Resources Galore!

The annual Scottish Learning Festival takes place next week (21st and 22nd September) at the SECC in Glasgow, and for any teachers  fortunate enough to be able to attend I would recommend a visit to the Into Film stand G25 in the Exhibition Hall, where they will be showcasing their new ‘Scotland on Film‘ teaching resource. With links to Curriculum for Excellence, the resource is  designed to help educators and young people  explore Scotland through film, focusing specifically on the two central themes of Language and Identity.

whisky-galoreScotland on Film’ is an engaging, curriculum-linked teaching resource for educators working with 7-18 year-olds, comprising downloadable teachers’ notes and a PowerPoint presentation with embedded film clips. As well as supporting teachers in engaging with film as a core learning tool, the resource is designed to celebrate Scotland and the rich contribution it has made to film. The activities focus specifically on two central themes: Language and Identity. From classic cinema through to modern day representations of Scotland on film, the resource touches on history, myth, and culture.  It also uses film with accompanying Scots language texts, encouraging students to explore the language in historical and modern contexts. The sections on identity cover many aspects of what it can mean to be Scottish, from personal identity to rural and city living.

Film is an important text within the English curriculum and we seek to utilise it at every opportunity. It also serves to provide a supporting context for other avenues of study; such as novels, functional writing and stimulus for creative writing.”  Michael Daly, John Paul Academy, Glasgow

Created in partnership with Education Scotland, The Scottish Book Trust, LGBT Youth (Scotland) and Arpeggio Pictures, ‘Scotland on Film’ encourages and supports teachers to use film as a core way of teaching the curriculum. Films featured include Fantastic Mr Fox (PG), Water Horse: Legend of the Deep (PG), Sunset Song (15) and short film Take Your Partners, while activities range from discussing what films made in Scotland tell us about Scotland, through exploring ‘book-to-film’ adaptations, to poetry writing and simple filmmaking.

“It has been fantastic working together with Into Film on this new resource. An essential element of my work for Education Scotland promoting Scots Language is the development of new materials that not only show the vast vocabulary and interesting linguistic history of the language, but also to create modern and vibrant ways for Scots to be explored within the learning settings of today.”   Bruce Eunson, Education Scotland

As part of its UK-wide programme to place film at the heart of young people’s learning, Into Film, an organisation supported by the BFI through lottery funding, will also be showcasing the benefits of its school film clubs, which provide  free access to thousands of films and related resources.  Visitors to the stand will have the opportunity to set up a club on the spot with help from Into Film staff, pose queries about existing clubs, sign up for the charity’s free ‘Teaching Literacy Through Film’ online course (created in partnership with the BFI), and get a sneak preview of its newest curriculum-linked resources.

Those who are unable to attend the Festival in person can listen to the keynote presentations live online at the following times. Check the SLF website for more details.

Wednesday 21 September, 10.30 – 12 noon, Opening keynote address, John Swinney MSP, Deputy First Minister and Cabinet Secretary for Education and Skills.

Wednesday 21 September, 12.30 – 13.30, Fixing the past or inventing the future, Dr Yong Zhao, Presidential Chair and Director of the Institute for Global and Online Education in the College of Education, University of Oregon.

Wednesday 21 September, 14.00 – 15.00, Leading with evidence for educational improvement, Dr Carol Campbell, Associate Professor, Ontario Institute of Education, University of Toronto.

Thursday 22 September, 14.30 – 15.30, Taking on the impossible, Mark Beaumont, TV presenter and broadcaster, record-breaking round the world cyclist and ultra-endurance adventurer.

The keynotes will also be available to watch online retrospectively.

You Must Be Joking

funny_chemistry_teacher_quote_no_reaction_postcard-rf4872fee293747cbaf640617e0744679_vgbaq_8byvr_324A guy is sitting at home when he hears a knock at the door. He opens the door and sees a snail on the porch. He picks up the snail and throws it as far as he can. Three years later there’s a knock on the door. He opens it and sees the same snail. The snail says: ‘What the hell was that all about?’…………..Boom!

Three guys stranded on a desert island find a magic lantern containing a genie, who grants them each one wish. The first guy wishes he was off the island and back home. The second guy wishes the same. The third guy says: ‘I’m lonely. I wish my friends were back here.’

