1 INSPIRING PUPILS DIGITAL INTERACTIVE PRESENTATION

Inspiring Pupils

Digital Creativity through films

Index

Building a common framework

Understanding the filming process

Lights, camera, action! Making a film...

Learning pathway

A good practice guide

Partner organisations

Parents/Carers

Inspiring Pupils

Digital Creativity through films

Inspiring Pupils

Building a common framework

We have produced a common framework, showing how taking part in such a programme of film-making can help teachers and learners meet the criteria necessary for digital priorities in education for various countries. We have also created an online training course for teachers who would like to use film and digital creativity with their classes, including guidance on methodology, resources, step by step development of activities for the classroom, videos of good practice and evaluation.

Teachers' course

Digital framework

Inspiring Pupils

Understanding the filming process

We have created an online course for learners to allow them to understand the filming process: research, script writing, storyboard, filming, editing, subtitling etc. This enables learners to experiment with various aspects of filming before they start creating their own film.

Learners' course

Inspiring Pupils

Lights, camera, action! Making a film

We have produced guidance to support learners in creating their own short films, and to help learners organise film projections in school film festivals, as well as support them in organising Q&A and film presentations during the festivals.

From initial creation to final cut

Talking about your film

Creating a film festival

Inspiring Pupils

Lights, camera, action! Making a film

Producing short films from Initial Creation to final cut!

Teachers' course

We created a Teachers’ course for teachers to upskill themselves, then we developed a Learners’ Course for teachers to support their pupils. Learners produced their own films and finally we organised three film festivals - Glasgow, Tenerife and Cannes Film Festivals - and we are providing you with some ideas on How to organise your film festival with learners presenting films.

Learners' course

Our own films

How to organise your film festival

Inspiring Pupils

Lights, camera, action! Making a film

Producing short films from Initial Creation to final cut!

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Inspiring Pupils

Lights, camera, action! Making a film

How to organise your film festival: here are three examples

Tenerife Film Festival

Cannes Film Festival

Glasgow Film Festival

Inspiring Pupils

Lights, camera, action! Making a film

Creating a film festival

Helping learners organise film projections in school film festivals

Creating a film festival

Film festivals importantly offer a platform for our young people to present their creative ideas; their own stories and messages; their developing talent and skill and, not least, their energy and drive to show us, their audience, how they feel and think about the world . You can support your own students to engage in film making, learn meaningfully, organise their film festivals and thus communicate with the world. There are basic tools, strategies you can use and practical steps you can take to let pupils make films, then present them to a wider audience. Make sure you are aware of the basic technical equipment and methods necessary to make, then present the films. It is very feasible to run your own film festival, in your own school or in the wider community.

Creating a film festival

To create your own festival, you need to identify certain things:

• a timescale for producing the films
• the number of films you will be showing
• selecting the pupils who will actually produce films (a full class or smaller groups)
• a method of selecting the films to be used (criteria)
• a venue and a time for the actual festival
• an audience: this might be simply in a school, or across a number of schools
• publicity: advertising and planning invitations
• suitable equipment to show your films
• the format you will be using (mov. Mp4, AVI…) a presenter and a crew to manage the festival
• how you will cover any costs involved

Creating a film festival

Once learners have made their films, and selected which ones will be shown, the planning for a festival can take place. Teachers should book a suitable place with easy access, a big screen, adequate capacity and quality sound equipment. It is essential to have a team involved in the project to support the teacher who is in charge. Families can be a fundamental resource in the development of a festival. Let us look in detail at what is involved.

Creating a film festival

• Find a suitable place for the screening of the film: the place where your film will be shown will depend on your plans and concept, but also on the potential number of people interested in attending.
• Define the theme of the festival: choose the theme or themes which reflects the work of your learners.
• Plan the framework of the festival: make sure the facilities you are using meet the needs of your event. And remember, the capacity of the venue must match the number of spectators expected.
• Choose and contact any guest speakers: these could be from the local community, media specialists or participants in the films you are showing.
• Establish the programming: it will ensure the smooth running of the festival: take into account the technical constraints of your equipment or venue!
• Determining the festival's organisational budget: you might have no expenses if you are running the festival in your own school, but a provisional budget lets you have an overview of expenses if your festival is more complex (room rental, logistics, remuneration of speakers) and income (stand rental, ticketing, sale of advertising space, etc.)
• Meet legal obligations: prior declarations, authorisation requests.

Creating a film festival

Ensure the safety of the festival: everything must be done to respect and enforce the relevant safety rules in force. You must make sure to check the compliance of the installations and equipment you will use. Take out insurance: you must ensure you are covered for the audience, participants and equipment. Contact your authority to check you are covered. Communication: is essential for the success of your festival. The more methods you use, the better:

• traditional communication media: the press, posters, flyers, brochures, banners, leaflets, etc.
• online communication channels: social networks (Facebook, Twitter, etc.), websites, newsletters, and so on.

Make sure you include the essential information in your publicity: the name of the festival and those of the organisers, the address and contact details of the lead organisation (telephone number and email) as well as its logo, the place, date, start and end times of the event, the entrance fee, if applicable, the presentation and the programme of the festival, the list of speakers (artists, etc.) and the partners involved.

Inspiring Pupils

Lights, camera, action! Making a film

Talking about your film

Here we offer some ideas to help you prepare your pupils for taking part in a Q&A session after the projection.

Q&A Sessions

Q&A Examples

Talking about your film

Q&A Examples

Short videos of Q&A and festival interviews

A transcript

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How did you start to make a film?

• First we thought of the idea in groups and then, we made a script.
• Later, we did a storyboard and the best part: start recording!

What led you to choose this subject?

• We thought of a story about the danger of bullying because it is an important problem for children.

How did you go about the filming?

• We felt very important people because we worked with a professional team and materials.

Was it easy to agree on roles within the group?

• Yes, it was very very easy because in our group we were in agreement with the roles we played.

