Wales on Film: Secondary

Our resources, which are available free to download at www.intofilm.org, are designed to be used with selected film titles.

See, think, make. Imagine

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Into Film © 2016. All rights reserved. Into Film is a trading name of Film Nation UK. Registered Charity number 1154030. Metrodome © (2015) All rights reserved Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org

Wales on Film: Secondary

Contents

Teachers’ notes Pages 3 – 4

Film guides

1. How Green Was My Valley Page 5 2. Hedd Wyn Page 6 3. Under Milk Wood Page 7 4. Pride Page 8

Thematic sections

1. Landscape Pages 10 – 11 2. Literature Pages 12 – 13 3. Culture and heritage Pages 14 – 15

Taking it further

Links to useful websites are also included throughout the resource Page 16

Supporting activity sheets

Character crossroads worksheet Page 17 Film pitch template Page 18 Planning your story: Story mountain Page 19 Stereotype mapping worksheet Page 20 3Cs and 3Ss worksheet Page 21 Circles of influence worksheet Page 22 Location scout worksheet Page 23 Show, don’t tell worksheet Page 24 Camera shots sheet Page 25 Sound on/vision off Page 26 Venn diagram Page 27 Film script example Page 28 Poetry shot list Page 29 How do we interview an eyewitness? Page 30 Film language prompt cards Pages 31 – 33

There is an accompanying Wales on Film: Secondary PowerPoint presentation available to download at www.intofilm.org/resources/wales-on-film.

Teachers’ notes Wales on Film: Secondary

Full curriculum links for UK nations available to download at:

www.intofilm.org/resources/wales-on-film-secondary

Age range

11-18

About Wales on Film

Wales has a long and rich film history. This resource will showcase and celebrate the breadth of film created in Wales or featuring Welsh talent, as well as supporting teachers in engaging with film as a core learning tool.

The activities are designed to fit the National Curriculum for Wales and to encourage educators and young people to explore Wales through film, focusing specifically on three central themes: Landscape, Literature, Culture and heritage.

From classic cinema through to modern day representations of Wales on film, the resource explores Welsh history, language, industry, culture and society.

How to use this resource

The resource features questions and activities based around each film, as well as thematic activities that explore aspects of Landscape, Literature, Culture and heritage. In addition, the resources use clips provided in the accompanying PowerPoint presentation. Activities create engagement with film through watching, discussing, analysing and filmmaking.

The content can be used in sequence, or cherry-picked according to the needs of your class and the resources you have available. The activities are designed to be used in conjunction with the Wales on Film: Secondary PowerPoint presentation, available to download at www.intofilm.org/resources/wales-on-film-secondary.

For further information on filmmaking with young people, search for our Filmmaking Guide for Secondary, available to download at www.intofilm.org/resources. There is also information about our range of CPD training for teachers and educators to develop filmmaking skills available at www.intofilm.org/training.

About Into Film

Supported by the BFI and the film industry, Into Film is one of the world’s most extensive and fastest growing film education programmes for 5-to-19-year-olds. It reaches over a million young people each year through its UK-network of film clubs, providing vibrant learning resources, training opportunities and online content. Using film as a powerful tool for learning, the organisation offers support and CPD training to schools, colleges and youth groups, helping to raise attainment and encourage deep and active learning. Into Film Cymru complements the key national initiatives and developments and is tailored to meet the needs and demands of the Welsh educational and creative sectors. The organisation also hosts the UK’s biggest annual free film festival. Visit www.intofilm.org for more information.

Teachers’ notes Wales on Film: Secondary

Safeguarding

This resource details BBFC classification information for each of the film titles. We have also included the Into Film age recommendation, however it is recommended that you view these films before delivering these activities with your group, to ensure that content is appropriate for your learners. We also recommend you view content on external links in advance of sharing these with young people, as we are unable to accept responsibility for content which may change, move or become unavailable without our knowledge.

Acccessing film

You can order films for free through your Into Film club account. Not yet Into Film? Joining Into Film is easy and free – go to the website to find out more and register or email [email protected].

Into Film also offers free Continuing Professional Development (CPD) for teachers and educators in state funded organisations – go to www.intofilm.org/training to find out more.

Film guides Wales on Film: Secondary

How Green Was My Valley (11+)

1941 | UK | 118 minutes | Cert. U English language

Synopsis

In the early 20th century, the Morgans are a close-knit family living in a small pit village in the Welsh valleys. The five eldest sons and their father are all coal miners, while sensitive youngest son Huw is still at school and suffering at the hands of bullies. Life is tough for the family and they face plenty of difficult decisions as conditions worsen in the mine. Daughter Angharad is also torn, as she falls for the local preacher but is wooed by the mine owner’s son. Spanning fifty years, this is a moving adaptation of the Richard Llewellyn novel.

