Teacher’s Resource: Shorts for Middle Ones 2012ripassetseu.s3.amazonaws.com/ · Teacher’s...

Teacher’s Resource: Shorts for Middle Ones 2012First/Second Level P4 -7

Created by Joy Christie, Gill Paton, Helen Appleyard and Ian Cameron

Discovery Film Festival: Sat 20 October - Sun 4 November 2012discoveryfilmfestival.org.uk

© Dundee Contemporary Arts 2012With support from DCA Cinema and DCA Community & Education Team

Introduction

A trip to the cinema is a very special event for any child.

The excitement and magical feel of the huge darkened auditorium creates both a highly stimulating yet relaxed learning platform. Taking your class to Discovery Film Festival at DCA is an excellent way to open up the world of moving image education whilst training children to conduct themselves in an appropriate manner and be respectful participants in this setting.Visiting the site movingimageeducation.org will also play a vital part in how you use film to develop excellence in your classroom.

- Gill PatonEnglish Department, Harris Academy, Dundee

Discovery Learning Resources have been created by classroom teachers and education professionals. Each resource aims to:

• support and extend working with film in the classroom

• help prepare for and extend the impact of a class visit to a Discovery Film Festival film

• develop confidence in Moving Image Education approaches and working with 21st Century Literacy/moving image texts

Resources are free and available to download from discoveryfilmfestival.org.uk/resources or via the Discovery Film Festival area on GLOW, which can be found within the Dundee 21st Century Literacy Group.

We do hope that you find this useful and enjoy your cinema experience with us,

- Discovery Film Festival team

Shorts for Middle Ones

In this package of short films you’ll discover the story of an orange that wants to be a pineapple; a cautionary tale about the hole in the ozone layer; a romantic hymn to theimportance of recycling and a real-life sports tale that reminds us that winning isn’t everything.

For five of the films we have some great resources, background information and a series of class activities for both before and after your film experience.

01 / discoveryfilmfestival.org.uk

1. The Fantastic Flying Books of Morris LessmoreDirs. William Joyce and Brandon Oldenburg2011 / 15m Animation with no dialogue

The Fantastic Flying Books of Morris Lessmore is an intriguing story of Mr Morris Lessmore who is blown away by a devastating hurricane, to find himself in a strange land. Here, he meets a flying book containing the character Humpty Dumpty, who leads him to a library filled with flying books. He spends the rest of his life with these books reading and repairing them.

Eventually he begins to re-write his diary which was initially blown away by the storm. Years later, after finally finishing his diary, Morris now an old man decides to leave the library. The flying books swirl around him making him young again, he then flies away and his diary joins the ranks of flying books.

The story is inspired in equal measures, by Hurricane Katrina, Buster Keaton, The Wizard of Oz, and a love for books, Morris Lessmore is a story of people who devote their lives to books and about the restorative powers of story. There are great resources available to support you in working with this film at youtu.be/l9k5buV45oo (the whole film) and morrislessmore.com (original drawings and storyboards from the production).


Before the Film

Explain to the children that this is a short animated film without words, and that they will be watching it along with other short films.

Discuss the title of the film and rather than watching the trailer, use one or two selected stills of the film from the website morrislessmore.com to predict:• What the story might be about? • Who do they think Mr Morris Lessmore is? • Why there are flying books?

After the Film

Useful background information The character Morris Lessmore was modelled after the silent film actor Buster Keaton. The film drew inspiration from the storm scene in Keaton’s Steamboat Bill Jr. and the tornado from The Wizard of Oz. Also an inspiration was the real-life Hurricane Katrina which devastated New Orleans in 2005.

Like The Wizard of Oz, the film uses the contrast of colour and black-and-white as a narrative device. In this case, the black-and-white represents despair and is brought about by the storm. The colour reappears gradually, first returning with the girl flying with the books. Morris himself becomes coloured after he steps into the library, but his book remains in black-and-white until he begins to write in it again. The people who visit Morris from the city also appear in black-and-white until Morris gives them a book, at which point they become coloured again.

A clip of the cyclone scene from Steamboat Bill Jr. can be viewed here: youtu.be/hPKXGEFiADA The opening cyclone scene from The Wizard of Oz can be viewed here: youtu.be/WhQySxqSANU


Activities / Discussion Points

- Reviewing predictionsLook back at the predictions made before watching the film and discuss how similar or different their ideas were to the plot of the film.

