A Teaching Guide to Using Film and Television with Three- to Eleven-Year Olds Education

LOOKLOOK AGAIN!AGAIN! A teaching guide to using film and television with three- to eleven-year olds Education This publication has been made possible by the generosity of the Department for Education and Skills (DfES). LOOK AGAIN! A teaching guide to using film and television with three- to eleven-year-olds Education ma vie en rose | courtesy of bfi stills LOOK AGAIN ii CREDITS AND ACKNOWLEDGEMENTS This publication has been made possible by the British Library Cataloguing-in-Publication Data British Film Institute Primary Education Working bfi staff involved generosity of the Department for Education and A catalogue record for this book is available from Group 2002-2003 Cary Bazalgette, Head of Education Development Skills (DfES). the British Library. Wendy Earle, Resources Editor Ann Aston, Deputy Head Teacher, Robin Hood Hilary Pearce, 5–14 Development Officer Written and produced by the Primary Education ISBN: 1–903786–11–8 Primary School, Birmingham Dr David Parker, Research Officer Working Group convened by bfi Education. The copyright for this teaching guide belongs to Helen Bromley, independent Early Years the British Film Institute. consultant The Working Group would like to thank the Designed by: Alex Cameron and Kelly Al-Saleh Margaret Foley, Quality Improvement Officer numerous teachers, advisers and literacy If you would like to reproduce anything in this 0–14, Dundee City Council consultants in all parts of the UK who contributed Film stills: guide for any other purpose, please contact the Mary Hilton, Lecturer in Primary English, Faculty to the development process and the experiences courtesy of bfi Stills, Ann Aston, Christopher Resources Editor, bfi Education, 21 Stephen of Education, University of Cambridge cited in this Guide, and in particular Geoff Dean, Duriez, Juliet McCoen, Alison Hempstock, Street, London W1T 1LN. Teresa Kane, Teacher, St Mary’s Primary School, School Improvement Adviser (English), Milton Jonathan Hodgson, Christina Schindler, Joel Tempo, Co Tyrone, Northern Ireland Keynes, who provided detailed comments on the Simon, Debra Smith, Slinky Pictures Ltd, An Dr Jackie Marsh, Senior Lecturer in Education, draft version. Vrombaut. University of Sheffield School of Education Julie Roberts, Education Officer, Film Education Copyright © 2003 British Film Institute Philippa Thompson, Community Teacher, Sheffield Early Years Education and Childcare First published in 2003 by bfi Education, Gez Walker, Education Manager, Showroom 21 Stephen Street, London W1T 1LN Cinema, Sheffield Paul Wright, English Consultant, Consulting The British Film Institute offers everyone Division, Qualifications and Curriculum opportunities to experience, enjoy and discover Authority, England more about the world of film, television and moving image culture. www.bfi.org.uk/education CONTENTS pi Credits and Acknowledgements 1 Introduction 3 Chapter 1: The case for Moving Image Education for 3–11 year-olds 7 Chapter 2: Basic Teaching Techniques 14 Chapter 3: Moving images and literacy 21 Chapter 4: Founding Stage curriculum links 30 Chapter 5: Moving Images across the curriculum 41 Chapter 6: Managing teaching and learning 45 Chapter 7: Becoming cineliterate 51 Chapter 8: Resources 59 Glossary little wolf | courtesy of an vrombaut LOOK AGAIN iii LOOK AGAIN 1 INTRODUCTION This Teaching Guide is based on one simple idea: The British Film Institute set up a Primary that the moving image media – film, television, Education Working Group on media education in video and an increasing number of web sites and 1986, which published a Curriculum Statement to computer games – are important and valuable coincide with the establishment of the National parts of our culture. It follows that children have a Curriculum in England. Many curricular reforms basic right to learn about these media in school. and political changes have occurred since then, official attitudes to media education have relaxed Our message here is a positive one: that the considerably, and requirements for media moving image media provide us with a distinctive teaching now appear in all UK curricula. However, and vital means of expression, are a dominant the moving image media remain a daunting area and global source of stories, ideas and opinions, for many teachers and are often neglected even by and are an increasingly important part of our those who agree that media education is important. cultural heritage. We want to provide you with the basic advice and resources necessary to start A second Primary Education Working Group was teaching about these media in the context of convened to write this Guide, and includes foundation and primary education, and with teachers, teacher trainers and advisers from evidence grounded in reliable research that will across the UK, and representatives from the give you and your colleagues a clear rationale for Department for Education and Skills and the integrating this work into your