Before the film:

1. The film in set in a small mining village in the South Wales Valleys. What would you expect life to be like in a close-knit community like this? 2. What do you know already about the work and lives of coal miners? How do you know this? Discuss how our perceptions are formed through factors such as TV/film, books, stories and people around us. 3. Show students the film poster or DVD cover. How have the characters been portrayed in the image? Ask students to consider this question throughout watching the film.

After the film:

1. Does the film present a negative, neutral or positive view of the Welsh valleys? Be ready to justify your views with evidence and examples from the film.

2. Did the film present the small mining village community in the way that you expected? Does the film present a stereotypical view of Wales and Welsh culture? Do you think this is still how people outside of Wales view it? Consider the dialogue, attitudes and ideology of the characters.

Activities

1. Identify and discuss key moments in the film. Using the Character crossroads worksheet on page 17, ask students to analyse the decisions key characters made.

2. Ask students to consider the mining community in their area or region. Ask students what crossroads the miners might come up against now.

3. Could this story be set in the present day? Use the Film pitch template on page 18 to plan for a modern-day version of How Green Was My Valley. How will you update and incorporate the mining element and the advent of new technology whilst still keeping a sense of Welsh identity? Students could make a trailer for their film.

Film guides Wales on Film: Secondary

Hedd Wyn (14+)

1992 | UK | 123 minutes | Cert. 12 Welsh language with English subtitles Teacher guidance: There are some scenes of a sexual nature, including scenes of sexual intercourse which may be unsuitable for younger view- ers. Contains one use of strong language.

Synopsis

When Ellis Evans (pseudonym Hedd Wyn) isn’t toiling on the family farm in North Wales, he’s crafting poetry worthy of winning the National Eisteddfod Chair, Wales’ most prestigious poetry honour. When the Great War breaks out in 1914, Ellis avoids going to war and he cannot understand why his friends are willing to fight and die for this cause. Despite accusations of S4C and Pendefig © (1992) All rights reserved cowardice, a painful ultimatum eventually leads Evans to the battleground. The horror of the mass sacrifice ignites a flurry of poetry, but will it ever reach the competition? The striking examination of wartime patriotism, Anglo-Welsh tensions and the power of the written word make this biopic well worthy of its Best Foreign Language Oscar nomination in 1993. Suggested discussion questions

Before the film:

1. The film is set during the First World War: Why would some young men want to go to war? Why would others refuse to go to war?

2. Ellis Evans (Hedd Wyn) is an aspiring poet: What do you know about the National Eisteddfod Chair for poetry?

After the film:

1. Why does Ellis Evans choose the pseudonym Hedd Wyn? What does this mean? Is this significant and if so, why?

2. There are many shots of Wales’ landscape and countryside. How do these reflect and contrast with Ellis Evans’ journey throughout the film both in style and context? Contrast them with views within your own area. How does his poetry change in relation to the landscapes and setting?

3. Evans has a passion for literature and poetry, but others around him believe it is sometimes misplaced. How do Wales’ heritage and culture serve to unite and divide those around Evans in the film? Activities

1. Hedd Wyn was a real person. Family and the women in his life influenced who he was. Research his life and use the Planning your story: Story mountain on page 19 to choose key moments in his life where possible relating these to family and relationships.

2. Conduct a discussion with students asking them to consider the following points: a. What motivations might the characters in the film have had for joining up to fight in the First World War? b. Why did people in the past join up to the armed forces in 1914? (Students may need to do some prior research here into propaganda, social pressures, attitudes towards the war in 1914). c. Why did people not want to join up? How did conscription make this choice difficult? Why did some people still refuse? Conscientious objectors had a variety of motivations: political, religious, social, health and personal.

3. Students could write their own poems inspired the works of Hedd Wyn or other Welsh poets: these could be about war or a commentary on Welsh culture. Students could film each other reciting their poems or create animations to go alongside them.

Film guides Wales on Film: Secondary

Under Milk Wood (16+)

2015 | UK | 87 minutes | Cert. 15 English language and available in Welsh under the name Dan Y Wenallt. Teacher guidance: This film contains some scenes of a sexual nature, including scenes of sexual intercourse.