What resources (iPad, phone, camera, microphones, lighting etc) did you use?

• We used cameras, microphones, the storyboard and more.

Did you enjoy the process?

• Yes, because we love making short films for this project.

What was best about it?

• It was very funny and we learnt a lot of things like acting, the process of recording films before watching the result, and especially, to edit videos because editing is very difficult but useful.

What was the most challenging thing you had to do?

• The most challenging thing was to get into the role.

Did you have any problems when filming or editing?

• Yes, at the end we couldn’t upload the videos because they occupied a lot of memory space. Moreover, we recorded very quickly because we had a lot of scenes.

Did you find adding titles/subtitles easy?

• No, as we said before, editing videos is difficult.

If you added music, how did you do it?

• First, we uploaded a song in an application and then we added it to the video.

Why did you choose the music you used?

• Because we felt that it transmits feelings about the topic of the video.

Who helped you with the filming process?

• Our teachers and advisors from CEP Norte de Tenerife.

Do you watch short films yourselves?

• Yes, we watched in class.

Would you do this again?

• Yes, we loved this process.

What are the most important things you have learned?

• As we said before, editing videos, working in groups, distributing roles and work, acting and more.

Inspiring Pupils

Learning pathway

How to make Digital Learning through cinema sustainable

Our Learning Pathway supports teachers who want to develop their own programme, enabling them to use and develop their own resources and methodology following the practical resources provided through our project.

Index

1. Introduction

2. Choosing a theme

3. Think about your audience

4. Create a film festival

5.

5. Some examples

INTRODUCTION

We are providing you with the tools, strategies and a model of good practice to help you and your students select important and inspiring ideas, and then make a short film about your chosen particular theme or topic. We will show you how organising and running your own film festival, even if it is just in your own school, can have a huge impact on your pupils.

CHOOSING A THEME

When creating a short film, one of the first things your pupils should do is consider the theme of their project. Pupils should select a theme based on something they can connect with and are already knowledgeable about. They might consider something in their own daily lives, for example a routine or a person they know. They should look for specific traits or places that may inspire them. A powerful story and film can often be created when the filmmaker’s own voice shines through.

CHOOSING A THEME

Pupils should also consider current events – news that can be explained in detail and a plot that can be developed from this. A short film about a topic people can relate to means they will connect to it easily or equally, if the audience hasn’t heard of the topic, then it may bring this to a new light. A lot of successful short films are based on the filmmaker’s favourite type of media. Filmmakers might use inspiration from their favourite films or programmes – specifically from characters, genres, themes and styles, but ensuring they are not too similar to original productions. Children’s ideas of themes may spring solely from their imagination. If a storyline or plot doesn’t exist – create it in your short film.

THINK ABOUT YOUR AUDIENCE

After deciding a clear theme for the project, the next step is selecting the specific audience pupils are targeting with their short film. The theme they have selected should allow them to target a specific age group who would have particular interest in, or would be inspired by, the short film. Depending on the theme, pupils will target a smaller or larger scale audience. For example, if their theme is ‘Safety on Social Media Platforms’ the filmmakers may select school pupils aged between 8-14 as their target audience, as this is something that affects the daily lives of these individuals. Filmmakers may choose a theme such as ‘Improving Our Community’ and therefore the target audience in this case would be different – they may want to target a local councillor or raise awareness in their city.

THINK ABOUT YOUR AUDIENCE

An ‘Animated Short’, with cartoon animations, stop motion, augmented reality or motion graphics might suit the theme best - either to engage the audience or to explore a particularly controversial theme. A ‘Narrative Short’, might convey the theme effectively, where the story is fictional and scripted in order to dramatise and project a message. A ‘Documentary , which captures the real lives of characters or which includes interviews where specific people are asked questions about issues, might be best suited to convey a theme.

THINK ABOUT YOUR AUDIENCE

Pupils should select the target audience once a clear theme has been established. Once both a theme and target audience have been identified, filmmakers should then decide on the specific genre of their film. Every theme will have multiple genre possibilities which can often be narrowed down, based on who the target audience are.

THINK ABOUT YOUR AUDIENCE

Pupils should select the target audience once a clear theme has been established. Once both a theme and target audience have been identified, filmmakers should then decide on the specific genre of their film. Every theme will have multiple genre possibilities which can often be narrowed down, based on who the target audience are.

CREATE A FILM FESTIVAL

Our film festivals in Glasgow, Tenerife and Cannes were an inspiration to all educators in validating the power of such learning contexts. Film festivals importantly offer a platform for our young people to present their creative ideas; their own stories and messages; their developing talent and skill and, not least, their energy and drive to show us, their audience, how they feel and think about the world . We encourage you to support your own students to engage in film making, learn meaningfully, organise their film festivals and communicate with the world.

CREATE A FILM FESTIVAL

This Erasmus Plus project has supported learning through film making, with a film festival as a major learning outcome. Therefore, a question which will be in most people's minds will be "Why a Film Festival?" The answer to that lies in recent research into how young people learn well. Much research points to context embedded learning. That's exactly what bringing film making into the classroom and organising student film festivals does: it creates an opportunity for teachers to offer film making and hosting festivals as a diverse and meaningful context. Students learn not in abstraction, but by doing and thinking about what is important to them, and then communicating that to others. The young people engaged in this project across three partner countries have been learning languages, communication skills, confidence building, digital literacy and presentation skills through the context of film-making. Their involvement in, and learning from, this process has also met the national priorities for this age level in digital literacy: all through innovative, creative and motivating learning contexts.

CREATE A FILM FESTIVAL

How does a film festival promote learning? Planning, teaching, learning and assessment Film festivals can support educators to: • plan learning • deliver learning through teaching • assess learning They can be used as a digital and physical resource that supports teachers and learners in developing skills for multimedia presentation and distribution through established networks and to new audiences. Pupil engagement enhances digital literacy skills in creative ways, which also meet the demands of national attainment targets.

