Film and literacy CPD materials

1. SHORT FILMS AND LITERACY
Mark Reid
BFI Education
Mark.reid@bfi.org.uk
www.bfi.org.uk
https://bit.ly/2IHmFia

2. About BFI….

3. BFI Education…

4. BFI, Bucks, Rothschild
3 year project
Film in… Primary literacy and Secondary MFL
CPD and classroom support
Study day events in London and Bucks

5. THE CASE FOR MOVING IMAGE EDUCATION
• Making learning active
• Connecting home and school
• Deepening understanding of texts
• Creativity
• Better understanding of the world

6. MOVING IMAGE EDUCATION
Text understanding
Understanding world
CREATIVE CRITICAL CULTURAL
Active learning
Text understanding
Home and school
Understanding world

7. MOVING IMAGE EDUCATION
2000-2010
CREATIVE CRITICAL CULTURAL

8. MOVING IMAGE EDUCATION
2010-
CREATIVE CRITICAL CULTURAL

9. IDEAL MOVING IMAGE EDUCATION
Deeper understanding
of texts
Connecting home
and school
Better
understanding of
the world
Active learning
Creativity

10. To be literate is to participate fully in a culture
To participate fully in 21C culture, we
have to be literate in the moving image
It is vital and obvious that understanding,
manipulating, and appreciating the film sentence
should be an accepted part of the education
system
Anthony Minghella
Film, media, or literacy?
Film and media AS literacy

11. HOW TO BRIDGE FILM AND CORE LITERACY?
• How are film and print similar/ different
as storytelling media?

12. Character
Setting
Story
Symbol
Sequence
Camera
Colour
Sound
Composition
Cutting
The Cs and Ss

13. Reframing Literacy…
• Since 1999.. Core period 2004 - 08
• 4 - 14 yr olds
• 61 Local Authorities in England;
also cross-UK
• Research and evaluation (Moving
Literacy On, Marsh and Bearne,
UKLA)
• Big impacts on literacy - and
pedagogy
• 7 (now 9) DVD compilations of 55
(75) short films; 20,000 copies sold
• 200 Lead Practitioners trained;
cascaded to 2000 teachers 2005-
07

14. WHY SHORT FILMS?
• New to children
• Manageability
• Cinematic qualities

15. SHORT FILM PEDAGOGY
• ‘Tell Me’ grids
• Hiding and revealing
• Stopping and starting

16. character setting
story mood
Tell Me (Aidan Chambers/ CLPE 1992)

17. Hide Screen, Mark
♯bfiopeninglines

19. ♯bfiopeninglines

20. St. Mark’s School, Holloway
Come and join us to hear our
wonderful songs. Until when
they came.
The family skipped along the
sunny street looking forward
to it but then..
At the old but colourful train
station
Can I by 100 mangoes?
(In a market) ‘Can I buy 10
mangoes please?’ ‘Get out
of my stall, you are not
welcome here.’
‘Shut up! Shut up! I’m coming,
I’m coming.’ The man opened
the door. ‘What?’ ‘Hello I love
doughnuts! The other man said.
It was a summer’s day in a
peaceful little town where I live.
I was walking along feeling very
happy until a very ecstatic dog
pounced on me!’
One day, everybody was
enjoying there party until man in
a long black coat walked in with
3 blood-thirsty dogs.

21. surprises similarities
predictions puzzles
SURPRISES ETC

22. PREDICTIONS

23. RETELLING

24. THEMES: ‘ABOUTNESS’
‘This film is about….
… and how…
If the film is the answer…
…what was the question?

25. dialogue
music
sound effects
silence
TYPES OF SOUND

26. Talking about the film: Tell Me
BASIC QUESTIONS
• Was there anything you
liked?
• Or caught your attention?
• Anything you disliked?
• Was there anything that
puzzled you? That you'd
never seen in a film before?
• Were there any patterns?
GENERAL QUESTIONS
• Have you seen any films
like this before? How were
they similar? How were
they different?
• How is this different from
other films you've seen
before?
• Having talked about the
film, have you changed
your mind about anything?
Seen anything new? Been
surprised by anything?

27. Talking about the film: Tell Me 2
SPECIAL QUESTIONS
•Where did the story happen? Did the setting matter, or
could it have been set anywhere? Are there parts of the
film that are especially about this place?
•Which character interested you the most? Is that
character the most important person in the film? Is the
film really about someone else?
•Did you ever get to know what the characters were
thinking or feeling? Or was the story told from the
outside of the characters, watching them, but never
knowing what they were thinking or feeling.

28. Talking about the film: Tell Me 3
SPECIAL QUESTIONS
•How much time did the story in the film cover?
•Are there parts of the story that took a long time to
happen but were shown quickly? And vice versa?
•Were there particular things in the film - shots, sounds,
images - that you liked or didn't like?
•How could you have made the film better?
•Has anything in the film ever happened to you?
•What would you tell other people about this film?
•How many different stories can you find in the film?

29. Le Pain et la Rue
Abbas Kiarostami, Iran, 1970
https://www.dailymotion.com/video/x24aul3

30. YEAR 3&4 READING AND WRITING
• Which objectives have we covered?
• Which others could we cover?
• Which other curriculum areas could we cover?

31. GATHERING EVIDENCE
• Pupil profile data incl baseline end of KS1
• Anonymised writing assessments taken at start,
middle, end
• Google form of teachers’ prior interest, confidence,
expertise
• Ongoing reflective blog

32. RESEARCH, RESOURCES
Digital Beginnings, Jackie Marsh
et al, Sheffield University
Reframing Literacy, BFI
https://www.bfi.org.uk/sites/bfi.org
.uk/files/downloads/bfi-education-
reframing-literacy-2013-04.pdf
Impacts of Moving Image
Education: A summary of
research for Scottish Screen
https://fashioningandflow.files.wor
dpress.com/2012/02/mie-
research-summary.pdf
UKLA: www.readingfilm.co.uk
Bradford Film Literacy
www.primaryfilmliteracy.com/

33. What does the research tell us?
•Digital Beginnings, Jackie Marsh et al, Sheffield University:
•Children develop enormous repertoires of knowledge, skill, understanding before they
set foot in school. Most parents recognise the value of this; many teachers do not
•Reframing Literacy, BFI/ Moving Literacy On (Jackie Marsh and Eve Bearne)
•Impacts on attainment, motivation, pedagogy, and system capacity
•Impacts of Moving Image Education: A summary of research for Scottish
Screen
•7 impacts: incl: engaging disaffection; enjoyment and self confidence; literacy
attainment;
•The Bradford Media Literacy Project
•Progress of average 4PS, 57 children, in 10 primary schools
•Reading as well as writing

34. Taps
Matthew Gravelle
https://www.youtube.com/watch?v=gOUaY90QU7I
You have been watching

35. Ongoing…
www.screeninglearning.org
BFI Study days at Southbank ...

36. …And Queen’s Park Arts Centre
Friday 6th March: Black History on Screen
Friday 20th March: Harry, Arrietty, BFG and me..
Friday 3rd April: Hola Ninos! KS2 Spanish