This case study was submitted by Derek Beddows of Education Bradford and Catherine Harvison of Iqra Primary School.
The head teacher and teaching staff were concerned that writing standards, in particular with boys, were of a lower level than national expectations. Speaking and listening was a priority throughout the school and lots of time was set aside to develop this. As year 6 children and staff are under the additional pressure of SATs, it was decided that for one afternoon a week the year 6 boys should all be together to complete a film project. Although the overall aim was to improve writing standards, the project was designed to enable children to enjoy a different aspect of the curriculum embedding speaking, listening and team work throughout. To introduce pupils to using cameras as tools for learning and also to encourage boys writing through increased motivation.
What we did
PROJECT: PARENTS ON FILM: a step by step guide
1. Students are informed about the project. They are told they are responsible for the success of the project
2. Students watch 2 short films (Appendix 1). These films encourage talk about film; imagination; prediction and camera techniques
3. Students use flipcams to make their own films (Appendix 2). Focus on camera angles; zoom; keeping camera steady; sound quality
4. Students download their films onto computer, analyse and edit their camera techniques, e.g the importance of holding the camera steady and not zooming in on an object too much.
5. Students devise questions they will ask parents (Appendix 3) with a focus on open and closed questions. They practice questioning each other, filming it, watching and analysing the results. They also decide on locations for filming
6. The students write a letter to parents inviting them to school to be interviewed.
7. Parents come into school to be interviewed. Students share the roles of interviewer, cameraman
8. Students watch film footage, decide which sections to edit.
9. Students write a report about the project and record on film their own reflections about the project
INTRODUCING FILM: GENRE & CAMERA ANGLES
LANGUAGE OBJECTIVES: ASKING QUESTIONS> CORRECT SYNTAX>
ANSWERING QUESTIONS USING
‘I THINK ………’
To access ‘The Motorist’
- click on Education Bradford
- Tops and tails
- The Motorist
- Video Clips (compete film 2.22)
Questions to ask
|Time to pause the film|
|What do you think is going to happen next?||00.14|
|What has happened?||00.18|
|What has happened?||00.23|
|What do you think is going to happen next?||00.27|
|What is happening now?||00.41|
|What is happening now?||00.47|
|What is happening now?
What do you think is going to happen next?
|What is a court?||01.39|
|What has happened?
What is going to happen next?
|Watch the film all the way through now without stopping.
Do you notice anything else you didn’t see first time?
|(Genre) Is this film a fantasy/thriller/documentary/horror? And why?||
To access ‘Oliver’
- click on Film
- Genres and Themes
- Children on film
- Oliver Twist (1948)
- Video Clip>More (1.19)
|What is the camera doing? And why?||00.06|
|Why is Oliver looking around?||00.12|
|Why are there 3 boys in the frame and not just Oliver?||00.33|
|How many boys can you see now? Why more boys than before?||00.38|
|What can you see?
Where is the camera? Why do you think it is there?
|Where is the cane in the picture? Why do you think it is there?||00.56|
|Why are there 4 boys faces in the frame and not 11?||01.10|
|Why do film-makers move the position of the camera when making a film?|
|Watch the film again. How many different ‘scenes’ camera changes are there?|
(10 seconds per shot)
A still subject within a still shot
A still subject in a moving shot
A moving subject in a moving shot
A moving subject in a still shot
An approaching shot
A retreatng shot
The subjects used can be the same or different. It is better to allow the students to use their imaginations and use this session get them used to using the cameras
(examples of questions)
When you were young what did you want to be when you grew up?
How was your childhood different to your child’s childhood?
What are your aspirations for your child?
The motivation of the children and attitude towards their work was enhanced. All children kept a diary at the end of each session; each session had a different literacy focus.
By the end of the project the children were confident users of the cameras and were able to take the role of the teacher in order to teach the girls how to use the cameras.
The final report produced by the children was of a much higher level than initial teacher assessment indicated. They were given time to practice their sentences and were experts in editing and peer evaluations.
As a starting point for using cameras in the classroom as a tool for learning with cross curricular potential. It has encouraged team building and children of lower levels have had the peer support they needed in order to gain confidence and value within a group.
For EAL pupils the use of camera opens up many opportunities for speaking and listening activities.