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Teacher’s Resource: Shorts for Middle OnesLevels 1 & 2Created by Gill Paton, Ian Cameron, Helen Appleyard, James Miller and Margaret Foley Discovery Film Festival: Sat 25 October - Sun 9 November 2014discoveryfilmfestival.org.uk

© Dundee Contemporary Arts 2014With support from DCA Cinema and DCA Community & Education Team

Introduction

Discovery Learning Resources give you exciting classroom activities to enhance Curriculum for Excellence delivery. They are created by classroom teachers and education professionals. Each resource aims to:

• Support and extend working with film in the classroom

• Help prepare teachers for a class visit to a Discovery Film Festival film and to extend the impact of that visit for delivery of CfE

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

Each resource is free and available to download from www.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

01 / discoveryfilmfestival.org.uk

Shorts for Middle Ones 2014In this package of short films you’ll discover number-crunching factory workers, an underappreciated pig, high-diving hijinks and a boy whose mother is an airplane! 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.

The Dam KeeperDir. Robert Kondo and Daisuke TstutsumiUSA 2014 / 18 mins

Synopsis

Set in a post industrial world, a lonely, friendless pig has inherited the job of maintaining the windmill at the top of a dam that holds back a dark, killer cloud that threatens to engulf the town below. The windmill needs winding every 8 hours to make sure the smog cloud is blown back and keeps the idyllic town pristine and healthy. Between windings, the pig travels into the town to attend school, where he is treated poorly by his fellow class mates. After making a new friend, but then feeling betrayed, the pig questions why he protects the town. His maintenance of the Windmill lapses and the town finds itself in the grip of the choking fog. He soon realises his mistake and the battle is on to save the town.

Main Themes

Loneliness, friendship and environmental issues.


Before the film

Activity 1 - Prediction

Listen to the trailer for the film without the visuals (www.thedamkeeper.com then press the play button above Gallery). Pupils should work in pairs to talk and write down (3mins) what they heard using words or phrases to describe what they think the visuals will be like.

I am learning to select and use strategies and resources before I read, and as I read, to help make the meaning of texts clear. LIT 1-13a

I can select and use a range of strategies and resources before I read, and as I read, to make meaning clear and give reasons for my selection. LIT 2-13a


Explain to the pupils that the main character of the film they are going to watch is a pig. Ask them to come up with three stories that involve pigs with their shoulder partners, then share these with face partners. Pupils can be asked at random to share their partners’ ideas.

This should be repeated with ideas about what they know about pigs.




Watch the trailer for the film (www.thedamkeeper.com then follow instructions above). Give pupils 3 mins to write as many words as they can manage that describe what they have seen. Some words may include dark, pig, mask, windmill, scary, cogs, wheels, job etc.

Discuss how their opinions have changed about pigs.




After the film

Activity 1 - Design

Pupils to design a new machine to keep the Fog at bay. They must take account of how it will be maintained, how it will deal with the fog and where it will be positioned. Pupils can complete this individually or in small teams and can either be a practical junk modelling activity or a design on paper only.

Through discovery and imagination, I can develop and use problem-solving strategies to construct models. TCH 1-14a/TCH 2-14a

Activity 2 - Summarising

Ask the pupils to reduce the film to the five/six main parts that need to be in the story. These can be laid out in storyboard format or under headings in a jotter.

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text. LIT 1-16a

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 2-16a

Activity 3 - Using What They Know

Pupils should make a mind map of all the things they know/remember about the film. The headings should be Characters, Locations, Objects, Plot, Mood/Feeling/Emotions. The pupils can work independently or in pairs to create the mind map and should have 10 minutes to commit as many ideas to paper.

The pupils should then be asked to speculate using what they know. They should create another mind map of possible answers to the unknowns. Pupils should be reminded that for this exercise there are no wrong answers. The headings for the new mind map should be

Where did the fog come from? Who built the Windmill? Will the pig find other friends? What would have happened had the windmill not started? Are there other villages/towns? The pupils could use this to complete a short story prequel to the film or design an new introduction.

