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Effective Contributors

Curriculum for Excellence also aims to enable all young people to become effective contributors with:

  • an enterprising attitude
  • resilience
  • self-reliance

Moving image work can help make that a reality. Analysing, discussing, exploring and creating moving image texts is a great way to create teamwork, critical thinking, independence and problem solving skills. In particular it can deliver on the key abilities:

  • able to communicate in different ways and in different settings
  • able to work in partnership and in teams
  • able to take the initiative and lead
  • able to apply critical thinking in new contexts
  • able to create and develop
  • able to solve problems

able to communicate in different ways and settings

By exploring editing software such as iMovie, Pinnacle or Windows MovieMaker, children recognise that there is more than one way to communicate a story or message.

Comparing books and films reveals an understanding that the structure of telling a story or transmitting information is similar in any medium.

In practical film making projects, children often have to deal with outside agencies or organisations to secure permissions to film, access to locations, research ideas, etc.

  • Children use a variety of media to convey thoughts and ideas
  • Children have opportunities to communicate with others and develop audience awareness

able to work in partnership and teams

Moving image education provides opportunities for children to work in pairs, small groups and as a whole class across all aspects of the curriculum.

  • Peer assessment of written tasks
  • Collaborative story planning
  • Group discussion surrounding analysis of film
  • Storyboarding
  • Designing and creating
  • Animating
  • Editing
  • Inventing music

able to take initiative and lead

By undertaking creative filmmaking projects, pupils can assume and carry out roles and responsibilities. Class decisions are made about planning the film; auditioning for parts/voices; allocation of roles and responsibilities.

• Assume and carry out specific roles and responsibilities • Reporting back to group or acting as spokesperson • Quality control

able to apply critical thinking in new contexts

After watching and analysing a short film, pupils can go on to complete writing tasks. Other reports and developments can be presented in written form, in scripts, on storyboards or in the form of a PowerPoint slide show. Pupils can present their slide shows to their peers.

This use of IT, as a medium for presenting writing tasks, showcases both the transferable skills and the strong cross-curricular links which are embedded in the approach to literacy teaching through MIE.

  • During analysis of moving image texts, pupils are encouraged to distinguish between fact and opinion, to consider cause and effect and to take account of different viewpoints.

able to create and develop

Children can be given opportunities to create and develop by responding to a moving image text as a stimulus for creative/imaginative, personal or functional writing.

Whilst watching films, pupils have to recognise the importance of the music in creating atmosphere, deciding whether the music was appropriate and effective in each film. This then links to their own film making. When using GarageBand, children with different levels of musical knowledge can to work together and share ideas to explore sound, use instruments, create and design, listen and reflect, evaluate, communicate and present.

  • Children given responsibility for creating and developing the narrative, characters and setting for both group/individual writing activities and the creative film-making process.
  • During discussion and analysis, children are encouraged to develop their own ideas and the ideas of others.
  • Pupils have full responsibility for creating and developing the narrative, artwork and music for their own film.

able to solve problems

In taking ownership of a filmmaking project, the onus is on the pupils to identify and solve any problems arising. Children should be encouraged to use discussion and democratic voting to solve any issues arising.

  • Using various problem-solving strategies, pupils can evaluate and test possible solutions. Strategies include working together, making models/pictures, lists/tables and guess, check and improve.
  • During discussion and analysis, children are encouraged to develop their own ideas and the ideas of others.
  • Pupils have to moderate their own ideas in the light of practical limitations such as resources, time, equipment and the medium used – animation or live filming.