- Storm sequences and film analysisWatch the two other cyclone film clips and re-watch the beginning scene of Morris Lessmore • Get the children to list the similarities between the three storm sequences.• Identify which elements of Morris Lessmore were inspired by which films, look particularly at the beginning of the hurricane, the falling houses, the cyclone that lifts the house, the comic elements and colour changes.• Discuss the fact that Morris looks and acts like Buster Keaton and if this continues through the film.• At the start of the film discuss why it changes from black and white to colour, where else they notice this happening later in the film? Can they explain the significance of this?• Why do they think the directors did not use dialogue?

I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions. LIT 1-07a

I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. LIT 2-07a

- Animation Activities: sets, flip booksThe film uses a variety of animation techniques (miniatures, computer animation CGI, and 2D drawn animation).

The film education site (filmeducation.org/staffroom/film_in_the_classroom/animation.php) gives background details for each of these animation techniques.• Why do you think they used different animation techniques?• Why go to the trouble of building a miniature houses, books and furniture why not use computer generated houses.• Investigate how all the animation fits together.• The children could create their own simple Flip Book by drawing a very simple image starting with a stick figure to a more complicated design.• After reviewing the film the children could recreate the story in a storyboard form, example of original storyboards can be see at morrislessmore.com


- Literacy: Personal Writing / Diary ActivityWilliam Joyce is both an author and illustrator as well as director of this film, he produced a book of the film in the same year; williamjoyce.com

Get hold of a copy of the book. The Fantastic Flying Books of Books of Mr Morris Lessmore is published by Simon & Schuster.

Children could make and decorate their own diaries. They can add entries to their diary, writing about their own experiences and feelings over the course of a few weeks or a term, they could even start with their thoughts about the film.

I can describe and share my experiences and how they made me feel. ENG 1-30a

As I write for different purposes and readers, I can describe and share my experiences, expressing what they made me think about and how they made me feel. ENG 2-30a

I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. LIT 1-28a/LIT 1-29a

I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence. LIT 2-29a

- Social Subjects ActivityThe opening sequence of the film focuses on the devastating effect of Hurricanes. Older pupils could use the internet, particularly news sites, and as a class investigate recent hurricanes or other disasters caused by freak weather.

Children could produce a newspaper front page either retelling the fictional storm from the film or real life events, such as the recent flooding in the UK.

I can describe the physical processes of a natural disaster and discuss its impact on people and the landscape. SOC 2-07b

I can present my writing in a way that will make it legible and attractive for my reader, combining words, images and other features. LIT 1-24a

I consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader. LIT 2-24a

I can convey information, describe events, explain processes or combine ideas in different ways. LIT 2-28a


2. A Love Story in MilkDir Danann Breathnach2m11s

Milk bottles in love! Follow their romantic journey in this quirky short film/advertisement where unfortunately their fates and sell by dates are sealed from the very start!

Before the Film

Watch a number of adverts together as a class and explore how the images, sounds and story might persuade an audience, US, to buy or sign up for something.

After the Film

Visit this link to view the film online: vimeo.com/23627164


Literacy Activity: Talking, listening and sharing opinionsWatch the film once more and ask children to note down all the clues in the film which suggest they are in love. Here are some stills from the film to get the ball rolling.

Pair and share notes and feedback to class.

This short film has got people talking. The general consensus is that this film has creatively driven us to think about environmental issues.

Discuss in class exactly what these issues are, inspired by this film.

By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-28a


- Literacy Activity: Slogans This film was made as part of a campaign to reduce rubbish by half. Read what Julian Kirby, Waste Campaigner for Friends of the Earth, said:

“People around the country want to cut down on the rubbish they throw away but all too often are let down by inadequate and confusing recycling collections. We’re fighting for a happier ending for the nation’s waste - it’s time for the Government to help cut waste and boost recycling.”

Visit this link to see a list of slogans used to try to encourage us to recycle.thinkslogans.com/slogans/environmental-slogans/recycling-slogans

Make up some of your own using the ones in the link to help you. Design posters to go with the slogans. Think about the way the director used clues in the film which got our attention and try and make your poster powerful to get people thinking.

I am learning to use my notes and other types of writing to help me understand information and ideas, explore problems, generate and develop ideas or create new text. LIT 1-25a

By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-28a


3. Orange Ô DesespoirDir. John Banana2m30s

Activity 1: Art – Creating new charactersLearning Intention – To create illustration. This can be done as part of a healthy eating topic or health day promotion or as a stand-alone task.