• Using equipment responsibly.
• Using a variety of apps to enhance films.
• Demonstrating use of online materials safely
• Encouraging use of digital communication to collaborate internationally.
• Developing confidence through presenting and discussing their learning.
• Participating in Active Learning with the appropriate soft skills.

Organising and participating in such a project covers a wide variety of aspects of the curriculum: language, numeracy, technology, social sciences, science, ICT, art, music, sport, communication skills just for a start. It allows learners to invest in themselves, increase their self-confidence, and learn how to work with others in a range of different situations. It encourages peer-learning, self-assessment, and an engagement with the world outside the classroom. And clearly, it will develop communication skills and the use of new technologies. Depending on the context chosen for the film, and the techniques used in the process of actually making the film, it can involve any or all curricular areas, and help develop learners' flexibility, responsibility, confidence and adaptability.

SOME EXAMPLES

Here are four films our learners made, to give you an idea of what is possible! We also include lesson plans for these films.

Stranger

Responsible use of technologies

The Riverman

Our town

Lesson plan

Lesson plan

Lesson plan

Lesson plan

Organising and participating in such a project covers a wide variety of aspects of the curriculum: language, numeracy, technology, social sciences, science, ICT, art, music, sport, communication skills just for a start. It allows learners to invest in themselves, increase their self-confidence, and learn how to work with others in a range of different situations. It encourages peer-learning, self-assessment, and an engagement with the world outside the classroom. And clearly, it will develop communication skills and the use of new technologies. Depending on the context chosen for the film, and the techniques used in the process of actually making the film, it can involve any or all curricular areas, and help develop learners' flexibility, responsibility, confidence and adaptability.

Inspiring Pupils

A good practice guide

Best Practice Guide: a pedagogical companion to using short films in class

Our best practice guide shows teachers how to use films in class as part of the teaching and learning process. They can be used to:

• Understand how films are made.
• Support language learning.
• Learn about different cultures.
• Investigate particular themes or topics.
• Learn about the filming process.
• Prepare learners to make their own films.

Index

1. How to get started!

2. Analysing a film

3. Answers and Tips

4. Conclusion and Lesson Plans

5.

5. Further Links

How to get started!

First of all, select a short film to show to your class, then support them in analysing the film. This process will also help them if they are going to start planning their own work. The following slides will help you take them through the process of analysing one particular film. Once you have done this, try to use the questions with a couple of other films (and we have provided a number of short films our pupils produced you might want to use). Then, you might want to start using the Learners’ Course with your class, before progressing to them actually planning and making their own films! In preparation for this you could go through the Teacher’s Course, and note any slides you might want to use from this with your class to support them in particular aspects of their work.

Analysing a film

Before you can start using short films in your class, it is important to understand the various parts a film has. Task: Click on the play button below to watch this film. Create groups and discuss the following questions with your friends. The Present, by Jacob Freiser:

Questions to ask about a film!

• Who are the protagonists?
• What is the plot/story?
• What emotions do you feel? What causes this emotion? What is the theme of the film?
• What are the obstacles/the solutions?
• What is the message of the story?
• What is the theme of the film?
• What is the genre of the film? Examples of genre are: action, comedy, drama, thriller, historical, documentary, fairytale, message, animation…(you can choose more than one!)

Answers and Tips

Who are the protagonists in ‘The Present’? The characters are the boy, his mother and a dog. The boy is the main character, the protagonist. The dog is the antagonist of the boy. A protagonist and an antagonist are two characters in a story that have opposing goals. The protagonist wants to achieve something, while the antagonist tries their best to stop them from succeeding. The antagonist is a crucial part of narrative development as well as character development for the protagonist. Protagonists are important characters in a story. The way they interact - or not- is very important and they will change and develop along the film.

Answers and Tips

What is the plot/story? A boy who is very engaged in playing video games receives a dog as a present. The boy realises that the dog has a missing leg and shows disappointment. Once he sees the playful spirit of the dog, he changes his mind and decides to go out and play with him. It’s at this precise moment that we can see that the boy is missing part of his leg too. We then understand that he is angry at the world because of his disability. Stories are infinite in numbers and ideas. We make up stories all the time and you will have an opportunity to share yours if you are determined and can learn how to do it.

Answers and Tips

What do they want to achieve?

Each character wants to achieve something different. The protagonist, the boy, wants to be at home playing video games. The antagonist, the dog, wants the boy to stop playing video games and instead start playing with him and be loved. The mother wants to make her son happy by bringing him a present, so he can go out of the house and enjoy the sun. The way they interact evolves within the story. The boy rejects the dog for missing a leg, but they are more similar than it looks at first and end up having fun together!

Answers and Tips

What emotions do you feel? What causes this emotion? Watching this short film, people may feel moved at different times: first for the dog when the boy rejected him, then for the boy and his disability and finally people will be glad to see that the dog and the boy share something in common and that they can have fun together. People will also feel happy for the mother.

Answers and Tips

What emotions do you feel? What causes this emotion?

When analysing a story, you have to think about the emotions that each part of the film will convey to the audience. You should think about different strategies used by the director: music, landscapes, plot or a specific character can create various emotions in your audience. Emotions the audience may feel when watching a film are many. Each person watching the same film will experience it slightly differently.

Answers and Tips

What are the obstacles? What is the solution? At the beginning, the main obstacle for the boy is being interrupted by a playful dog (the dog is the antagonist of the story) that has a missing leg while he’s playing video games. Apparently he doesn’t like the fact that the dog has a missing leg. He seems to be angry at the world. The dog finds the solution by persevering and leading by example: you can run and have fun even with a disability. Most stories have clear obstacles or problems that characters have to overcome.