Two of the funniest jokes of all time, according to a team of researchers at Oxford University, who put them to a group of students at the London School of Economics and asked them to rate them out of ten. The jokes were from a pre-selected list of course, which makes the exercise less than useless, but nevertheless, jokes, and the ability to tell them, have been a part of our popular culture since God worried that Adam would be forever lost in the Garden because men hate to ask for directions, and most jokes are just another form of storytelling, which is at the heart of learning and teaching. Right?

How often, as a teacher, have you recognised in a young person the ability to tell a good story, to hold an audience rapt for minutes on end without script or prompt, and yet were never quite sure how the talent could be developed and nurtured? Well, fear not, because an outlet for that creativity is about to present itself, in the shape of a joint project from the BBC and the National Literacy Trust.

‘Comedy Classroom – Having A Write Laugh’ will officially launch on the 19th of April, and it isn’t just for extroverts. The project organisers are calling on teachers across the UK to get their students writing comedy – whether it be stand-up, sketch-writing or simply photo captions. And being the BBC, they have a huge collection of resources to help you on your way.

Footnote: For those teachers who think that telling jokes isn’t real learning, or for those who simply like ticking boxes, here are some of the literacy outcomes which may be enhanced by undertaking such an endeavour. Have fun, but be careful not to overdo it. Learning is a serious business, after all!

Speaking:

  • Take a role within group discussions.
  • Communicate clearly and confidently with an audience.
  • Verbally evaluate the work of themselves and others.
  • Be able to participate in discussions and presentations.
  • Demonstrate they can gain, maintain and monitor the interest of the listener(s).
  • Be able to discuss words and phrases that capture the reader’s interest and imagination.

Reading:

  • Comment on the differences between spoken and non-spoken text.
  • Consider why texts can change to be applied to specific audiences.
  • Be able to prepare comedy pieces to read aloud and to perform, showing understanding through intonation, tone, volume and action.
  • Demonstrate an ability to recognise different forms of comedy writing.
  • Be able to assess the effectiveness of their own and others’ writing and suggest improvements.

Writing:

  • Communicate meaning, adapting their style where necessary.
  • Organise their ideas in an easy to understand, coherent way.
  • Demonstrate an appropriate level of spelling, punctuation and grammar.
  • Demonstrate they can draft and edit to improve their work as well as critique others’.
  • Be able to plan, draft, edit and proofread.
  • Be able to use relevant strategies to build vocabulary, grammar and structure.

See also:

 Eleven Jokes Only Smart People Will Understand

Top Ten Teacher Jokes

Best School Jokes Ever

Teacher, School and Education Jokes

 

 

You WILL Survive. Popularising Shakespeare.

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David Tennant in the stunning 2009 Royal Shakespeare Company’s production of Hamlet

As it happens, I am one of those boring old traditionalists who believe that no school education is complete without some experience of the genius that was William Shakespeare. After all, if the purpose of formal education includes preparing young people for a rich and fulfilling life, helping them understand their place in the world, showing them that they are not the first person ever to agonise over the complexities of human relationships, then who better to turn to for guidance?

However, Shakespeare is a bit like maths at school. Badly taught, it can have a more profound effect than when it is taught well. ‘I hated Shakespeare at school’ is almost as common a refrain as ‘I was never any good at maths…….’.

Imagine the scene. As an English teacher you find yourself in the position of trying to convince a group of young people, many of whom wouldn’t know the difference between a sonetto and a cornetto – even if they did know that the latter was not originally an ice-cream cone –  of the beauty and relevance of Shakespeare’s sonnets. You will teach them, of course, about the Italian origins of the sonnet, its traditional structure of two quatrains and a sestet (14 lines in all), the regular musical rhythm that they will come to know and understand as ‘iambic pentameter’, and you will demonstrate along the way how Shakespeare was dealing with the grand themes of love and loss, of jealousy and revenge, of lust, hatred, fear and hurt. You may give them some very useful notes, or you may even ask them to make their own. God job done.

Well, sometimes, and for some kids, yes. But, consider the potential difference it could make if you were to ask them to ‘be Shakespeare’ for a while. Write a sonnet as if your life depended on it, which his almost certainly did.