teaching. Qualifications and Curriculum Authority. The pupils of robin hood school birmingham | courtesy of ann aston Group has drawn upon a wide range of existing This Guide presents starting points, first work in schools and on a body of research that This Guide follows the format of the bfi’s guide We look forward to comment and feedback from principles and ideas for further work. It is not conclusively demonstrates the value of moving for secondary teachers published in 2000, colleagues, as part of the ongoing process of a textbook, nor have we tried to cover everything. image education in the primary school and early Moving Images in the Classroom, in developing relevant and exciting educational We hope to inspire you to try out the approaches years. We are delighted that the Department for concentrating on film, videos and television and experiences for all children in the UK. described here, to discuss them with colleagues, Education and Skills has provided a generous offering specific, practical advice on how to teach and then perhaps to seek further advice, training, grant towards the costs. about them. bfi Primary Education Working Group and classroom resources – some of which we September 2003 list in Chapter 8. bag of rice | courtesy of bfi stills LOOK AGAIN THE CASE FOR MOVING IMAGE EDUCATION FOR 3-TO 11-YEAR OLDS 3 chapter one THE CASE FOR MOVING IMAGE EDUCATION FOR 3-TO 11-YEAR OLDS It makes sense for schools to capitalise on this embeds it in existing curricular requirements, that they have to work with the known and Well, it’s a new way of seeing, isn’t it? knowledge and enthusiasm. Many teachers offering enhancement and variety, not extra work. the given to help their pupils to make sense (Six-year-old girl, Essex, after talking about believe that a focus on core issues does not allow Teachers find that it makes better sense to of the world (Rogoff ,1992). In our culture nearly screen adaptations of picture books) time for sharing their own enthusiasm for films acknowledge and build on what children already all children have, from birth, extensive experience and television with children. Furthermore there know and can do, than to try and start with with film, television and video (Kress, 1997; is a tendency to assume that moving image a clean slate. In this chapter, we offer five further Bromley, 1999; Marsh and Hallet, 1999). Television and video are among the first cultural media are bad for children and detract from key arguments, backed by academic research, To carry on this work of involving children with experiences of most children in the UK in the ‘real’ education. which make the case for building moving image texts and processes so that they can understand 21st century. At an early age they learn to make education into the learning experiences of all how to ‘read’ them at deeper levels and to sense of the flickering images on the screen, But the truth is that the emergent ‘cineliteracy’ three- to eleven-year-olds: produce them for themselves – one of the chief the changes of size and angle, the switches of of three-year-olds sets them on the brink of G The necessity for active learning; aims of the literacy curriculum – it is necessary background and character, the sounds and music an amazing world of images and sounds. Wild G The power of linking home and school; to start with those very texts they are already that signal danger, comedy, excitement and happy fantasy, gritty realism, scenes from yesterday G Deepening understanding of texts; reading actively (Browne, 1999; Meek, 1991). endings. By the time they are three years old, and from a hundred years ago, live events from G Creativity and the moving image; This learning process does not fade away as most children have learned another language across the world, are all available for children G Understanding of culture and society. children learn the symbolic system of English in addition to their spoken mother tongue: they to see and understand through the moving image orthography. It continues to enhance their have learned the codes and conventions through media. Some of these may present lies, some are ACTIVE LEARNING: FROM THE KNOWN abilities to read and write and understand all which moving images tell stories. Their mastery offensive or frightening, some meretricious TO THE UNKNOWN kinds of texts, both in school and outside. Active of this language is still limited: they may not be and worthless. The same goes for books! Many studies have emphasised that the human engagement with the familiar supports and sure yet about what is ‘real’ and what is ‘pretend’ However, we learn to read because books offer brain learns actively. In other words, whatever is enlarges understanding of the new and different (although they are very interested in finding out); unique opportunities to share the knowledge and being taught must engage the learner as an active (Heath, 1983; Meek, 1988; Gregory and they may understand little of what they see on imagination of others.

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