Answers and Tips

What is the theme of the film? Each film can have a main theme and secondary themes. In this film disability, acceptance and friendship are some of the themes. When watching a film, always try to think about the main and sub-themes. What is the message of the story? The main message is that people shouldn’t judge others by their appearance. Many stories tend to contain a lesson or a message that the writer or director wants to convey to the audience.

Answers and Tips

What is the message of the story? The main message is that people shouldn’t judge others by their appearance. Many stories tend to contain a lesson or a message that the writer or director wants to convey to the audience. What is the genre of the film? The genre of this short film is animation. It is also a drama with a happy ending. Other examples of genre include: action, comedy, drama, thriller, historical, documentary, fairy tale…

Conclusion and Lesson Plans

Every story is unique and precious! You must spend time thinking about what the director wants to achieve through his/her film. And remember, watching a film should be an enjoyable experience! Choose two of our short films to share with your class, and then use the questions in the earlier slide to support your pupils in analysing a film by themselves.

Capitaine pour Erasmus

Puede que sea diferente

Porte bonheur

Game changer

Conclusion and Lesson Plans

Blank Template

The Riverman

Alternative Template

Links

Please use the following links to gain access to more free resources, to deepen your knowledge of the filmmaking process and using film in the classroom. English https://www.britishcouncil.org/voices-magazine/how-can-film-help-you-teach-or-learn-english What can film and video add to the learning experience? Kieran Donaghy, who won the British Council’s TeachingEnglish blog award tells us why film is such a good resource and recommends some useful websites, in one of our top five articles of all time, illustrated by artist Jamie Johnson. https://www.bbfc.co.uk/education/teachers-and-educators/using-film-in-the-classroom Film can be used as part of a cross-curricular programme of study to introduce students of any age to key topics and themes in an accessible and age appropriate way. In order to keep learners safe in the classroom, the BBC have pulled together a short teachers’ guide to showing films or film clips in the classroom. https://www.takeoneaction.org.uk/ Take One Action is the UK’s leading global action cinema project. We present world-changing films and nurture communal exploration of the stories, ideas and questions at the heart of positive social change. Explore our upcoming events, film directory, and our film clubs programme below. https://www.intofilm.org/The UK's leading charity for film in education Spanish https://www.platinoeduca.com/ RECURSOS ELABORADOS CON EL APOYO DE ORGANIZACIONES LÍDERES EN MATERIA EDUCATIVA Y AUDIOVISUAL https://www.suncinefest.com/es/festival/3/cada-aula-un-cine Free resources on the environment for schools French https://upopi.ciclic.fr/upopi/upopi-english Interactive and full of fun, the Université populaire des images was designed by Ciclic's educational teams. The site gives you lots of opportunities to discover and heighten your awareness of images, play with them and analyse them thanks to a wide range of content.

Inspiring Pupils

Building a common framework

Digital Framework

Derives from the European Framework for the Digital Competence of Educators: DigCompEdu. It uses our five main aims, the work involved in meeting them, and cross-references this with the six areas of the European Framework.

Inspiring Pupils

Building a common framework

Digital Framework

LFEE Europe, CEP Norte de Tenerife, Glasgow City Council and Mairie de Cannes collaborate with schools of our regions in the Erasmus + Project Inspiring Pupils, to create new guidance on Digital Competencies specifically within film making.

Inspiring Pupils

Building a common framework

Digital Framework

Poster

Full description

Now that we know why Digital Education is important, let’s have a look at how we can implement it.

how?

Video editing

Royalty free images, video, sound and music

Image editing

Sound editing

Video editing

Obs Studio

iMovie

Davinci Resolve

Kinemaster

Sound editing

Audacity

Garage Band

TBR

image editing

Inkscape

TBR

Gimp

complement for video recording

CuePrompter

Teleprompter-online.com

TBR

TeleprompterPAD

Royalty free images

TBR

Pexels

Royalty free sound and music

Royalty free video

TBR

Parents/Carers

We have provided an information sheet about the project for parents and carers which you can take and use in a presentation. This information is in French, Spanish and English. Click on the link to take you to it!

Partner organisations

Our Partners

LFEE is an independent teacher training centre in Scotland. We design and deliver a range of training services and online courses for learners and educators in Europe and Australia promoting Modern Language Teaching and Learning, digital learning and innovative pedagogy. Annually we train over 1,000 teachers, policy makers and managers. Over 1000 schools use our online tools across Scotland daily.

The region of Cannes brings together 32 public schools and 5 private schools under National Education Inspector Martine LEFEVRE. We have 350 teachers, 291 classes and about 7000 students (3 to 11 years old). The schools are located in and around the municipality of Cannes. We have been involved in ERASMUS+ projects for eight years.

CEP Norte de Tenerife is a teachers’ resource centre. All staff work as pedagogical advisors and develop programs designed to It a public entity, it organises courses and teacher development programs conceived to improve results in public schools. Our staff members visit and advise schools in fields like ICTs, methodology, evaluation, internationalisation and Regional Education Department Programs, to enhance areas such as literacy, foreign language acquisition and curriculum implementation.

Glasgow City Council is the largest Local Authority in Scotland. It is also the most culturally diverse. The International Education Service of Education Services of the City Council leads and develops international engagement within schools. Education Services is led by the Executive Director of Education, Douglas Hutchison.

Our Partners

CEIP EL TOSCAL LONGUERA is in Los Realejos, in the north of Tenerife. There are 450 students, from 3 to 12 years old and 34 teachers. We work on projects in all aspects of the school, and in a collaborative environment. It's a progressive school, where the children learn through hands-on learning. There are several workspaces including the supermarket where the students do maths in a real space and the radio-TV studio for communication skills. Technology is also an important part of student training.

St Bernard’s Primary School is in Glasgow, with a current roll of 413 pupils. Our school motto is “Love to Learn and Learn to Love” We encourage all our St. Bernard’s family to use the talents God has given them for the good of others, the world around them and to achieve excellence in all they do. Through forming effective partnerships we ensure our planned educational experiences remain focused on equity, inclusion, digital creativity and empowerment for all.