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


Activity 4 – Making Links/The Environment

Using the ideas in Activity 3, explain to the pupils that we have similar issues. Our planet is also being destroyed in ways that are maybe less obvious than the fog. This should lead onto an investigation of issues such as water use, waste, power consumption, pollution etc. Links should be made back to the film to remind pupils that if one person, or a small group of people, are the only ones to take responsibility for looking after our planet then it is going to be very difficult to “keep the fog back”.

Through exploring non-renewable energy sources, I can describe how they are used in Scotland today and express an informed view on the implications for their future use. SCN 2-04b

I can investigate the use and development of renewable and sustainable energy to gain an awareness of their growing importance in Scotland or beyond. TCH 2-02b

Useful References / resources

Official film website - https://www.thedamkeeper.com/Loads of info, pictures and behind the scenes video clips.

Scottish Water Education Website - http://www.scottishwater.co.uk/clearer-fresher-learning

Scottish Power, information on renewables (teacher zone requires you to create a logon) - http://www.powerwise.org.uk/pages/welcome.asp

E-On Energy Experience. A range of age specific activities for all pupils. http://www.eon-uk.com/energyexperience/


NietaDir. Nicolas P. VillarrealArgentina 2014 / 6m

Synopsis

An incoming storm helps to transform a young girl’s perspective of the world.

Discussion Points

• What did we think when the short began? Simple piano music, small character, big white/grey space, sound of rain begins very slowly

• Why do you think she steps down from the swing when the rain starts?• The girl ‘sees’ the rain as it bounces of the ground. Why only then?

• The rain colours range from white through yellow to red, white being where the sound is clearest. Why these colours? What else is often shown this way?

• The rain stops, but the adult moves off screen and we hear the creaking of a valve. The second time the water appears it’s different, rising in archs around the girl. What was this?

• There’s a twist at the end of the tale as it’s revealed the girl is visually impaired. However, some may have spotted clues to this over the course of the short. At which point did you guess what was happening?


Activity 1 - The Colours Of Sound

In the animation, the colours of rain went from white hot to red and appeared in patterns where the rain splashed onto the ground. These were gentle sounds to the little girl yet they literally lit up her world. She couldn’t see the rain and so she saw in her mind what she imagined. People became indistinct shapes where the rain bounced off them. How would she ‘see’ some of the following:

• A marching band• The sea• Cats fighting• Wind blowing through trees• A playground full of children• A busy road

Prepare a background of blue with sponged on white. On a separate piece of white paper, create a small drawing in black ink of the girl from Nieta. Use cotton buds to dab on the sound colours. Think of shape, direction and colour of the sound.

Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 2-05a

I can create and present work that shows developing skill in using the visual elements and concepts. EXA 2-03a

Activity 2 - The Sound Of Water

Imagine the girl in the short had to describe the sound of the rain to someone else. What words can we come up with to describe rain? Encourage them to stretch their vocabulary beyond common examples. You could begin with a placemat activity to brainstorm ideas to support less able. Think of other times we hear water, the shower, a dripping tap, the sea etc.

Create a sound poem for their example. The poem should begin with the sounds, then develop into describing where the sounds “take” them.

Does the sound remind them of anything else? What emotions or feelings are evoked? Can the sound be personified? Consider layout, font and illustration when presenting the poem.

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

Having explored the elements which writers use in different genres, I can use what I learn to create stories, poems and plays with an interesting and appropriate structure, interesting characters and/or settings which come to life. ENG 2-31a


My Mother is an AeroplaneDir. Yulia AronovaRussia 2013 / 7m

Synopsis

My mother is an aeroplane! Does that sound like an impossibility to you? Not so, if you step into this little boy’s imagination and explore the world through his eyes. Fasten your seatbelts for a very unusual flight…

Before the Film

Explain the meaning of the term metaphor and contrast it with an example of a simile.

Watch the trailer: https://www.youtube.com/watch?v=0b9_PqC4leQ

Discussion Points

• Discuss the title of the film.• Who is the main character?• What does the director do to establish the boy’s feelings about his mother?• How did you feel after viewing the trailer? Did any of the action make you laugh?• If you could grab a screenshot, which would it be?