1. Discuss the characters in the film. “How did the director make them look more human?”, “What fruits were used?”, “Why do you think the director used these two fruits? “, “Would it have worked with different fruits? Why?”

2. Use a selection of fruit to do still life studies.

3. Ask pupils to pick one of the fruits drawn in the still life to use as a basis for creating a new character for the film. Remind them to use the attributes of the fruit to be part of the character e.g. The pineapple spikes as hair, the length of a banana might become a nose or the rosy parts of an apple skin might be flushed cheeks.

4. Children can then write about how this new character might be used in the film.

I can use exploration and imagination to solve design problems related to real-life situations. EXA 1-06a


Activity 2: Literacy – Story Starter1. Using the short animation pupils should continue the story to find out what happens next. This may include:• Discussion about the main theme of the film.• Discussion about the thoughts and feelings of the orange “Why do you think the orange might want to join the pineapples?”, “How do you think he felt when he moved across?”, “What thoughts do you think were going through his head in the girl’s house (before and after he got the body)?”• Mind mapping possible scenarios that would continue the story

2. Pupils could use the character they created in Activity 1 above and find a way of working them into the story as well e.g. A friend that saves the orange, a fellow fruit that gets trapped and ends up with a different body, a character he meets in the fruit bowl of the girl’s house etc.

By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. LIT 1-26a

Useful Website: digitalbananastudio.com/digital-banana-animation/about/


4. Un oiseau qui aime une fleurDir. Mi-Young BAEKFrance / 2m31s

Activity 1: Investigating the Artist

1. Watch the film again at: tinyurl.com/cs3owsz

2. Watch the film Whale by the same artist at: vimeo.com/17674157

3. Ask the pupils to note down any similarities and differences between the two films i.e. methods used to create the animation, theme, colours, sounds, any visual elements that are similar or different

4. In Un oiseau qui aime une fleur there is a narrative running through the film. Do the children feel there is a narrative in Whale? Ask them to justify their answers.

I can respond to the work of artists and designers by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 1-07a


Activity 2: Art – Creating Perspective

Learning Intention – To create depth in a pictureYou will need: coloured pencils/pastels, tracing paper, A4 white paper

1. Watch the film (tinyurl.com/cs3owsz).

2. After watching the film ask the pupils what materials they thought were used to create the animation.

3. Discuss how the film maker made the main characters stand out. If they are unsure watch the film again, but ask them to concentrate on watching the background. The director uses stronger colours in the foreground and masked, faint colours in the background.

4. Look at other famous landscape artists. See the links below. Discuss how the other artists have created depth in their paintings/pictures e.g. Dido building Carthage by Joseph Mallord William Turner (tinyurl.com/3bvsjah); Sun Rising Through Vapour by Joseph Mallord William Turner (tinyurl.com/brxz8mr); The Hay Wain by John Constable (tinyurl.com/yj6uxd7)

5. Working with coloured pencils or pastels, and in small groups (2-3), children will create collaborative pictures with 3-4 layers.• Start by drawing a path or river starting at the top of their picture (A4 white) and widening towards the bottom. See image to the right.• Each pupil should take a sheet of tracing paper and trace the river onto their tracing paper.• Using the tracing paper draw additions to the scene. Each sheet should be a different layer of perspective. The layer nearest the sheet of A4 should have small flowers/trees/animals near the top of the sheet. The middle sheet should have slightly bigger flowers/trees/animals and the top layer should contain the foreground, large size flowers/trees/animals.• When they are coloured in the layers should be built up in order. This will give the impression of perspective, with the background being fainter and further away and the foreground being brighter and closer as in the film.

I can create and present work using the visual elements of line, shape, form, colour, tone, pattern and texture. EXA 1-03a


Activity 3: Music – Creating a Soundtrack

Learning Intention – To create music

1. Watch the film (tinyurl.com/cs3owsz). This time ask the pupils to pay particular attention to the sounds of the film and how they relate to the story.

2. Discuss: • What feel does the sound have? How does this relate to the subject of the story?• Is the story painted with a musical score or are real sounds used? • Are certain sounds used for certain events or characters?• How is sound used to show things falling?• Can you name some of the instruments used?• Do you think the soundtrack is right for the visuals? Justify.