Synopsis

From sailors to butchers, the residents of the fictional Welsh town of Llareggub each have a story to tell. Originally created by Dylan Thomas for radio, the piece has since been adapted for the stage, small screen and cinema, and continues to entertain with its funny and often lewd interpretation of community life. The film flits between characters, with Metrodome © (2015) All rights reserved. impressive cinematography, as they express their desires and regrets in the most lyrical, poetic and visual of ways.

Suggested discussion questions

Before the film:

1. This film is set at the start of the 20th century in a rural Welsh community in Pembrokeshire. What is life like for people in a community like this? 2. What are the expectations on people from small communities? What expectations do people have of you? Consider your family, your friends, your school and your community. What are they based on? Is there pressure on you to fulfil these expectations and is it related to your community?

After the film:

1. The film portrays the lives of an array of unusual characters. Which was your favourite and why? Can you draw parallels to people or characters in a modern setting? 2. Does the film present an accurate portrayal of rural Welsh community life or was it a more fantastical portrayal? In what ways were you able to get a sense of the community?

Activities

1. Students could create a freeze frame in small groups of the most memorable characters in the film. The rest of the students could guess the moment in freeze. As each student is tapped on the shoulder, they must say one line in character. This could then be reduced to one word which encapsulates the essence of their character. Students could use the Stereotype mapping worksheet on page 20 to explore their favourite character from the film and question the way they are presented to us. 2. Students could compare the 2015 film with clips from the 1972 version. What decisions have both directors made and how have they used different camera and sound to tell the story? Which do you prefer? Why? 3. What makes a successful film? Is this film a success? Consider all aspects of the film, from the score to the production design using the 3Cs and 3Ss worksheet on page 21 and clips from the film.

Film guides Wales on Film: Secondary

Pride (14+)

2014 | UK | 119 minutes | Cert. 15 English language

Synopsis

In London, a small group of lesbian and gay activists decide to help miners in a small Welsh village during their lengthy strike of the National Union of Mineworkers in the summer of 1984. They travel to Wales where their arrival is met with mixed feelings. This funny and touching true story shows one minority group supporting another’s struggle and the surprising friendships that result.

1. This film is set in the mid-1980s. What do you think life was like for the lesbian, gay, bisexual, and transgender (LGBT) community at this time?

2. What do you know already about the miners’ strike in 1984? What was it about? Why were some towns in Wales particularly badly affected?

After the film:

1. What are the different reactions to the arrival of the Lesbians and Gays Support the Miners (LGSM) group? Why do you think they are so different?

2. This story is based on a true story. What do you think the LGSM group gained in both the short term and the long term? Consider the effects on both the London and Welsh communities.

Activities

1. Using the Circles of influence worksheeton page 22, students consider the relationship Mark has with all the other main characters. Who does he influence? What impact do his actions have on others? Who influences him?

2. Wales has been an important source of natural resources since the industrial revolution including coal, slate and wool. Ask students to do some research either online, in your school or local library, or by talking to relatives to find out how these industries have changed over the years. What impact did it have on Wales when the workers went on strike? Students could investigate social, political and economic effects specific to their area or to Wales as a whole.

3. Use the 3Cs and 3Ss worksheet on page 21 to analyse the two settings used in the film – London and Wales. Identify similarities and differences and how these influence characters and the story eg social and cultural settings. You could get different students to feedback on different questions.

Film guides Wales on Film: Secondary

Thematic sections

Thematic sections Wales on Film: Secondary

Landscape

Starters

Paired activity on slide 2: Partner A should take on the role of an alien, while partner B remains hu- Section 1 man. The alien should ask the human to describe what Wales looks like. How would we describe Landscape Wales? Showcase some examples of the paired dialogue to the group. Were there any common descriptions?

For this section, Activities you will need: Research • Location scout 1. Students could study a past map and current Google (or digital) map, and compare and worksheet – contrast Wales then and now. page 23 2. Ask students to come up with suggestions about why the change over time has occurred • Wales on Film: eg industry, urbanisation, immigration. Secondary 3. Students then conduct research into this to find out how and why Wales has changed PowerPoint since the beginning of the 20th century. You could split the class into groups to each look presentation at a different decade. Ask them to summarise their research into ‘important events’ and ‘how the events changed Wales’.

4. Students could create a stop motion animation to show change over time. For support on creating stop motion animations download Into Film’s Introduction to Stop Motion Animation at https://www.intofilm.org/resources/200.

Culture clash!