As I listen and watch, I can identify and discuss the purpose, main ideas and supporting detail contained within a text and use the information for different purposes LIT 2 -04a


After the film

View the trailer again at: https://www.youtube.com/watch?v=0b9_PqC4leQ

Activity 1 – Exploring Simile and Metaphor

Use the resource cards provided with your class.This can be a pair and share or a small group activity. Using the resource cards, ask each group to sort the statements into a group of similes and a group of metaphors.Collate feedback as a class by reading out each card and agreeing on where it belongs. Each pair/ group can now build a sentence around their favourite metaphor and simile e.g. Sophie was as cool as a cucumber in a crisis. Not a hair was out of place.The sentences can be shared and displayed as a prompt to enhance future writing tasks.

I am learning to use language and style in a way which engages and/or influences my reader ENG 2-27a

As I listen or watch, I can make notes, organize these under suitable headings and use these to understand ideas and information and create new texts, using my own words as appropriate LIT 2 – 05a

I am learning to use language and style in a way which engages and/or influences my reader. ENG 2 -27a

Activity 2 – Setting/ Location (ICT to enhance learning)

The film director has ensured that the setting is obvious to the audience as the film progresses by including some iconic landmarks which are immediately associated with particular countries.

The children can research and complete the table below to provide locations that could have been included in the film.

Children can copy and paste images to complete this task.

Throughout all my learning, I can use search facilities of electronic sources to access and retrieve information, recognizing the importance this has in my place of learning at home and in the work place TCH 2 -03b


As Hungry as a Horse.

He was a lion in battle.

A heart as big as a whale.

The shop was a little goldmine.

A face like a bag of spanners.

As slippery as an eel.

She is as pretty as a picture.

The striker was a goal machine.

As cool as a cucumber.

It is raining cats and dogs.

Like water off a ducks back.

He was a lone wolf.

As light as a feather.

Her legs were rubber.

As hard as nails.

His fingers were thin gnarled branches.

As snug as a bug in a rug.

He was a snake in the grass.

Activity 1 Resource Card


France

USA

Italy

UK

Scotland Australia

Greece India

Japan China

Brazil Egypt

Activity 3 – Art & Design / Illustration

Ask the children to focus on the screen shots of the mothers in the film. The work they do is clearly illustrated.

Ask the children to draw upon these illustrations to create a ‘career mother’ e.g. a gardener. If they have an idea of their own they can illustrate a mother of their own choosing.

I regularly select and listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain sources. I regularly select subject, purpose, format and resources to create texts of my choice. LIT 1- 01a / LIT 2 – 01a

Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design EXA 2 – 05aI 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


The NumberlysDir. William Joyce and Brandon OldenburgUSA 2013 / 11m

Curriculum for Excellence subjects / themes

Animation, numeracy, literacy and drama themes can be developed and explored with this film.

Synopsis

The Numberlys is Moonbot Studios’ second collaboration with directors William Joyce and Brandon Oldenburg. The film begins in a black and white world reminiscent of the 1927 film Metropolis. The world is lifeless and boring with the Numberly characters living a monotonous existence creating number after number. But when five, charismatic inhabitants of this “Numberly” world decided to put their heads together to figure out a way to liven the place up a bit, they end up creating something extraordinary.

Numberly friends 1,2,3,4 and 5 refuse to accept that this was all there could be, they want something different from their orderly, black and white life. They decide that things have to change and set out to devise a new way to communicate. The five tiny heroes break out their hammers and glue to begin knocking the numbers down, breaking them into pieces and fragments to then rebuild them into something new. They experiment and have a series of mishaps but eventually they start piecing the broken numbers back together and something magical forms, something new – letters.

One by one, more and more letters begin to take shape until there are 26 in total, and gradually their ‘Numberly’ world around them starts transforming into a brand new colourful, shiny, world filled with jellybeans, pizza and WORDS.

This is a charming short film, with engaging characters, and is beautiful and thought provoking to watch. In addition to the film Moonbot have published a book and an interactive app (for Apple devices only).

The Numberlys app is available via: https://itunes.apple.com/us/app/numberlys/id491546935?mt=8&ign-mpt=uo%3D4


Before the film

Discuss with the children that this is just one of a series of short films they will be watching. Watch the trailer with the children it is available to watch at the following link: http://youtu.be/JEdCAvPNYeI

Discussion Questions

Story Prediction – What do you think will happen in the film?