The school, Mont Chevalier, is in old Cannes. We have 5 multi-level classes: 2 nursery classes with 40 pupils, and 3 elementary classes, with 80 pupils. Many students are newcomers with many families disadvantaged and unable to help their child with their homework. There are many children from Eastern Europe, the Maghreb and many parents are not French speaking. Our school has 3 themes: enable each student to understand societal challenges and get involved, allow each student to build his future, and promote equity.

Our Partners

St. John Paul II Primary School is a Roman Catholic primary school situated in Castlemilk, Glasgow. There are 312 students aged 4-12 years old and 25 teachers. We believe that “The future starts today, not tomorrow.” This is what inspires our innovative and creative approach to each child’s learning journey in our school.

CEIP Pérez Zamora is a Young Infant and Primary Education school with children aged from 3 to 12 years old. There are currently 313 students and 25 teachers in our school. This institution is committed to providing high quality educational opportunities in an environment with a culture of high acceptance for a diverse school community. At Pérez Zamora we encourage our students to be compassionate, resilient and lifelong learners ready for a changing world.

Our school, La Croisette, is in the east of Cannes. We have 140 pupils in the first level, and 230 at the second level. We work with three central themes: help every pupil understand social challenges and deal with them, help every pupil build their future, and strive for equity

Inspiring Pupils

Building a common framework

A Teachers' Course

How to get your learners to make films!

Index

1. Understanding a film

2. Getting an idea and planning a script

3. Storyboard

4. Starting your film

5. Titles

6. "How to" videos

1. Understanding film

Concept: Making a film is like a story, it has a beginning, middle and an end, with lots of interconnected steps in between. It is a shared adventure where you will learn the different skills which go together to make your end product: a film which communicates the idea which inspired you

2.Getting an idea and planning a script

Would you like to make your own film? If you do, what might it be about? Discuss some ideas in your group! Set up a group, with roles such as: a chair, a note-taker, speaker, mediator, reporter, artist: the chair has a responsibility to ensure everyone takes part. Come to a conclusion, and report back your ideas!

Steps towards your film!

The following slides will explain how to start your project

What is the big idea? Discuss your personal favourite films, watch clips, share examples. Reflect upon why we enjoy the stories we do. Interview each other and record video clips of each other person’s thoughts. Watch together and share feedback. Finding inspiration Note potential ideas for different stories onto iPad or paper- what interests me, is there something or someone I want to find out more about? Collaborate with a partner and exchange feedback with each other. What is effective about the idea- how could it be improved? Children present ideas to class, entire group exchange feedback on which stories have 'Film Potential' to be made as a class project.

Selecting genre

Explore through discussion: what are the different ways to present a story through film? Look at different examples through video clips - drama, interview, animation, documentary, silent movie. Remember, what you are going to film should be something that interests you! The more passionate you are about it the better! Create a poster concept board featuring elements, imagery and potential inspiration for your film. Make a pitch Go and watch your favourite movie, look at the blurb on the back of your favourite book. Explore what a Log line is. Research online to find classic film Log Lines. In trios, come up with one sentence that encapsulates what the chosen story for the class project is. Develop this into a synopsis.

Lights, Camera! Interview and record each person’s thoughts explaining the film brief and why you chose to tell this story, think about the origins of your idea, what interests/inspires you, what do you like to watch, what do you want to find out, what excites you about this, begin explaining your concept board for genre and style approaches.

Activity: from script/pitch to storyboard

1. Working in your group, agree on an idea you might try to film.
2. Prepare a pitch to show your teacher or class.
3. Either write a draft script or produce drawings to show what you will film.
4. Sequencing the script, think about camera angles, etc.
5. Now you are going to produce your storyboard.

3. Storyboard

Definition A storyboard is an arrangement of pictures that briefly tell a story to help us plan making a film. Use a pencil and ruler to create a series of boxes on a piece of paper, or fold the paper to give yourself the number of boxes you need.

Definition

The storyboard is a drawing of the film shot by shot from the script. It is composed of: Sketches, actions and camera movements. The role of a storyboard is to translate the words on a script into pictures. The storyboard is a large comic strip of the film produced beforehand to help cinematographers to visualise the scenes, anticipate issues and find potential solutions. Watch more: English https://youtu.be/VMQIlb7t2v4 Spanish https://www.youtube.com/watch?v=8_N3-gap2Sc French https://www.youtube.com/watch?v=afFNpPsMhw4

Writing up the storyboard

Each drawing might present:

• action
• dialogue
• frame
• shot: static or dynamic (pan, dolly, zoom, tracking shot)
• camera angle
• music
• subtitles

Read this story, and make up a storyboard of how you would film it!

One day Louise and Andy were walking to school. They stopped at a zebra crossing, but then saw an old lady fall down. They went over to her and picked up her shopping bag for her. They asked her if she was all right, then helped her to stand up. She asked them if they could carry her bag for her to her house, which was just across the road, Louise looked at her phone, and realised they would be late for school if they helped the old lady. However, they decided they would do it anyway. They took her to her door, then ran all the way to the school gates. Their teacher looked at them angrily: you’re late!

Now draw the storyboard!

4. Starting your film

Making a shot list A shot list can include: ➔ The scene number ➔ Shot number ➔ Location ➔ Shot description ➔ Framing ➔ Action/dialogue ➔ Actors involved ➔ Props needed ➔ Extra notes

Types of shot

Next, decide what kind of shot you’ll be filming, such as a Long shot (LS): tells the audience who is in the scene, where the scene is set, and when the scene takes place. The character uses their whole body to communicate or to carry out an action. Medium-shot (MS): captures both details and scope at the same time. Medium shots highlight character details and the setting at the same time. can be useful if the character uses their hands to express an emotion. Close-up (CU): draws the audience's attention to the main characters and communicates the importance of their presence, reactions, and/or behaviour. Good for showing the character’s emotions and seeing their eyes.