1. Explore with students the infamous entry in an index of a 19th-century encyclopaedia which read ‘For Wales, See England’. Ask students what this suggested about Wales? Why is this not a fair reference to make? 2. Ask students to consider the following question: Is Wales distinct from the rest of the UK? How? Why? In what ways is this affirmed/contradicted in the media? 3. Conduct a class debate on a controversial motion such as: “Other than being more mountainous, Wales really is no different to the rest of the UK.”

Setting

1. Watch the clips ‘Mining town’ from How Green Was My Valley {00:02:27-00:04:50} and ‘Countryside’ from Hedd Wyn {00:03:10-00:04:11} on slides 3 and 4 of the accompanying presentation and ask students to pay particular attention to the settings. How are the settings for the two films different? How does the landscape and geography affect the inhabitants? 2. Do you think some people outside of Wales would be surprised at the differences? What would they expect? 3. Imagine How Green Was My Valley was to be updated and set in modern day Wales. Where would you set it? Why? Use the Location scout worksheet on page 23 to explore your options.

Thematic sections Wales on Film: Secondary

North and South Wales

1. Watch the clip ‘Where you from, then?’ from Pride where the residents of Dulais tease Gethin about his North Wales roots {00:48:23-00:49:03} on slide 5 of the accompanying presentation. Why is this scene ironically humourous? Challenge students to create a humorous play script depicting a meeting between two characters from North and Section 1 South Wales and asking them to explore why they are different. These could be fictitious Landscape characters or characters from the films for example: • Dai (Pride) and Ellis Evans (Hedd Wyn) • Gwen (Pride) and Ellis Evans’ mother (Hedd Wyn) • Huw Morgan (How Green Was My Valley) and Evans (Hedd Wyn). 2. What are the differences between North and South Wales? You could give students the additional prompts if necessary: accent, dialect, vocabulary, industry, landscape. 3. Using the differences, ask students to come up with ways to ensure filmmakers don’t stereotype Welsh people in film. How can they make it clear that not all Welsh regions are the same?

Now and then

1. Students should consider the human geography in Wales now compared to what they saw in the films. asking them to explore why they are different. 2. What has led to the change over time and do you know of any examples in your area? Were any significant moments depicted in any of the films you saw? 3. Students could interview an older person about their experiences and record these as a documentary film. 4. Watch the Behind The Scenes clip ‘Andrew Scott, Faye Marsay and Ben Schnetzer talk Pride’ on slide 16 of the accompanying presentation where the actors and directors from Pride discuss the merging of fact and fiction, real and imagined in this interview. What problems did they face? How did they get around the problems? How would you go about changing this documentary into an entertaining film?

Extension activity

For GCSE English Language, students could use this section to support the Spoken Language unit and create a presentation around Wales, which explores the changes in the country and what it’s like now.

Thematic sections Wales on Film: Secondary

Literature

Starters Section 2 1. Using slide 6, ask students to write one word, phrase or sentence on a post-it note, responding to the statement “Literature is…”. They should stick the post-it note on their Literature foreheads and walk around the room, reading one another’s responses. Students then try to find someone who has come up with a similar definition. Ask students to come up with a definition as a class. 2. Ask students to name their favourite books. What do you like about them? Do you consider For this section, these to be examples of ‘Literature’? Does ‘Literature’ have to be “superior” or have “lasting you will need: value”?

• 3Cs and 3Ss worksheet – Activities page 21 Book to film • Show, don’t tell worksheet – 1. Ask students some of the following questions: Have any of your favourite books been page 24 made into films? What are the most famous films based on books or plays? Can you think • Camera shots of any set in Wales? Are any written by Welsh writers? sheet – page 25 2. What would a screenwriter and director need to consider when adapting a book or play eg taking out characters, changing the location or ending? Why might they need to do • Venn diagram this? – page 27 3. As an extension activity students could storyboard an idea for a short film adaptation, • Film script based on a book that has not yet been adapted into a film. example – page 28 4. Students could choose one extract from the novel and focus on turning this into a five minute scene in their film. Working with a partner using the 3Cs and 3Ss worksheet on • Poetry shot list page 21 to discuss and develop their ideas before attempting to make this film. – page 29

• Wales on Film: Stage to film: Under Milk Wood Secondary PowerPoint 1. Films can show important ideas without having to describe them using words. Use the presentation Show, don’t tell worksheet on page 24 to practise this. Students should perform a silent role-play to indicate what is happening. 2. When reviewing the 2015 film version of Under Milk Wood The Mirror newspaper said that the film’s director “deploys no end of visual tricks to match Thomas’s lyricism”. Ask students to unpick what this means. Ask them to think of some examples. Do they agree with this view? 3. Students could research Thomas’ play. Students should choose two or three of the most lyrical lines from the play. They should then use the Camera shots sheet on page 25 of this resource to show how they would depict the quotation in a film shot, without words. Some quotations to consider might be: • “We are not wholly bad or good, who live our lives under Milk Wood.” • “Before you let the sun in, mind he wipes his shoes.”