These discussion points can be printed out, cut out and put in the middle of group tables. The pupils can then work in pairs to answer the questions through discussion with a partner(s).

3. In small groups, pupils can then develop a sound story for the film. They should choose appropriate instruments for some of the key elements e.g. The bird, the items being dropped, the lotus, the petals opening, the bird and the flower finally becoming one.

4. Pupils can then play their finished soundtrack while the film is playing with the sound turned down.

I can use my voice, musical instruments and music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics. EXA 1-17a


5. L’equip petit

A charming documentary short about “ The Winless, Scoreless Wonders Of Margatania FC”. This film follows the misfortunes of an under 7s football team from a small town outside Barcelona. They’ve never scored a goal let alone won, yet their cheerful optimism and sheer enjoyment of the game shines through. A thought provoking short which asks the question: What is really important in sport?

Before the Film

Although the film is available on YouTube, a trailer with English subtitles is not. Ensure that class understand what a documentary is. Explain that this is not a made up story – the players, their position in the league and their thoughts are genuine.

Discuss the sports the class play. Do they play for teams? How important is winning to them? Would they still play if they never won?

When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. LIT 1-02a

After the Film

- Literacy / Health & Wellbeing Activity Discuss the team and their attitude. The team enjoy playing even though they lose all the time. Why do they keep going? Make a list of reasons why they still play. Which ones apply to members of the class? Do pupils think that they could be as positive if they were in the same position?

As I listen or watch, I can identify and discuss the purpose, key words and main ideas of the text, and use this information for a specific purpose. LIT 1-04a

I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions. LIT 1-07a


I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them. HWB 1-02a


- Literacy & English Activity: adjectivesPositive feelings. Brainstorm adjectives that describe the feelings and attitudes of the players. (Watch the film again at: youtube.com/watch?v=rZ6iHZd4aIg for inspiration)

Think about: determination, enjoyment, willpower, cheerfulness, pleasure, optimism.

Think about one of the Olympic slogans – Faster, Higher, Stronger. Pick three adjectives and make a motto for the football team.

To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my own. ENG 1-17a

I am learning to make notes under given headings and use them to understand information, explore ideas and problems and create new texts. LIT 1-15a

- Literacy Activity: Being optimisticOptimism. It would be very easy for the team to be down about their track record. Using worksheet 1, ask the class to come up with a positive counter response for each statement. This activity could be done as a worksheet or statements could be cut up and distributed to a small group or transferred onto an Activboard.

I am learning to use my notes and other types of writing to help me understand information and ideas, explore problems, generate and develop ideas or create new text. LIT 1-25a

I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. LIT 1-28a/LIT 1-29a

I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss. HWB 1-07a


L’equip petit – Be Optimistic! Pupil Worksheet

The team carry on playing, even though they lose all the time. Think about what they might say to each negative sentence below.

1. Just give up! You always lose!

_______________________________________________________________________________

_______________________________ _______________________________ _________________

2. Why does your goalie let in so many goals?

_______________________________________________________________________________

_______________________________________________________________________________

3. You are hopeless!

_______________________________________________________________________________

_______________________________________________________________________________

4. Are you frightened of the ball?

_______________________________________________________________________________

_______________________________________________________________________________

5. You should get rid of your captain.

_______________________________________________________________________________

_______________________________________________________________________________

6. What a waste of time!

_______________________________________________________________________________

_______________________________________________________________________________


- Film Making Activity: Make a documentary taster film / English recountThis documentary is, as yet, unfinished (the short is a ‘taster’.) More information can be found by visiting this link: afootballreport.com/post/7057668906/lequip-petit-a-great-story-about-a-little-team

Watch the film again, looking at the style of the documentary.

It is very simple – close-ups of the children as they talk about their experiences and mid shots and long shots that trace the action as they play.

Use a flip camera to make a similar documentary. This could be as simple as interviewing class members about a given topic or following a school team. The class could record a class event – presenting an assembly, taking part in a concert, performing Burns poetry etc. Emphasise the reflective nature of documentary making – the children do not just recount their experiences, they reflect on their reasons for failure and why they continue to play.

I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 1-20a



Send us some feedback

We are very keen to hear feedback from you, and welcome film reviews, entries to the Discovery review writing competition, letters from pupils or documentation of class work.

E-mail them to [email protected] or post them to Discovery Film Festival, DCA, 152 Nethergate, DD1 4DY


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