(LS)

(MS)

(CU)

Using various angles

Overhead Shot or Bird's-eye view: Overhead shots are great for providing perspective on a scene. It's often used as either a "neutral" or sometimes "divine" point of view. High angle shot: the camera is placed above the subject, pointing downward. It can make the character feel inferior, helpless or trapped. Eye level shots: an eye level shot can result in a neutral perspective. Low angle shot: the camera is placed down low, pointing upward. It can give the character a feeling of power or domination. Worm’s-eye view: It can be used to look up to something to make an object look tall, strong and mighty while the viewer feels small or powerless.

Camera moves

Static shots: Used for simple and direct framing. Dynamic shots: Pan: reveals additional information. Dolly : the camera moves parallel to the ground, as if moving on tracks. Zoom: the frame becomes wider or closer. Tracking shot: the camera follows a particular subject as they move.

Filming

It is a creative process of recording a series of moving images, which can be made into a film. During filming, a script supervisor will check for script continuity, thus ensuring lines are delivered properly and actions planned have been covered. Actors will rehearse their lines and practise their scenes. Camera operators will follow the shooting plan set within the storyboard and shot lists. This footage is then passed onto video and audio editors to select clips from the best takes. This process should contribute to improving competences, collaborative work, autonomy and ability to manage resources. Moreover, it can promote the participation of all students. It is important to fill the checklist below before start filming.

Roles in filming

Have a discussion about potential roles. Think about roles needed for your film. Who wants to do what? Crew Define different roles for crew: camera operator, director, assistant director, producer, script supervisor, sound person, art director, director of photography, etc. Actors Decide on specific roles for the actors, protagonists and antagonists as appropriate, supporting actors, etc. Ensure you promote the participation of every student, valuing each other’s strengths.

Roles in filming

There are so many different roles in digital filmmaking. You can see this when you watch the credits at the end of a mainstream film: The credits seem to go on for ages at the end of a film as they thank all the people involved, from the actors to the costume designers. The following list describes some of the main roles in making a film. You don’t have to fill every role with your film, of course, but these are your possibilities: Director Directors work with the actors and crew during filming to tell the story and to get the best result for the audience. They also help to refine the story and script before filming and review the edits during post‐production.

Assistant director The person who works with the director to organize the crew and actors and to make sure everything is running smoothly during filming. Producer The person responsible for organizing the production and filming from start to finish. Some of the duties of a producer include working with writers, the director, and the cast to prepare the script ready for shooting; organizing and managing the film crew; planning and scheduling the shoot; reviewing the edits with the director; and organizing the distribution of the final film.

Sound person The person responsible for holding the microphone and recording sound on set. The boom operator also monitors the sound during filming to check for volume levels and any sound issues or background noises. Writer The writer is really involved at the start of the filmmaking process, but occasionally he or she can be invited to be on set when filming Script supervisor The person who supervises the story and script for filming. Art director/props master The person responsible for finding props needed for each scene. Some props need to be designed and built for a scene and others can be bought.

Editor Editors are responsible for placing the footage together in the editing tool to tell the story. They often work to make sure the director is happy with the final result. Director of photography The person who works with the camera and lighting crew to make the shots look great. They also work with the director to decide on what types of shots to use. In small productions, sometimes the director of photography is the camera operator. Actors These are the people who play the characters in the film. They take advice from the directors to bring the character to life using the dialogue written in the script.

Planning your film

• Create a shot list to check the scenes (refers to the storyboard) See storyboard and shot list sections above
• Equipment: ipads/tablets, phone, microphone, tripod.
• Permissions from parents/carers.

• Location scouting: places where you are going to film.
• If filming outside, consider the sunlight, wind and external noises.
• Create a list to check everything is ready.
• Sound, camera and action
• Start filming!

CREATE A CHECKLIST (to keep an eye on your progress)

Fill out the form as you go along!

YES

NO

IN PROCESS

ITEM

GROUP ORGANISATION

ROLES

STORYBOARD SCENES

EQUIPMENT

PERMISSIONS

LOCATION

Editing

Video editing is a process by which fragments of video, photography and audio are arranged in an order that allows us to follow the story presented to us. The goal of editing is to present a finished video suitable for viewing.

How long is a film?

The length of a short film can be very flexible. We can find short films of very different lengths, depending on various factors. Generally speaking, a film is considered to be a short film when it has a duration of thirty minutes or less.

Free editing programmes

iMovie

Kinemaster

More video editing software

Video Editing software

KINEMASTER

Recording or photographing with a tablet/iPad

Step 1. Create a new project

Step 2. Choose a name and select a format

Step 3. Click on the central red button to record or take a photo

Step 3. Click on the central red button to record or take a photo

Step 4. You can select photos and films you have already made from your media folder

Step 5. Select a video or photo

Step 6. From “Capa/layer” we can add these options

• Gallery: vídeo or photos
• Basic effects: gaussian and mosaic
• Text
• Stickers
• Writing: edit text on the clip

Step 7. From “Gallery” you can select different options

• Replace
• Trim/split the clip
• Slide
• Mixer
• Entrance, general, exit animation
• Speed
• Invest
• split screen
• Cutout
• Rotate/Mirror
• Filter
• Adjustment
• Color key
• Magic remover
• Alpha (opacity)
• Combination
• Volume envelope
• EQ
• Reverberation
• Voice changer
• Extract sound
• Transcode
• Information

Step 7. Add audio

Step 7. Add audio

Step 8. Record audio from “REC” and edit

Step 9. Upload recording with green background and create chroma key

Step 10. After editing, the film is ready to be published

Other video software you can use

Audio

To record audio while recording a video, you can use an external audio recording device, such as a digital voice recorder or a video camera with a built-in microphone such as a tablet. It is important to ensure that the device or software used has the ability to record high quality audio.

