BFI IoE secondary PPT
- 1. Short film and literacy IoE, KCL, UEL 9th February 2015 Mark Reid, BFI Education Mark.reid@bfi.org.uk @BFIEducation
- 3. 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
- 4. Choose and access Understand and analyse Create and express Challenge Participate About Literacy…
- 5. Three Cs… Creative Critical Cultural
- 6. … integrated
- 7. Reframing Literacy… • Since 1999.. Core period 2004 - 08 • 4 - 14 yr olds • 70+ 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
- 8. Why short films? • New to children • Manageability • cinematic qualities
- 9. Short film pedagogy • ‘Tell Me’ grids - in target language • Hiding and revealing • Stopping and starting • Cs and Ss
- 11. The Tell Me questions: adapted for film Basic questions Was there anything you liked? What caught your attention? Was there anything you disliked? Was there anything that puzzled you? That you'd never seen in a film before? Were there any patterns?
- 12. 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? Tell Me: General Questions
- 13. 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? 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. Tell Me: Special Questions
- 14. character setting story mood Tell Me Aidan Chambers/ CLPE 1992
- 15. Hide the Screen, Mark.. ♯openinglines
- 16. 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.
- 17. Le Pain et la Rue Abbas Kiarostami https://www.youtube.com/watch?v=h7RvD9yrHYQ You have been watching
- 18. character setting story mood Tell Me Aidan Chambers/ CLPE 1992
- 19. surprises puzzles patterns similarities Tell Me Aidan Chambers/ CLPE 1992
- 20. 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
- 21. 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
- 22. • Extensive range and high quality of activities undertaken in relation to moving image media • significant impact on the capacity of LAs to initiate and develop work on moving image media education. • Important contribution to teachers’ subject knowledge and pedagogical content knowledge in relation to moving image media education. • Pupils have shown significant improvements in motivation, engagement and attainment. • Practitioners enabled to explore issues relating to the nature of literacy in a new media age and to engage in work which will significantly inform the development of educational practice in relation to moving image media education Moving Literacy On: Reframing Literacy
- 23. Phase 1 of the project involved 9 schools, 11 classes and 57 targeted pupils. The aim was for the targeted group of children to make 4 APS progress in Literacy in the 9 month project. The group made an average of just over 4 APS in that time period. The 57 children were trained to be ‘Digital Media Literacy Leaders’ and the 9 staff involved became trained Media Literacy Leaders. Phase 2 involves a further 20 schools with 8 of the qualified MLLs from Phase 1 co-delivering the programme to the new schools and their classes this year. The target of 4 APS has remained and early data would suggest we are on track for this target. CapeUK have supported the project in Phase 2 by funding professional film makers to engage with the training and work directly with the schools as part of Phase 2. They will be evaluating the impact of this engagement at the end of Phase 2. Bradford Media Literacy Project
- 24. Some feature films to watch Kirikou and the Sorceress: Michel Ocelot The Prince’s Quest/ Azur and Asmar: Michel Ocelot Studio Ghibli films, including: My Neighbour Totoro The Cat Returns Kiki’s Delivery Service – all for younger chldren Spirited Away; Howl’s Moving Castle for KS2 Iranian films: The White Balloon: Jafar Panahi; The Boot; Bag of Rice; Willow and Wind: all by Mohamed Al Talebi (all subtitled) China: Not One Less: Zhang Yimou; King of Masks: Tian-Ming Wu