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This document discusses the Screening Languages project, which used short films to teach foreign languages in UK schools from 2013-2015. It involved showing foreign language short films to year 7 and 8 students learning French, Spanish, German, Mandarin, Turkish, and Arabic. The goals of the project were to improve student motivation and attainment in foreign languages through exposure to culturally rich media. Short films were chosen for their manageability, quality, and ability to provide comprehensible input for language learning. Teachers were trained to use techniques like "Tell Me" grids and stopping/starting films to aid understanding and spark student discussion. The project found benefits for both teachers and students, including improved teaching approaches, cultural awareness, and student motivation
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This document summarizes a project called "Screening Languages" that used short films to teach foreign languages in schools. Over two years, the project worked with 17 schools, 22 teachers, and 892 students across the UK. It developed 57 schemes of work and 150 lesson plans using short films from various languages. The goals were to improve students' language skills, cultural awareness, engagement, motivation, and teachers' subject knowledge and confidence. Results included improved attainment in listening, speaking, reading and writing for students, and greater imagination and professional development for teachers. The document provides examples of pedagogical approaches used with the films and resources available for using film in foreign language teaching.
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3. The document discusses different models of film education, from film literacy to film as a creative art form, and argues that unfortunately no European curriculum requires the study of film for its own sake for all students.
Modelling Film Education
This document discusses film education in the UK context and models of film education. It provides an overview of film education in different parts of the UK and how the BFI works to support film education through various programs. These include Into Film, which focuses on after school film clubs, and the BFI Film Academy, which provides industry skills training. The document also discusses debates around using film to support literacy versus treating film as an art form. It outlines several potential models of film education, including using film for vocational skills, media literacy, creative expression, civic education, and audience development. The document argues that film education can enable unique types of thinking as described by Elliot Eisner, including flexible purposing and using material as
Ccaj mid term review report
The document discusses key lessons and insights from a mid-term review of a filmmaking project focused on representing places. Some of the challenges discussed include balancing the representation of place with narrative elements, distinguishing between unique places and more generic spaces, and how to present places as characters. Younger students sometimes focused more on themselves while older students erased themselves to immerse the viewer in the place. The films created showed how places can be represented in evocative ways through imagery, sound, and fictionalized human testimony about the place.
Talk to ITEM conference January 2018
The document discusses how imagination, creativity, and moving images can help find things we don't know we're looking for. It notes that if our only tool is a yardstick, we will only look for what can be measured. The arts can slow down perception, invite exploration, and give permission to play. Looking and listening closely to images, stories, and the world around us can lead to surprises. When teaching, it is important to slow children's perceptions, explore the potential of film, use constraints in creative tasks, help children closely examine their creations, and make room for surprise.
English and Media Centre @ BFI January 2018
Some questions about cognition in film education via the international film programme le Cinema cent ans de jeunesse
Lincoln sample Scheme
This document provides a 23-week curriculum plan for a project on Places and Stories for schools participating in research looking at how the project may improve writing skills. The plan involves weekly themes where students will view film clips, do activities and exercises to explore how places are portrayed in films and can inspire stories. They will film short videos of places and add elements to portray different times. The final weeks involve planning, filming and editing a short film where a character brings another to a place that elicits an emotional response.
Lincoln launch print
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.
Places and Stories
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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Chapter 2
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Chapter 3
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Chapter 6
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Network for langs
- 1. Screening Languages: Short films for MFL Mark Reid BFI Education mark.reid@bfi.org.uk
- 2. archive and library cinematheque Festivals film production and distribution Publishing Education
- 4. 2008/09 French shorts Cineminis DVD Esmee Fairbairn research with IoE on Year 8 French Reframing Languages
- 5. Screening Languages (2013-15) • 6 schools/ 12 teachers • Hounslow, Barking&Dagenham , Barnet, Lambeth • Year 7/8 • French, Spanish, German • 17 schools/ 22 teachers • 5 LAs, academy chains • KS3 • French, Spanish, German, Mandarin, Turkish, Arabic Year 1 Year 2
- 6. Why film?
- 7. Why film? ‘Comprehensible input’ and ‘forms of life’ Culturally rich language context Engagement for children
- 8. Why shorts? • New to children • Manageability • High quality - cinematic
- 9. Shorts pedagogy • ‘Tell Me’ grids - in target language • Hiding and revealing • Stopping and starting
- 10. character setting Story Qu’est-ce qu’il se passe Mood ambience Qui? Ou? Quand? ‘Tell Me’ grids Aidan Chambers/ CLPE
- 11. (Hide the screen and play the DVD, Mark)
- 14. • New pedagogical knowledge and approaches • Confidence in exploring film as a cultural medium • Changed expectations of pupils • Greater cultural awareness in their teaching • Confidence to take risks - experimentation • Imagination and originality • Motivation and professional development
- 15. Value for Pupils
- 16. Value for Pupils • Improved motivation towards learning another language • Improved attainment in listening, speaking, reading and writing • Develops cultural knowledge and interest in film as a cultural form
- 17. Speaking skills during viewing • Learners report phrases with or without help of teacher/sub-title e.g. on poster or PP • ‘Predictive speech’ - what is he/she going to say/do? • Learner originated questions • Descriptions and summaries while the film is running (no sound)
- 18. Speaking skills after viewing • Discussion of film – likes/dislikes re characters, aspects of film • Information gap activities and role play • Storyboard - continuing the story, alternative endings • Guessing games: describing characters/events • Re-sequencing mixed-up stills from film, relating correct sequence
- 20. Film resources for MFL • Kirikou et la Sorciere (1998, Fr, West African, BFI films; dir Michel Ocelot); also Azur and Azmar/ The Prince’s Quest by same director • BFI shorts: Starting Stories 1&2 and Story Shorts 1&2 • Cine-minis DVD • DVD of Courts Metrages: Courts de Recre and Enfantillages, Institut Francais - celine.cordier@diplomatie.gouv.fr • ALL yahoo group on using film via Helen Myers • BFI Southbank and Sheffield Showroom cinema days on using film with MFL at KS2-KS5
- 21. http://screeninglanguages.wordpress.com Launch BFI Southbank 23rd November 2pm