‘Too hard!’ they cry.

Well, OK. The language is challenging, 400 years down the line, the themes a bit adult. But how about if you started by actually giving them the content, and asking them to ‘translate it’ into a sonnet? Which is exactly what Erik Didriksen has done in ‘Pop Sonnets: Shakespearean Spins on Your Favourite Songs’ from publishers Fourth Estate.  Starting with songs from modern-day pop artists like Beyonce´and Taylor Swift, Didreksen has re-written them as Shakespeare might have done. And here’s the real payback, one of the things we struggle to impress upon modern-day students of the great man – the themes don’t really change!

Gaynor

Gloria Gaynor is given a Shakespearean make-over in Erik Didriksen’s ‘Pop Sonnets’

This technique, which is sometimes referred to in film education as ‘generic translation’ (see previous post here), can be a very useful strategy when trying to develop a better understanding of any text, as it allows the reader to think about what it would look like from the inside, in a different context and for a different audience, while demanding that they look more closely at the conventions of the genre.

Footnote:- While writing this blogpost I just happened to discover this excellent collection of resources from TES for teaching Shakespeare in the classroom.

See also Shakespeare’s Words

 

 

 

 

Found In Translation

One of the highlights of last week’s Scottish Film and Learning Festival was Rob Smith’s presentation ‘Using Film in the Classroom‘, which you can hear (though unfortunately not see) on the Radio EduTalk website by clicking here, and I would suggest that one of the reasons Rob’s workshops and Literacy Shed website are so popular, is that he is thoroughly convincing when he argues that using film in the classroom is the key to unlocking creativity, especially when it comes to the quality of children’s writing. And that is the point. Reading or watching film is often seen as an alternative to using printed texts, which leads to a polarised debate about the relative merits of films and books. ‘Books allow you to use your own imagination, while in a film the director has done all the work for you’, the argument goes, ‘and surely the only way to improve writing skills is by studying WRITTEN texts?’

If you listen to Rob, you will discover the fallacy of both statements, and if you accept that using books and using film in the classroom are not mutually exclusive, you will have made the problem disappear. Keep in mind also that there are many ways to create texts, and the written word is only one of them. Which is why one of my Ten Tools For Reading Film is the grandly titled ‘Generic Translation’, an approach which allows teachers and students to experiment with media and come to understand the possibilities each of them presents. Take this example of a short animation, based on the Charles Bukowski poem ‘The Man With The Beautiful Eyes’. What better way to develop an understanding of metaphor than by studying the printed text and the animation side-by-side.

You will find more detailed suggestions on how to use this film in the classroom, as well as many others, at the Moving Image Education website by clicking here.

To listen to more talks from the Scottish Film and Learning Festival see previous post.

A Feast of Film

Intros

Introducing the first Scottish Film and Learning Festival

You know that feeling you get when you have been planning a big event for the past few months and suddenly it’s over? That’s how I’m feeling today, after a truly fantastic day at the first Scottish Film and Learning Festival in Glasgow on Saturday. The area around George Square really did have a festival feeling, as the Great Scottish (Children’s) Run was also in town, but not even the samba band immediately outside one of the conference venue’s seminar rooms could dampen the enthusiasm inside. For those of you who were not able to attend this time, here is the complete list of presenters and presentations. If you click on the title of the presentation it will take you to some further information or resources related to the speaker and/or the presentation topic. A big thank you to John Johnstone from Radio EduTalk who came along and captured some of the presentations, which you can hear by going to the EduTalk website.

John Murray – Reading Explorers

Jo Hall – BBC L.A.B.

Sarah Wright – The Show-Stopping Toolkit

Rob Smith – Using Film in the Classroom

Mark Reid – Cinematheque Francaise and Understanding Cinema

Tim Flood – Draw What You See

Jonathan Charles – Using Storyboards to Develop Visual Literacy

Claire Docherty – Using the Scottish Film Archive in the Classroom

Bill Boyd – Ten Tools for Reading Film

Sarah Derrick – Discovery Film Festival DCA

Athole McLauchlan – Film Studies in Social Studies

David Griffith – From Shots to Sentences

Barbara Hill and Gordon Brown – SQA and the Scottish Survey of Literacy and Numeracy

Jo Spence – Into Film Programme for Schools

Craig Steele – Movie Mashup

Jennifer Jones – Commonwealth Digital Project

Glow Scotland – Using Glow to Enhance Visual Literacy

Bruce Eunson – Film and the Scots Language

Using Film Boosts Literacy Development

Scottish Film and Literacy Festival

fest

Click on the image for more details of the festival programme.

