Cineliteracy is a term coined by the Film Policy Review Group reporting to the Department for Culture, Media and Sport in 1998, to denote understanding and appreciation of moving image texts.
http://www.youtube.com/watch?v=qaMcImrNnOQShort extract from Tim Burton’s “The Corpse Bride”. Introduce the notion of cineliteracy. Ask students to watch the movie extract taking note of different elements including music, camera angle, lighting, colour and use of different shot types. Discuss this afterwards.
Put this in the context of the way so much cultural production and reproduction in our society is carried out through a range of media – not just text. Does anyone want to challenge this though?
As with previous slide
Discuss the way in which this is calling for a new extended definition of literacy itself. Consider:Is reading/writing on the web the same as reading a book or a newspaper?What about reading/writing via a handheld device (Kindle, iPad, smartphone)?What about the idea that 90% of what we handwrite with a pen or a pencil on paper will have been written by the time we’re eighteen?
Briefly introduce them to this website plotting some of our own work with children using digital video.
Briefly discuss how both recent reviews of the primary curriculum acknowledged this shift in modes of communication in their own ways. But both have been rejected for the time being.
Discuss the task for next week.
Examples are on Dropbox and in the Facebook ‘Primary ICT Education Videos’ Group.
Digital media literacy
ICT Capability& Digital Media Literacy EI502: Session 1
“ We believe that learning about moving ” image media needs to be seen as a fundamental entitlement for all children. The British Film Institute
“ We live in an age when to be literate means to be as familiar with images on a screen as with text on a page, and to be as confident with a camera or a ” keyboard as with a pen. 21st Century Literacy – The UK Film Council
“ Literacy is the repertoire of knowledge, understanding and skills that enables us all to participate in social, cultural and political life. Many now recognise that this repertoire has to include the ability to „read‟ and „write‟ in media other than print: in moving images and audio, and in the hypertext structures of the digital world. ” The British Film Institute
Children Making Movies Creativity & Digital Media Technologies Website
“ Literature and modes of communication are constantly changing and this should be reflected in our primary curriculum. If teachers provide opportunities for children to analyse and be critical of time based texts (film) these skills will continue to develop and will be transferable to the analysis of print ” based texts. Jackie Marsh, 2008
“ Teachers have seen how, starting with film, all children regardless of ability, have been able to discuss narrative in a sophisticated manner. The use of film has allowed children to learn using a medium with which they feel comfortable and able to take risks. This allows for higher order thinking to take place which is then transferable, as well as giving them the tools to understand the media-rich world around them. Literacy Adviser, East Midlands ”
60 Second MoviesIn next week‟s session you are going to work in a group toshoot and edit a 60 second movie.
Movie Time!Some examples of student movies from previous years
Prep for next weekGet together as a group(3 or 4 is ideal) and agree on thestory that you want to tell in your movie. Focus on developinga strong, simple narrative.Again working together, create a storyboard for your movie. Itisn‟t necessary to be a great artist to produce a goodstoryboard.Bring your completed storyboard to the next session, readyfor shooting and editing your movie.NB: Think carefully about the locations, actors and props thatwill be available to you during the session.
StoryboardingMake sure your storyboard includes the following informationfor each shot: the type of shot (e.g. WS, MS, CU, ECU) the length of the shot (in seconds) a description of what is happening in the shot
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