Harnessing the Power of Film in the Primary Classroom

Autor/in	Watts, Rowena
Titel	Harnessing the Power of Film in the Primary Classroom
Quelle	In: Literacy, 41 (2007) 2, S.102-109 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/j.1467-9345.2007.00464.x
Schlagwörter	Reading Instruction; Nonprint Media; Guidelines; Teaching Styles; Films; Film Production; Creativity; Elementary School Students; Creative Teaching; Mathematics Instruction; Literacy Education; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Leseunterricht; Richtlinien; Lehrstil; Unterrichtsstil; Film; Filmproduktion; Kreativität; Creative thinking; Teaching; Kreatives Denken; Unterricht; Mathematics lessons; Mathematikunterricht; Ausland; Großbritannien
Abstract	This paper explores one way that teachers can develop creativity within potentially limiting confines and pressures of curriculum guidelines. The researcher considers the inclusion of film as a creative, engaging and effective strategy for teaching reading using data from a small-scale research project. Hypotheses are based on analysis of activities that use moving image as an alternative text to printed books. During the project's teaching sequence, children are familiarised with film as a moving image, ideas are captured, the teacher demonstrates the use of techniques in meaning making, before the children finally show their understanding through their work. In this instance, the children were involved in making their own films, acting as directors, film crew, sound technicians, illustrators and narrators. As the partial purpose of the study was to explore the practical logistics of developing a creative teaching style within a structured curriculum, tight timings were an essential aspect of the validity of the work. All the teaching was completed within the normal hourly lesson for literacy, and the basic structure of lessons was maintained--an introduction with whole-class work, followed by individual/paired or group work and concluded with a plenary. The researcher values the creative use of film as a powerful experience in itself and the study aimed to substantiate these beliefs by exploring both the accessibility and the results of harnessing the power of film within literacy teaching. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10