Filmmaking in Schools “ To make movies is to invite someone into your imagination.” Tim Grabham (Film director, producer, editor and animator) “A good story, well told, can engage inspire, influence and even change us.” Dave Reeve (Director, producer and editor) “My documentaries are about understanding why we do what we do.” Clare Richards (Documentary director, producer and camera operator) Why Filmmaking in Schools? Benefits include Students are exposed to film media constantly Inspiring and engaging students to use their (through platforms such as cinema and Youtube). Film voices proactively to initiate action about is a valuable tool that can be used to engage students environmental issues that matter to them with the curriculum and increase their overall Enhancing the approach to the learning process motivation for learning. Film is unique in being an and reinforce 21st century, STEM and higher expressive and informative medium. Having students learning skills engaging in filmmaking is not only beneficial to the Strengthening literacy skills through individuals creating the film but it also an opportunity storytelling, researching, descriptive writing, to engage others in their age/peer group. interviewing etc. Making EcoFilms gives students a venue to engage in Creating a community of active citizens public discourse about the environmental issues of inspiring change ...proposing new ideas and the 21st century: climate change; industrialization solutions for these issues along the way. and urbanization; biodiversity; water; the use of Becoming part of a larger community of natural and human resources; human migration; Canadian environmental artists– e.g., Liz global capital, commerce and consumption; energy Marshall, Edward Burtynsky, who explore production; and waste in age appropriate ways. Film human impacts on this planet through film and media is a powerful way for students to express these photography to evoke change. ideas in a familiar medium. The Creative Process Creativity can be described as “the ability to into account student’s prior knowledge and see connections and relationships where skills. You may need to alter the order or others have not or communicating concepts spend more time in one stage. For in new ways.”1 Similar to the design or example, you may find your students may engineering process, the creative process is benefit by spending more time exploring about problem solving, starting with the and experimenting with new filmmaking exploration of a problem a work of art that skills or need to return to the planning and responds to the problem, inspiring focusing stage after receiving feedback. solutions. By following the creative process “All children have the It is often over looked but preparation can in filmmaking, teachers have the be considered the most important aspect of ability to be creative. opportunity to foster imaginative and the creative process. Preparing the focus of Education in the arts innovative thinking in students as they your film by refining your exploration into a grapple with today’s complex problems. build upon this ability and research question or problem lays down the deepens children’s foundation for all other aspects. From this capacity for artistic This guide follows the creative process students develop scripts, music and while providing specific details on its ultimately a completed film. Remember it’s expression and relation to creating a short EcoFilm. As you the process of experimenting, and learning representation. “ begin the process of filmmaking with your from the process, that inspires creativity in students, move through the stages in a our students. flexible, fluid and cyclical manner taking – Ministry of Education, The Arts Grades 1-8 2009 1 Beveridge, W.I.B. The Art of Scientific Investigation, (New York; Vintage Books) n.d. STEP 1: Building skills Exploring and Experimenting Before you begin the filming process BUILD SKILLS Classroom Connections familiarize yourself with your camera and Use warm up activities to experiment with Collaboration: Working with editing equipment. Once you understand and build your students confidence in: other students to plan these it will make the filming process go Visuals: Experiment with your camera activities and build skills. much smother. When planning out your and camera equipment to discover film keep the following tips in mind: the cameras settings and to play with Creative Thinking: exploring Keep it Short: When creating your first different angles. how lighting, sound and angles change the viewers few films begin with a short films that are Sound: Record different sounds at perspective. less than 30 seconds long. This will help different locations and distances. you and your team learn the basics of film Record sound effects and try making Media Literacy: Enhancing making. your own. students terminology and Cut the choice: Be specific with your Voice: Practice speaking into your knowledge about media students when giving them direction for recording device in a clear, slow voice, technology and strategies. their film. Provide them with a set time and try changing your tone. Listen to limit and refined topic choices. the recording and note the Be clear about the purpose: Students will differences. work best when your passionate about Editing: Practice Cutting your film and your topic and determine what you want play with the sound and text effects. the audience to get out of your film. Practice Storyboarding: choose a Equipment: .Camera or other Let them copy: Watch other films and story you already know and make a video equipment. Sound short stories and look for the techniques storyboard of how you would film it. equipment (if available). that they are using. Have your students try to imitate these in their films. Lighting: keep lighting in mind when Computer with video editing filming and explore how it effects the software. Separate the sound: If you record your mood of the scene. sound again after your live filming it will Instructional Strategies: make the voices and sound effects Brain-storming, Mind clearer. mapping, Class discussions Timelines: 1-2 lessons (40 minutes each) Classroom tips Pick a very small scale experimental project (such as a 30 second Earth Hour @ Your School promotional video) and complete all aspects of the production to practice all the steps of filmmaking. Strongly consider purchasing an external microphone for sound recording. STEP 2: Creating excitement Challenging and Inspiring INQUIRY BASED LEARNING FRONTLOAD THE INQUIRY Classroom Connections This technique puts students questions Build student knowledge and connect to Collaboration: Students work and curiosity at the center of the lesson. their prior understanding of the topic together to develop themes Find out what your class wants to learn through activities that connect students to that the class would be more about. This provides the opportunity the topic. Activities include community studying. for in-depth student investigations. walks, field trips, films, artifacts, photos, Discussions should be student led and oral and written stories, events etc. Literacy: Expanding knowledge teacher facilitated. CONTENT TO YOUR CLASSROOM in areas of student interest How might you transform student inquiry Think about your content area. What is a Critical Thinking: Inquiry based into inspiration for filmmaking? new take on a topic that you can bring to learning helps students analyze “Inspiration comes when a person sees your classroom? What shared their own passions. something or thinks of something that experiences—a field trip, a walk around motivates them to begin the neighbourhood, a book, a film, a guest creating.” (Michael Glassbourg, Learn to speaker, an experiment or a new piece of Speak Film, 2013). information might help you trigger your students’ curiosity and the inspiration for The best way to start an inquiry that a great film. Use what you are already inspires students is with some kind of teaching and reframe it as an inquiry. provocation. Media and film have become a large part of modern day society. INQUIRY PROMPTS Showing students the impact of that film Invite in a guest speaker has on their lives can inspire them to want Watch a related film Equipment: Materials to to use this medium in the same way. Bring in an artifact or photograph brainstorm (scrap paper and Elicit stories from students about writing utensils) Instead of pouring knowledge into topic Instructional Strategies: Brain- people’s heads, we need to help them Discuss topics that effect the storming, Mind mapping, Class grind a new set of glasses, so they can see students personally discussions the world in a new way. Timelines: 1-2 lessons (40 John Seeley Brown minutes each) Classroom tips Watch several of the previously submitted films to Planet In Focus Student Film Festival with your classroom as a group (https://www.youtube.com/user/TheTDSBEcoSchools/videos). If you have access to a lab, provide students with links and have them view films (and if they have time provide critiques) Connect your inquiry focus to your curriculum e.g., science and technology, social studies. STEP 3: Tell a story you care about Imagining and Generating Ideas Creating an environmental film about NARROW YOUR FOCUS Classroom Connections change is not necessarily to showcase A mind map is a good way to illustrate Citizenship: telling stories change but to call for and inspire it. how your topic is connected to other about their community, taking