Thematic sections Wales on Film: Secondary

Creating a soundscape

1. Challenge students to read the opening of the play version of Under Milk Wood when the First Voice narrates the setting. How would you film this opening scene? Would it be literal? Does the location matter? 2. Students should watch the clip ‘To begin at the beginning’ from Under Milk Wood Section 2 {00:03:25-00:07:00} on slide 7 of the presentation. Focusing on the power of sound, Literature students could complete the Sound on/vision off activity on page 26. 3. Challenge students to analyse a section of the narration and underline references to the sounds. Students could create a sound tunnel: each learner creates one sound from the opening narration, using instruments, props or their voices. Students should create a physical tunnel in the room by standing in two rows and in unison makes their sounds, while one learner at a time walks through the tunnel experiencing the sounds created.

4. Octavio Paz, a Mexican poet, said “To read a poem is to hear it with our eyes; to hear it is to see it with our ears.” Challenge students to use their soundscapes to inspire their own poem eg about a Welsh community, or living through a stormy night.

Community in literature

5. Students should re-watch the clip ‘To begin at the beginning’ from Under Milk Wood {00:03:35-00:07:00} on slide 7 and compare it to the clip ‘War’ from Hedd Wyn {00:02:28–00:03:06} on slide 8. Both of these clips are the opening scenes of the films. What different atmosphere is created? How?

6. Students could use the Venn diagram on page 27 to track the similarities and differences in these opening scenes, focusing on the atmosphere set in the opening scenes. 7. What if these two communities collided? Students could write a script of an imagined meeting between two characters from these different communities.

An extra scene

1. Both Under Milk Wood and Hedd Wyn explore the lives of a cast of powerful characters. Students could add an extra scene to either film, using the Film script example on page 28. They could choose one of the exuberant characters from Under Milk Wood and script and extra scene about them or create a different ending to Hedd Wyn. Students could act out and film their scripts. 2. The group could watch a sample of these extra scenes and use the 3Cs and 3Ss worksheet on page 21 as to a tool to generate discussions on the strengths of each film and areas for development.

Poetry, poetry!

1. Students to explore two poems by Ellis Evans and Dylan Thomas. Ask students if there are there common themes, ideas, images, language choices in Thomas and Evans’ works? Are these characteristic of Welsh poets? 2. Students might write a poem inspired by Evans or Thomas. These poems could be set to film. Students could use the Poetry shot list on page 29, to decide which camera shot might suit each line. 3. Students could research the lives of Ellis Evans or Dylan Thomas and “hot-seat” these giants of Welsh literature. Students could question the poets about their lives, their works, inspiration and motivations.

Thematic sections Wales on Film: Secondary

Culture and heritage

Starters

Section 3 1. In groups, students create a freeze frame of a stereotype created in one or more of the films along with a sentence they think character might say. Culture and 2. Using slide 9, think, pair, share: Individually think about what do we mean by ‘culture’? heritage What factors might affect a country’s culture? Then create a group definition. Students could then discuss the definition provided by the Oxford dictionary: “The ideas, customs, and social behaviour of a particular people or society.” Using this what do you think of For this section, when you think of Welsh culture? Does this mean different things for different people? you will need: 3. What are our perceptions of Welsh culture and heritage? Students should move around the room adding thoughts and ideas to A3 sheets around the room, each with a different • How do we theme: sport, music, myths/legends, food, history and landscape/nature. How have these interview an factors been shaped by events in history? For example, students could explore the impact eyewitness? of Wales’ multiculturalism on Welsh culture, or the impact of film on how others perceive worksheet – Welsh culture. page 30

• Venn diagram – page 27 Activities • Camera shots Research task sheet – page 25 1. Students could use the How do we interview an eyewitness? worksheet on page 30 to • Film language interview a family member or older member of the community about life in their local prompt cards – area in the past eg an ex-miner or farmer, or member of the armed forces in WW2. Use pages 31-33 the success criteria on slide 10 of the presentation to prepare students for their interviews. • Wales on Film: 2. Students could present their findings to the group and discuss to what extent their Secondary witnesses’ experience differed from those in the films. PowerPoint 3. Students could watch some of the BFI Britain on Film footage (http://www.bfi.org.uk/ presentation britain-on-film) of their town or region and compare this to both the films and the interviews. Are there any similarities or differences? How can we use all this evidence to learn about Wales’ culture and heritage?