Just as I am making final preparations for next week’s inaugural Scottish Film and Literacy Festival, brought to you in conjunction with Rob Smith of The Literacy Shed and Scottish Film Education, another independent report appears to show that the use of film in education can significantly increase young people’s attainment as well as engaging reluctant learners.

A team of film educators spent the last academic year working with teachers in Leeds to show how film can be used to improve attainment and progress in reading and writing. Leeds Partnership Project: Improving Literacy Through Film (2014/15) recorded a number of improvements in pupils who were regularly engaged in film watching and filmmaking, including:

96% improvement in average points’ progress in reading
60% improvement in average points’ progress in writing
75% improvement in attitude to learning

The report tallies with the education charity Into Film’s own findings, in which 96% of teachers using film in class said it increases pupils’ levels of engagement, 74% said it improves their critical thinking skills and 70% said it boosts literacy.

“We’ve used film clips previously to support subject teaching but not to meet specific objectives; the CPD has enabled us to use film to develop language and comprehension. Our SATs results this year were great: both progress and attainment in reading and writing have improved compared with last year which we feel has been largely as a result of integrating the Into Film strategies into our teaching.”

Roxy Prust, Park View Primary School, Leeds

Although the report focused on the use of film within the English and Literacy curriculum, participants were encouraged to think about using film in other curriculum areas and subjects. It also demonstrated that, while teachers were generally enthusiastic about using film in the classroom, they were often unaware of where to find the best resources.

It is a fortunate coincidence therefore that the report comes as Into Film launches a number of topical new resources to help teachers use the accessible and immersive medium of film to support the curriculum.

19th Century Novels on Film. Created in partnership with NATE, using A Christmas Carol as an example and offering a range of generic approaches which can be applied to all 19th Century Novels.
Macbeth–Power Players. English Language and Literature resource marking the release of STUDIOCANAL’s new film adaptation of Macbeth, with five activities themed around the film to encourage GCSE students to respond to the text critically and imaginatively.
Malala Youth Voice. A programme of resources inspired by the release of Fox Searchlight’s upcoming documentary film He Named Me Malala, designed in collaboration with National Schools Partnership to enable young people to develop their own confidence, public speaking and campaigning skills.
Suffragette – Social Changers. A resource supporting citizenship, history and politics, focussing on Votes for Women and using upcoming film Suffragette as a springboard.
Anti-Bullying on Film.  Created in partnership with the Anti-Bullying Alliance, using films including Diary of a Wimpy Kid, Cinderella, About a Boy and The Color Purple to start discussions about bullying and related issues.

Into Film will be featured at the Scottish Film and Learning Festival. It is an education charity that seeks to put film at the heart of children and young people’s learning and cultural experience. Supported by the BFI (British Film Institute) together with funding from the film industry and a number of other sources, it has recently announced its latest programme of free educator training sessions in film literacy, and has opened bookings for the Into Film Festival 2015, which returns for a second year from November 4-20 with its UK-wide programme of free screenings, workshops and teaching resources for 5-19 year-olds. Into Film Clubs, providing access to over 4000 classic and popular films, are available free to all state funded schools and colleges.

See also:

Time To Get Into Film

Film Shorts as Literacy Texts

Ten Tools For Reading Film

Are Literacy And Learning the Same Thing?

There are very few references to literacy these days which don’t have an adjectival prefix – digital literacy, financial literacy, emotional literacy etc. – which makes me wonder whether literacy has simply become a synonym for learning. Which also makes me wonder whether, when we talk about literacy in the traditional and narrow sense, we shouldn’t call it what it is i.e. the ability to read, or to write grammatically, or to spell a specified list of words without reference to a dictionary or spellchecker. Is it possible to have such a range of definitions of ‘literacy’, or does the word ultimately become meaningless? I guess that is my thought for the day.

brecht