Film and Literacy for the Primary Curriculum
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This document discusses how short films can be used to promote literacy. It notes that to fully participate in 21st century culture, students must be literate in moving images. Short films are well-suited for literacy because they are new to students, manageable, and demonstrate cinematic techniques. The document provides examples of short film collections used in literacy programs and outlines a short film pedagogy involving analyzing elements like character, setting, story, and sound. It also discusses research that shows short films can positively impact literacy and notes resources available for using short films in education.
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Y12 audiences and institutions 1 2015
The document discusses requirements for a homework assignment on the British film industry. Students are asked to argue whether the British film industry is approaching death. They are instructed to use their case study film "Bwark" and TV show "The Inbetweeners" to discuss: whether the industry is dying or successful, how classifications help or not, and whether critics Doyle or Lord Smith agree the industry is dying. The assignment is due February 13th, 2015 and must be 1000 words.
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This document outlines a sample 26-week program called "Sensory Cinema" for exploring film through a sensory lens. It involves watching film clips each week that represent different themes like childhood memories, pure sensations, disconnected senses. Students do exercises like creating a short film representing everyday sensations or responding to music through images and sounds. They also work in groups on a final film project exploring sensations from different perspectives meant to cross boundaries between documentary, experimental and fiction filmmaking. The program is flexible and can be adjusted to fit available timeframes between 8-10 or up to 26 weeks.
Sensory Cinema
1. The document outlines the structure and content for a filmmaking course titled "Sensory Cinema". The course will run for 12-25 weeks and include watching film clips, discussions, and creating short films.
2. Students will complete three short film exercises exploring everyday sensations, interpreting spaces through different senses, and responding to music through film.
3. For their final project, students will create a 7-8 minute mixed-form film communicating sensations as perceived by characters and disconnected from people on screen but relating to the viewer. The film will cross boundaries between documentary, experimental, and fiction filmmaking.
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This document summarizes the responses from a survey of various film organizations regarding film education strategies. The survey found that the main goals of organizations were to develop critical understanding and engagement with film, as well as ensuring access to film for young people. Common projects involved screenings, workshops, and online resources. Key challenges identified were lack of teacher training, funding issues, and film education not being prioritized in school curricula.
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Talk to ITEM conference January 2018
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This document outlines the structure and exercises for the 2017/18 edition of the Le Cinéma, cent ans de jeunesse film program, which focuses on the theme of "Places and Stories." The program involves both watching film clips and discussing them, as well as completing three short filmmaking exercises and a final film project about a character bringing another character into a place that elicits an emotional response. The exercises are meant to explore different types of places that can tell stories through film and how places are represented.
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This document outlines the structure and exercises for a filmmaking course called CCAJ. The course focuses on how places are depicted in film and how they can shape stories. Over 12-25 weeks, students will watch film clips, discuss places and stories, and complete 4 exercises filming different types of places. The exercises challenge students to film a personally meaningful place, how characters enter a place, introduce time elements to a place, and finally create a 5-8 minute film where a character brings another to a place and an emotional response occurs. Various example films and links are provided to illustrate place-based film concepts.
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Film and Literacy for the Primary Curriculum
- 1. Short films and Literacy Mark Reid BFI Education Mark.reid@bfi.org.uk www.bfi.org.uk
- 2. AbouttheBFI.. archive and library cinematheque festivals film production and distribution publishing
- 5. 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
- 6. Choose and access Understand and analyse Create and express Challenge Participate About Literacy…
- 7. Three Cs… Creative critical cultural
- 8. … integrated
- 9. 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
- 10. Why short films? • New to children • Manageability • cinematic qualities
- 11. Short film pedagogy • ‘Tell Me’ grids - in target language • Hiding and revealing • Stopping and starting
- 12. Print and film
- 14. character setting story mood Tell Me Aidan Chambers/ CLPE 1992
- 19. Starting Stories and Starting Stories 2 (EYFS/ KS1) Story Shorts and Story Shorts 2 (KS2) Cine-minis (KS2 &3 French and literacy) Real Shorts (KS2 & 3 non-fiction) Screening Shorts; Moving Shorts (KS3/4 English) Available at BFI Filmstore online BFI Shorts
- 20. Mark.reid@bfi.org.uk BFI/ MEA Primary Media Conference 28 November
- 21. Research, resources Digital Beginnings, Jackie Marsh et al, Sheffield University Reframing Literacy, BFI http://www.21stcenturyliteracy.org .uk/library.php Impacts of Moving Image Education: A summary of research for Scottish Screen http://fashioningandflow.wordpress.co m/2012/02/20/film-student-teachers- the-london-nauticals/ UKLA: www.readingfilm.co.uk
- 22. Short films and English Mark Reid BFI Education Mark.reid@bfi.org.uk www.bfi.org.uk
- 24. The Cinematic - and the Cinematheque Le Cinema cent ans de jeunesse - since 1995 • Structured film viewing and making over 50 hours • Different element of film language every year • Two days’ training in Paris • Exercises - play, experiment, frequent and short • final ‘film essai’ • Peer screening and discussion in Paris every June • 2011 ‘montrer/cacher’ - hiding and revealing in film http://100ans.cinematheque.fr/100ans20092010/