Class debate

1. What are strikes? Why do people strike? Can we think of current and historic examples of strikes? Was the strike action successful? 2. Students should watch clips ‘March’ from Pride {00:00:39-00:02:10} and ‘Strike’ from How Green Was My Valley {00:22:20-00:24:30} on slides 11 and 12 of the accompanying presentation. Has the way we strike changed?

3. Watch the Behind The Scenes interview with some of the actors from Pride on slide 16. Why do they encourage young people today to be “activists”? 4. Conduct a debate: “This house believes that strikes are a waste of time and achieve nothing” (or similar debate motion). Encourage students to use examples from Pride and How Green Was My Valley.

Thematic sections Wales on Film: Secondary

Rallying support

1. In Pride, Mark explains his stance to Dai, saying: “What’s the point in supporting gay rights but no one else’s rights? Or workers’ rights but not women’s rights?” Ask students if they agree with his view or should we be more selective about the ‘right’ we support or champion?

Section 3 2. Are there any other examples from history of groups supporting one another? Students Culture and might consider medical staff supporting the 2016 teachers’ strikes, for example. heritage 3. Why do we think the Lesbian Gay and Bisexual (LGB) community supported the miners? Mark says: “We’ve been through some of the same things you’ve been through”. What does he mean? Students could use the Venn diagram on page 27 to record their common and disparate experiences.

4. Watch the Behind The Scenes clip from {00:03:17 onwards} on slide 16 and listen to the actors explain why LGSM supported the miners. What do students notice about the setting of this discussion? Can we spot any powerful symbolism? Students might be prompted to consider the natural imagery of the Welsh landscape, the physical division of the stone wall, the windy weather (perhaps signifying that change is on its way).

“Two Tribes Go to War”

5. Students should re-watch the clip ‘Dai’s speech’ from Pride where Dai speaks at a Gay club {00:17:45-00:19:00} on slide 13 of the accompanying presentation. Use the Camera shots sheet on page 25 to analyse how the director creates this powerful scene. Students may need to watch this scene a number of times, pausing on each shot.

6. What can students hear playing at the beginning of this scene (“Two Tribes” by Frankie Goes to Hollywood)? Why did the music director choose this? Can you think of another anthemic song in a film and how it’s relevant to the story/why does it work?

7. Students could use the Film language prompt cards on pages 31-33, particularly on sound to discuss the power of sound in this scene (diegetic and non-diegetic). What would be lost from the scene without any non-diegetic sound? Would anything be gained? Try watching the film with the sound turned off: what is the effect?

Campaign video

1. Students could write and perform their own persuasive speeches about an issue that is important to them or to their community. 2. Watch the clip ‘Making history’ from Pride {01:09:22-01:12:17} on slide 14 of the presentation, showing the fundraiser in Pride and the clip ‘Unions’ in How Green Was My Valley {00:36:53-00:38:13} on slide 15. Ask students to compare the different ways that the characters raise awareness of a specific issue. Students could interview an older person about their experiences and record these as a documentary film. 3. Students could then make a campaign video in their local area to highlight important local issues. The interviews with a previous generation might be able to fit with this too.

4. Students could organise a fundraiser using their campaign video and other fundraising ideas. You could give them a budget to work to, and a fundraising target. Ask them to outline how they will reach their fundraising target.

Taking it further Wales on Film: Secondary

Other organisations

These are some of the other key film organisations and agencies in Wales that can offer more resources, support and activities.

Ffilm Cymru BBC Cymru Wales www.ffilmcymruwales.com/ www.bbc.co.uk/corporate2/cymruwales/

Film production and distribution in Wales The national broadcaster for Wales

BAFTA Cymru S4C www.bafta.org/wales/ www.s4c.cymru/

Promoting film and the creative industries in Wales Welsh-language broadcaster

BFI Britain on Film www.bfi.org.uk/britain-on-film

Search 1000s of films from across the UK to find out about life in your area in the past

Into Film resources

Secondary Filmmaking Guide Into Film Guide to Windows Movie Maker https://www.intofilm.org/resources/24 www.intofilm.org/resources/84

Make Film – Greatest Generation Into Film Guide to Garageband www.intofilm.org/greatest-generation www.intofilm.org/resources/83

Resources to support work with archive film and creating documentary films about life in your community from 1930- Book to Film 1960. https://www.intofilm.org/resources/278

Into Archive Film: Past Present Future Diversity www.intofilm.org/into-archive https://www.intofilm.org/theme/27

Resources to support work across the curriculum with a wide range of archive films from the Into Film catalogue and BFI Identity Britain on Film. https://www.intofilm.org/theme/4

Careers in Film - Secondary Identity and Voice: Secondary https://www.intofilm.org/resources/274 https://www.intofilm.org/resources/1053

Into Film Guide to editing with iMovie https://www.intofilm.org/resources/85

Character crossroads worksheet

Key ‘crossroads’ moment in the film Explain the choice a character has to make.