Colour – Why has it been filmed in black and white?

Characters – Who are the main characters and what do you think they are doing?


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

After the Film

At this point if you can obtain a copy of the Numberlys book it would be useful to remind children of the story and characters, as the film is not yet available on line (but should be in the near future).

When analysing film it is good to look at the 3Cs and 3Ss: Story, Setting, Sound, Colour, Character and Camera as these are a good way to generate discussion and get your pupils understanding the rich text of film.


Why did the director change from using black and white images at the start of the film and colour at the end?

How does the director use colour and words to change the Numberly’s world?

How do the animators use words and sounds to create the characters of 1 to 5?

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 1-16a / LIT 2-16a


Activities

Activity 1 – Investigating Settings by comparing to other films

Show the class pictures or clip of the 1927 film Metropolis - The Numberlys trailer can be reused here to remind the children of the film. The whole film is due to be on line shortly.

• Ask them in groups to list the similarities and differences between the two films.

• For pictures and links to clips from both films, see worksheet Appendix 1.


• Why do you think the directors used the film Metropolis as their inspiration for The Numberlys?

• How do they use the setting to create the mood of the film?

I can share my thoughts about structure, characters and/or setting, recognise the writer’s message and relate it to my own experiences, and comment on the effective choice of words and other features. ENG 1-19a

I can:• discuss structure, characterisation and/or setting • recognise the relevance of the writer’s theme and how this relates to my own and others’

experiences• discuss the writer’s style and other features appropriate to genre. ENG 2-19a


Activity 2 - Character - creating a new character

Task 2 – Tell the class they are going to create a character called number 6.

• Ask the children to brain storm appearance words tall, short, round etc. to help them create a body shape for number 6?

• Each character of the five ‘Numberlys’ has different hair: what would number 6’s be like?• What sort of personality would number 6 have? Again the children could brainstorm words to

help describe the character.

Display all the characters together the children could even create a Numberly world background to display their characters in, and surround their character with the words generated to describe their shape and personality.

Having explored the elements which writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings. ENG 1-31a

Having explored the elements which writers use in different genres, I can use what I learn to create stories, poems and plays with an interesting and appropriate structure, interesting characters and/or settings which come to life. ENG 2-31a


Task 1 - There are five main characters in this film. Can the children remember each one and what they were like? Ask the children to discuss one of the characters in their group and share their thoughts about the character with the class.

Videos on how Moonbot Studio animators created the characters 1,2,3,4 and 5 can be found by following this link http://numberlys.com/. Clicking on letters O, T and F will take you to a short video on each character.

Activity 3 - Animation Techniques – creating emotions and expressions

The Numberlys are very simple characters; the animators have used very simple features to create expressions and emotional responses for them.

Ask the children to sit opposite a partner and taking turns the children show a specific emotion to their partner. Ask the children to share their observations with the rest of the class.by describing what happened to their partners face - looking carefully at what happen to their eyes and mouth.

• Discuss how the shape of our eyes, eyebrows and mouth change when we show different emotions?

Task 2 – Creating emotions for an animated character

Remind them how animators use only simple features to display expressions and ask them to complete an expression sheet of emotions by giving their characters just different shaped eyes and a mouth. Give the children a blank sheet of blank faces (see Appendix 3) and ask them to draw in the emotions on these face using just eyes and a mouth.

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

Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 0-05a / EXA 1-05a / EXA 2-05a

Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through drama. EXA 0-13a / EXA 1-13a / EXA 2-13


Follow up activities

The Numberlys uses words and sounds as well as pictures to tell the story. The words become much more important as the film develops. The Moonbot website for the Numberlys uses words in a stimulating way throughout the numerous (23) short videos describing the animation process. I would recommend investigating the production process through viewing the alphabetically organised videos at http://numberlys.com/. The videos could also be used to help create to an alphabetically organised word bank over a number of weeks to support investigating film and writing associated with film. See Appendix 4 for a content list of the videos.

William Joyce is an author worth further investigation having used his books and films with a variety of teaching stages I feel they are inspiring and stimulating for both adults and children alike. Short biographies of both directors can be found in Appendix 5.