Transitions

Transitions in video editing refer to the changes and adjustments that are made to the video content during the editing process. This may include cutting and trimming scenes, adding special effects, adjusting audio, changing speed, adjusting lighting and colour, and adding titles and subtitles. Video editing involves working with editing software, where a timeline is used to organise and adjust the different audio and video tracks. Changes and adjustments are made by selecting and manipulating clips on the timeline. It is important to have a prior planning of the transactions to be made in order to have a general idea of the final video and to be able to work efficiently.

Credits

The film credits are the list of names that usually appears at the end of a film and in which the names of all the people, companies, brands or institutions that have had something to do with the production, recording or making of the film appear. To do this, we can use, among others, the following tools: VideoPad Video Editor, Adobe Premiere Pro, Apple Final Cut Pro.

Video Pad Video Editor

VideoPad Video Editor, from NHC software, is an application that can be used to add moving credits like those in a movie. You can enter your text and use different fonts. There are a lot of options you can take advantage of to improve the quality of your video.

https://www.nchsoftware.com/videopad/index.html

Formats

The most common formats for short films are: AVI: Among its advantages, it can include several audio channels and host content generated with different codecs (AC3 or MP3 for audio, DivX or Xvid for video), which can be an advantage but also a disadvantage with some players. MP4: MP4 also supports multiple audio channels, but has the advantage of allowing more picture and sound quality in a lighter file, as it compresses the data better. Apple, for example, relies on this format and derivatives for its iTunes content. MKV: The MKV video format is an open, royalty-free format, whose full name is Matroska, like the traditional Russian dolls. Like MP4, it offers very good audio and video quality in a small space. And as a curiosity, the WebM format, which allows to embed online video via HTML, is inspired by Matroska. MOV: MOV, from QuickTime Movie, is also known as QuickTime File Format, and is still the default format of QuickTime, the macOS video player. This format can also be found in many digital video cameras, as it offers very good picture and sound quality without compression.

Exporting

Exporting a video means saving or saving the video file in a specific format for use or distribution. The export process varies depending on the video editing software used. In general, the process is as follows: In the video editing software, open the video project you want to export. Go to the "File" menu and select "Export" or "Export As". Select the desired output format. Common formats include MP4, AVI, MOV, WMV, among others. Select the desired video and audio quality. Select the destination folder where you want to save the exported file. Click on the "Export" or "Save" button to start the export process. It is advisable to export in a format compatible with the devices that will be used to play the video.

5. Titles

We will find in films at least three different kinds of ‘titles’. These are words superimposed on the screen when we make a film: let us look at three of them: Opening titles, Subtitles and captions and Closing titles. Opening titles: are shown at the start of a film, and may be stand alone, or shown along with the action taking place. They may give the name of the film, names of participants (actors, directors, etc). They should not be too long, otherwise they can distract from the message of the film. You can of course use these kind of titles throughout the film, to mark for instance different segments.

5. Titles

Subtitles accompany the film: they will be a written version of what is being spoken. Subtitles can translate what is being said into another language. That might be because you are interviewing someone in their own language, or because you want to show the film to a different audience. As captions, they can support those who find difficulty in hearing or understanding what is being said or what is happening. Closing titles are used to show who participated in the making of the film, and also to acknowledge anyone you wish to thank for their support.

5. Titles: activity 1

Opening titles: look at any films and TV programmes you are watching, and note down three different ways the opening titles are run. Subtitles and captions: Three activities to try!

• Watch a film in a language you are not sure of, and look at the subtitles. Do they help?
• If you are watching the news, see if you can find any examples of subtitles being used.
• Try watching a programme with subtitles for the hard of hearing to see what is written.

Closing titles: again, look at any films and TV programmes you are watching, and note down three different ways the closing titles are run.

5. Titles: activity 2

Opening titles: look at the film you are planning, and imagine what you would like to show at the start. Write it down! Sub-titles: decide if you would like to have people who speak more than one language taking part, and plan how you could have a version of what they are saying written at the bottom or top of the screen. If you are going to show your film to people who speak a different language, write a brief version of what is being said, to help these people understand what is going on. Closing titles: plan the titles to show who who all took part in the film, what their role was, and decide if there is anyone you would like to thank!

5. Titles: activity 3

We can now try a practical exercise: adding titles and subtitles to your own video. This could be a project you have worked on, or a just a short video introducing yourselves to students in another country. First, put in opening and closing titles. Then try to put in subtitles. It's easy to do on youtube. When you upload your film, automatic subtitles are generated and you just need to correct them in the editor. (you can also translate what you want with the help of google translate and use that instead!) https://support.google.com/youtube/answer/2734796?hl=en-GB

6. "How to" videos

End of the Teachers' Course

Inspiring Pupils

Understanding the Filming Process

A learners' Course

How to get your learners to make films!

Index

1. Week 1-Using the camera

2. Week 2-Editing

3. Week 3-Storyboarding

4. Week 4-Shooting a scene

5. Week 5-Editing-post Production

6. Now look at how some others worked!

For this course, find key concepts and video explanations in the Glossary or by clicking on the underlined concepts.

Week 1 – Using the camera

Learning skills

We are learning to use the camera.

• I can hold the camera when recording.

• I can edit my clips by trimming.

• I can give self and peer feedback to identify my next steps.

Using the camera

Using the camera: shooting portable devices/digital camera/iPad/ phone/android tablet. Film videos of a partner doing something they love; reading, singing, writing, dancing etc. Try different angles, explore different shot types,close ups, camera moves – no movement, portrait/landscape. Click here to see samples in the glossary.

Reviewing

Use features within software /apps to edit visual aspects, experiment with methods to improve light, colours etc with markup techniques such as filters, adjustments:

• Black and white.
• Effect filters.
• Brightness.
• ….

Week 2 – Editing

Learning skills

We are learning to record and edit a film clip.

• I can use a tripod/stand.

• I can frame and film my first draft.