The decision... What does the character decide? Did they follow social norms or their own The alternative... What other decision could the character have made at this point? personal values?

Effect on the story - at the time What happens? How does the choice affect this character Effect on the story - at the time What difference might this change make? Think and others? about how this alternative choice could change things for this character and others.

Effect on the story - later on What happens? How does the choice affect this character Effect on the story - later on What things might change later in the story? and others?

Activity sheet Wales on Film: Secondary

Film pitch template

Your pitch should be a maximum of three minutes long and must include the following:

Film title: Genre:

An explanation of the storyline of your film:

A list of characters in the film, and your choice of actors for each main role:

Setting:

Opening sequence description:

You should also plan for: • A persuasive poster to advertise the film • A performance of a 30-second trailer to give a ‘sneak peek’ into what the film is about

Success criteria ✔ Try to make your idea as interesting as possible and include all your group’s best suggestions. ✔ Think carefully about the actors that you will use and be prepared to explain why you have chosen them. ✔ Make sure that your poster will appeal to your chosen audience. ✔ Your trailer should be fun, fast-paced and informative.

Story planning worksheet: Story mountain

1) The Beginning 2) The Build-Up 3) The Problem 4) The Resolution 5) The Ending Introduce the main What things happen? Things might go wrong! How are things going to Does the story end with characters and describe What clues are there? Is there a mystery, or do be sorted out? Problems everyone happy? What the setting. What will What is said? How do you terrible things happen? must be solved. Think have people learned? your first sentence be? build up the excitement? Are there any disagreements? about every step. Have characters changed?

Stereotype mapping Use one colour to note how the filmmaker reinforces this character’s stereotype. Use a second colour to note down how the filmmaker challenges the stereotype.

Name Name

Activity sheet Wales on Film: Secondary

The 3Cs and 3Ss resource

The 3Cs (Colour, Camera, Character) and the 3Ss, (Story, Setting, Sound) can be used to help pupils discuss and analyse all the elements of a film text.

Colours story

• What colours do you see? • What happens in the beginning, middle and at the • How do the colours make you feel? end of the story? • When do the colours change and why? • What are the most important things (events) that • What do the colours tell you about the time of day happen in the story? that the story took place? • How would the story change if events happened in • Why do you think certain colours are used? a different order? • What colours would you have chosen? • How do we know where the story takes place? • Do the colours change when the story is in a different • Who or what is the story about? setting? • How can we tell? • Are any colours associated with particular characters? • How long does the story take in ‘real’ time? • How important do you think the colours are in the • What do you think happened before the story film? began? • What would the film have been like in black and white • What might happen next, after the end of the story? or in just one colour? • How does this story remind you of other stories? • What mood do you think the colours create? • How would you like the story to continue?

character setting

• Is there a main character? • Where does the action take place? • Is there more than one main character? • Why is the story set in a particular place? • Is the story really about this character or about • When and how does the setting change? someone else? • How does the setting affect the characters and the • Who is telling the story? way they behave? • What do the main characters look like? • When the story began, where did you think we • What might the way they look like tell us about them were? as a character? • How could you tell where the story was taking place? • How do they speak and what do they say? • Could the same story have happened in a different • How do they behave? place? • How do they behave towards other characters? • How do you think the story would have changed if it • Do any of the characters have particular music or had happened in a different place or setting? sounds? • Can you tell when the story is taking place? • Which character interests you the most? • What clues might there be to tell us whether the • Is there anyone else you would like to see in the story is set now or in the past? story? • How would the story be different with another character added or taken away?

camera sounds

• What shots have been used? Can you name them? • How many different sounds do you hear? What are • When do you see a long shot or a close-up shot? they? • What are the different shots used for? • Is there music in the film? • Through whose eyes do we see the story? • How does the music make you feel? • When do we see different characters’ point of view? • When do you hear the music or sounds change? • When does the camera move and when does it stay • What is happening on screen when the sounds or still? music change? • How does the camera help to tell the story? • If you listen to the sounds without the pictures, can • What do the first shots tell us about the story, the you tell what is happening on the screen? setting etc? • Are there any moments of silence? • Why do certain shots follow each other e.g. a long • Do any of the characters speak? What do they sound shot followed by a close-up? like? • How can you tell what the characters are thinking or • If you added your own voiceover to the film, who how they are feeling through what the camera does? would speak and what would they say? • How quickly do the shots change? Does this change • Can you hear any sound effects? in different parts of the story? • Do you think any sounds have been made louder than they would be in real life? What are they? Why do you think they are louder in the film?

