International Cinema Festival of India

Films are a classic medium for storytelling, and can be used as a useful motivational tool in the classroom to support the elementary literacy program in all aspects. Lesson plans on film making are surprisingly effective, and can range from small, simple lessons to quite detailed, long-term projects. Every stage of the process can be catered to suit themes, topics, interests and student capabilities, which makes this a versatile teaching strategy to consider, and one that provides many opportunities for assessment.

During the planning process, students will need to put their writing and collaborative skills to the test. Teachers will need to plan lessons that break down the writing process into teachable, structured chunks. For example, an initial session may focus on story structure through instructional strategies such as brainstorming in a group. Once a basic timeline has been constructed, students will need to write a script, which may include different tones of voice. As an example, a documentary may need a formal anchor person, and may also include informal live action or interviews. As a final process, a storyboard will need to be illustrated, which will cater to those who are not confident with writing, and for those with visual learning styles.

The reading program will also be covered by film making. Collaborative work requires students to continually read work written by others, as well as interpret and re-read their own written work through the process of the project. Actors will also need to read the script in the film.

For those students who are less confident or speak English as a second language, filmmaking can greatly help with listening and speaking by providing a well structured and planned environment. Confident students will also relish the opportunity to excel. Valid assessments will also be easier to obtain when listening and speaking activities are recorded in the form of storyboards and the film itself.

As students construct a film that others will be viewing, they will rapidly come to an understanding about viewing conventions, like audience. Viewing is usually a difficult concept to assess, akin to the difficulties of assessing speaking or listening, however, student understanding about viewing concepts will clearly be visible in the end product.

It may seem difficult for teachers to collect all the equipment needed for film making, and this may put some teachers off the idea. Technophobes may also baulk at the technological aspects inherent in the project. It does not need to be difficult, however. Video footage can be taken with personal cameras, webcams, or even student owned camcorders. Whilst editing programs are excellent, they are an added extra that is not necessary when using camcorders. Students and teachers simply may need to compensate by spending extra time on the preparation and planning phase of the project.

If computers with editing capabilities are available, it will be a motivating strategy for students to edit their filmed work. Students will self and peer evaluate their work as the editing process progresses, and not just only when the final finished film is seen.

Lesson plans on film making are clearly advantageous when it comes to delivering an appealing and detailed literacy program. The range of possibilities associated with the project is endless, and teachers of any budget or level of experience can plan using film making as a foundation.

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