• I can edit my clips by trimming.

• I can overlay action clips.

• I can adjust audio volume.

Editing

• Open a clip you have recorded
• You can now trim and edit the clip.

Video is trimmed and edited with any overlays you wish.

• Adjust volume of clips.
• Watch back videos with your group, your class, your teacher: what did we do well, how could we improve them?

Week 3 – Storyboarding

Learning skills

We are learning to storyboard a scene.

• I can describe several shots to plan a short scene.
• I can present and explain decisions made during planning.
• I can discuss, adapt and share feedback about my own and others’ ideas.

Sharing ideas

• Choose or create context for scene, e.g. conversation, entering a room.
• Make a shot list of your plan which can be shared with others.
• Sketch on paper/ app ideas for how the shots will look.
• Note additional information such as camera moves, zooms, length of shot.

• Share your plan with the rest of the group/class for feedback.
• Is the storyboard ready to use to make your film?

Week 4 – Shooting a scene

Learning skills

We are learning to film a planned scene

• I can create and use a shot list.
• I can check if my planned shots have been recorded.
• I can import and trim my clips into a film scene.
• I can trim and adjust audio tracks.

Place background music

Using your device, open recorded clips in iMovie or similar in other devices to trim and edit clips.

• Place background music to go along with your film scene.

• Finish and review next week.

Royalty free music for films

Week 5 –Editing-Post production

Learning Skills

We are learning to edit a scene.

• I can import rushes.
• I can edit a sequence.
• I can add transitions.
• I can give self and peer feedback, finding my next steps.

Place transitions

• Using your device, open recorded clips to edit them.

• Place transitions between the film scenes.

• Finish and review next week.

Now look at how some other people worked!

End of the Learners' Course

Inspiring Pupils Cannes Film Festival

To organise the Cannes Film Festival we took inspiration from previous festivals (Glasgow and Tenerife) to organise the different stages. We used the same sequence of the festival: Presentation of the project by officials. School screening of films preceded by student presentations with rotation by country. Q&A time and “Trophy” distribution and presents (“palme d’or”) The program of the festival was prepared beforehand, and distributed to all participants. The posters followed a common model from the previous festivals. They were distributed in Cannes schools, and disseminated to families and local partners. The organisation of the screening and the theatre rental were possible thanks to Cannes Cinema, emblematic partner of the city of Cannes. We have benefited from their experience of events around the cinema. The presenter of the association, Cannes Cinéma, who helped the classes in the making of the films, was also in charge of the screening of the festival. The festival brought together about 350 people: delegations and their students, seven Cannes classes, parents of students and officials (inspection corps, DRAREIC, department of cultural affairs and education, Cannes Cinéma, the City of Cannes). Evaluation: We measured the impact by the participation of classes and parents of students and also by the impact on social media.

Question & Answer sessions

Talking about your film

Once you have made a film, you may have to present it and talk about it. Here are some ideas for what to say. You might choose one of your group to do this, or you can all take part. Begin with a short talk about yourselves, your class/school, the title and subject of your film and then be ready to answer questions. You can prepare some answers in advance and also use some of them in your presentation. You can also watch some short films showing young people presenting and discussing their films with an audience. Click on the icon to download the document in three languages.

• How did you start to make a film?
• What led you to choose this subject?
• How did you go about the filming?
• Was it easy to agree on roles within the group?
• What resources (iPad, phone, camera, microphones, lighting etc) did you use?
• Did you enjoy the process?
• What was best about it?
• What was the most challenging thing you had to do?
• Did you have any problems when filming or editing?
• Did you find adding titles/subtitles easy?
• If you added music, how did you do it?
• Why did you choose the music you used? .
• Who helped you with the filming process?
• Do you watch short films yourselves?
• Would you do this again?
• What are the most important things you have learned?

Inspiring Pupils Glasgow Film Festival

To organise the Glasgow Film Festival we connected other local festivals. In our case there was one working for education. The Havana-Glasgow Film Festival. Before the project we were working with them and we started thinking about finding a suitable venue and finding the technical expertise to show films in a public context and try to find everything within our budget. In our case we found the CCA(Centre for Contemporary Art in Glasgow), which had three years’ experience working with Havana Glasgow in education. We were able to connect with partners from the project and other organisations and persuade them to participate in the festival. Our audience was diverse and appropriate to an event like this. In order to plan the actual day of the festival, we worked together with partners and created collaborative documents, to produce guidance for the Q&A session. Previously we had made preparations in schools, with sessions about speaking in front of an audience, taking turns and presenting your own content, dividing roles as presenters, etc. Follow up: We posted news on social media, we included the film program in leaflets which were sent to local stakeholders and local schools for dissemination. Evaluation: We measured the impact by using feedback forms, including diversity information, and by assessing the impact on social media.

Inspiring Pupils Tenerife Film Festival

To organise the Tenerife Film Festival we followed the following programme: Set a meeting place where the festival comes together and takes place. We discussed and then reserved the Teobaldo Theatre to welcome all participating students, teachers, people involved in the project and invited families. Accommodation for participating teachers and students. Accommodation was found for teachers and students showing the films. Accommodation for the people involved in the project. A hotel was located near the CEP Norte de Tenerife (Puerto de la Cruz) for the meeting days of the project and organisation of the festival. Transport: transfers to the festival and centres visited during the days of stay for the festival. Catering for the meals of the participants. Esencias Café was contacted, with a prior visit, to have drink and food service for two days. Contact with the people responsible for the Ministry of Education, Universities, Culture and Sports (CEUCD), educational inspection and town hall for attendance at the festival. Meetings prior to the festival. Organisation of the program, the films, and their corresponding titles. Creation of programs organised with time and educational centres. Graphic resources: poster printing, display with posters for the festival and programs. Decoration in the Teobaldo Theatre with posters. Development of the Festival: organisation of video cameras and photos to collect graphic documentation, organisation of transport routes.