Activity sheet Wales on Film: Secondary

Circles of influence worksheet

In the film, in what ways did the actions of the hero impact on society and individuals?

• Put the name of the hero in the middle

• Write the names of the character(s) they have most influence on in the nearest circle, and place other characters further out or closer in depending on how close or distant they are to the hero

aracters they er ch infllue Oth nce

Hero’s name

Activity sheet Wales on Film: Secondary

Location scout worksheet

Scene Information about the Option 1 (location name Option 2 (location setting (where, weather, with reasons why) name with reasons why) day/night?)

Activity sheet Wales on Film: Secondary

Show, don’t tell worksheet

Visual storytelling is where stories are told through action rather than dialogue. For example, instead of a character shouting “I am so ANGRY!” they can be shown slamming a door. To move a story on, instead of having a character saying “I’m going to steal the robot’s gun and escape”, they could be shown looking from the robot to the gun and then to the door of the spaceship.

Challenge the young people to write some action that could replace the following pieces of dialogue in a script. (Children or those that need more support with this could mime actions before or instead of writing them.)

“I’m hungry!”

“I’ve lost the cat!”

“I’m so tired!”

“I’m late for school!”

Camera shots

Establishing shot Long shot

Mid shot Close up Extreme close up

Sound on/vision off

You are going to listen to the sound from part of a film – but without seeing the visuals that go with it. Listen carefully and in the space below, note the sounds you hear. What do you think the action and the setting might be based on the sounds? Do you hear different characters? What might they be like? Could you draw what you hear? If you listen more than once, do you notice different things or have different ideas about what the sounds might be?

What did you hear? What do you think you will see when you watch? Music? Voices? Other sounds..? What do you think the setting or characters might look like? Where, and when, is this film set?

This worksheet was inspired by the Screening Shorts resource www.screeningshorts.org.uk/pdf/sound-on-vision-off-worksheet.pdf

Venn diagram worksheet

Activity sheet Wales on Film: Secondary

Script example

SCENE 1. INTERIOR. CLASSROOM. DAY

MR GRANGER (middle-aged and balding, enters and approaches the whiteboard. He writes the words ‘Take on the Long Take’ on the whiteboard. He turns to face the class of 30 Year 6 pupils).

Good morning class. I have some exciting news. We are going to take part in Into Film’s Take on the Long Take challenge.

OSCAR What’s a long take, sir?

MR GRANGER Good question Oscar. When making a film, a long take is a continuous film shot without any cuts.

(Oscar considers this response briefly before raising his hand again to ask another question).

OSCAR When we made the zombie film, we had to use editing software. Will we use this again?

Activity sheet Wales on Film: Secondary

Poetry shot list

Use the table to plan the type of camera shots you would use for each line of a poem.

Line Shot Title Shot Notes / Description

Activity sheet Wales on Film: Secondary

How do we interview an eyewitness?

Learning outcomes

• Identify the potential and limitations of eyewitness evidence. • Construct good quality historical enquiry questions. • Practise and assess your interview skill.

Preparation

Access to BBC Bitesize How do we interview people? www.bit.ly/bbcbitesizeinterviewpeople

For the extension activity – a flip camera or tablet

Activities

1 Think, pair and share reasons why it is interesting to talk to someone who lived through past events.

2 Think, pair and share what information eyewitnesses can provide, that we cannot get from other sources.

3 Watch the BBC Bitesize film How do we interview people? Identify three key points we should consider when we interview someone about the past.

4 Discuss in pairs or small groups, and write a list of five words you could use at the start of open questions, in order to avoid yes or no answers.

Extension Interview practice Record and Playback

Work in groups of three, to write three questions to interview an eyewitness on the topic ‘Somebody I admire’.

Take it in turns to play the role of the eyewitness, interviewer and cameraperson, and record your interview. Use follow up questions based on what the eyewitness tells them.

Swap recording devices and watch the interviews. Identify three things the group carrying out the interview has done well, and one thing they could improve next time.

Film language prompt cards