receive support, love, and warmth from your family, unlike Tereska?
What binds you and what are the differences between you? Is there something that you miss from your relationship w i t h your parents, siblings, grand parents? If you’ll deem it important, show your letter to your parents, teacher, or other grown up, who you trust. Talk about the letter. You can also use Help Line for Children and Youth.

Additional material
Manual for discussion

Topic I. Emotions
Discuss in group emotions presented in the movie “Hi, Tereska”. Please, answer the following questions:
• What are your impressions after watching this movie? What do you feel? What emotions did it evoke in you?
• In what way does the main protagonist look at the world, what are her feelings? What is their common nature? How does Tereska cope with fear, uncertainty, sadness, anger?
• What could the main protagonist do to bring under control the feeling of anger, which causes her to committing such a dramatic deed at the end of the movie?
• Which of the movie protagonists’ feelings do you share?
• Does any of the characters in the movie irritate you? Why?

Topic II. Family relations
Talk about the influence of family and peer environment on the shaping of Tereska’s personality. Discuss emotional deficiencies of Tereska’s family and environment. Please, answer the following questions:
• What is Tereska’s relationship with her father and mother?
• What is lacking from the protagonist’s emotional life?
• What influences the parents’ attitude towards Tereska?
• How does Tereska’s father build his esteem?

Topic III. Value system
In group discuss the value system of characters presented in the “Hi, Tereska” movie. Please, answer the following questions:
• What values are most important to Tereska and her colleagues?
• Do the protagonists of this movie live in accordance with some value system?
• Does Tereska respect herself and others? In what way?
• Does any of the movie characters evoke your respect? Who is it and why do you respect that character?

Topic IV. Where to find help in a difficult situation?
In group discuss the possible ways of helping Tereska. Please, answer the following questions:
• Why does Tereska give up on her dreams (designing clothes)? Does the protagonist ask for help? Why not?
• Does Tereska meet wise grownups in her life? What follows from such meetings for her?
• If she received support from any of the grownups or her friends, would she find motivation in herself for realization of her dreams?
• Who Tereska could ask for help? Talk about other ways of getting help and of how important is the ability of asking for it.



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