Moving Image Education

Early cinema at the fairground.

Early cinema flourished as novelty attractions at traveling fairgrounds. We studied clips showing one early bioscopeand the types of films the audiences of the day might have enjoyed like the Glasgow Trams and Gordon Highlanders. We then discussed the various showbiz techniques the fairground owner would have used to liven up the presentation, like music, dancing and narration. The children then split into groups to plan and rehearse a drama to present in time with the clips. Each group took it in turns to present their fairground performance to the class. We chose and downloaded music from Audio Network to play in the background as the children performed in front of the archive clips playing on the whiteboard. The children had loads of fun with this and it was a simple and quick way to make interesting use of the film.

Using the archive for digital stories

When you sign in to the Scotland On Screen site using a Glow password you can download the clips to edit in movie editing software. We were able to make very quick but effective little films by recording some of the children reading their poems or newspaper reports, choosing background music from the Audio Network resource on Glow and then adding the combined soundtrack to the archive footage. I worked with the individual groups to create and edit these on Moviemaker.

Live Action films: The Singing Street

The Singing Street is three documentary clips of traditional street games and songs from the archive. They have a very basic structure. The actions and games have been filmed first and then the soundtrack of songs and rhymes has been added at a later date. I thought this structure was a great way to simplify the filmmaking process for the class. This was to be their first opportunity at using the video camcorders. After watching the films we discussed in great length the types of street games and songs they currently sing and play in the playground. We also discussed what a documentary film is and all the different examples they could list. We collected lots of songs and ideas for what they would like to capture and record. The class also wanted to show more modern activities like skateboarding and handheld games consoles.

The council had delivered a superb Victorians box full of clothing and traditional games that we had great fun with in the playground. When the class had collected lots of ideas they sorted themselves into groups and began to storyboard their ideas. The challenge was to keep it interesting by using different camera shots. Next, each group walked through their ideas using the storyboard and then went out in the playground to film their sequence. My classroom assistant was invaluable here at helping to organise the groups and oversee different parts of the filming. The term was fast coming to an end and to save time I edited the film myself. Finally, as a class we recorded all the different songs and rhymes and mixed them with the footage.

Some groups had used a variety of camera shots better than others, and at least one group, so excited by using the camera, completely forgot about their storyboard when they stepped outside to film! However, it is a perfect example of where the process is more important than the final result. As a teacher it can be very difficult not to interfere with the process, as it can damage the children's feelings of achievement, but I think in this case I just about managed. And the class and teacher are very proud of the final result!