I would also highly recommend investigating William Joyce and Brandon Oldenburg’s first award winning film collaboration with Moonbot Studios which was shown at the Discovery Film Festival in 2012 The Fantastic Flying Books of Mr Morris Lessmore. This film can be viewed on line at http://youtu.be/VljJIQuPDSE (the teacher resource for this may be available on the Discovery Film Festival Archive soon). Other information about this film can be found at the web site created for the film at: http://morrislessmore.com/


Appendix 1 - Picture Comparison Sheet

Metropolis clips can be found here: http://youtu.be/5PAdQ5anhZE the first 2 minutes are the most useful to compare to the Numberlys trailer found here: http://youtu.be/JEdCAvPNYeI the full film is due to be posted on line soon.

Appendix 2 - Feelings Word List

Happy

Sad

Angry

Content

Afraid

Lonely

Disappointed

Jealous

Sorry

Scared

Mad

Frustrated

Disgusted

Sick

Confused

Mean

Frightened

Surprised

Annoyed

Cheerful

Silly

Nervous

Tired

Loving

Worried

Proud

Grumpy

Confident

Shy

Bored

Joyful

Guilty

Excited

Embarassed

Anxious

Shocked

Appendix 3 - Using simple features to create emotions

Draw each emotion on the faces using just eyes and mouth to create the feeling.

Happy Sad Bored Worried

Embarassed Surprised Afraid Jealous

Frustrated Exhausted Pleased Sick

Sleepy Excited Mad Nervous

Now think of some of your own emotions.

Appendix 4 - Numberlys website

Moonbot’s Numberlys website contains a vast amount of information about the production of The Numberlys. These two minute films show children in a fun and interesting way how some of the aspects of an animation and app are created. I would highly recommend view some of these with your children.

http://numberlys.com/

You access the videos by clicking on a letter. The contents of the videos are listed below:

A = Art

B = Blinking (how to make characters blink)

C = Character Design

D = Duplicate (making one character appear like many)

E = Editing

F = Four and Five (designing the character of numbers four and five)

G = Games (on the Numberlys app)

H = Harmonising (the backgrounds)

I = Interactive (book)

J = Junctures (Joins/ connections ) in Architecture

K = Keeping it together (editing)

L = Lighting

M = Music

N = Narrating

O = One (designing the character of number one)

P = Ping Pong and programming

Q = Questions

R = Rivets (adding small details to the background)

S = Storyboarding

T = Two and Three (designing the character of numbers two and three)

U V W X Y Z = do not have videos as yet.

Appendix 5 - Director Biographies (taken from Moonbot website)

Director Biography: William Joyce

William Joyce is an author, illustrator, co-founder of Moonboot Industries and pioneer in the digital and animation industry. In the past few years, he has also written seven hard copy Simon & Schuster children’s books including The Fantastic Flying Books of Mr. Morris Lessmore, The Guardians of Childhood book series: The Man in the Moon, The Sandman: Story of Sanderson Mansnoozie, Nicholas St. North and the Battle of the Nightmare King, E. Aster Bunnymund and the Warrior Eggs at the Earth’s Core! and Toothania: Queen of the Tooth Fairy Armies and is also the author of George Shrinks and Rolie Polie Olie.

Additionally, he is the writer, producer, and production designer on the Blue Sky Studios feature film Epic, inspired by his book The Leaf Men and the Brave Good Bugs. Epic is scheduled for a summer 2013 release.

He has been heavily involved in the world of digital animation from its full-scale inception at Pixar Animation, and his projects have been produced by nearly every major film studio including Disney, Twentieth Century Fox and DreamWorks Animation. His feature films include Meet the Robinsons, Robots and Rise of the Guardians. Together with Brandon Oldenburg, he has co-directed the Academy Award-winning short film The Fantastic Flying Books of Mr. Morris Lessmore and The Numberlys.

Follow the link to watch an Interview with the author William Joycehttp://www.amazon.com/gp/mpd/permalink/m1NMGCPJ23VJK6/ref=ent_fb_link

Director Biography: Brandon Oldenburg

Brandon Oldenburg is an award-winning illustrator, designer, sculptor and film director.

He co-founded the Shreveport, Louisiana based Moonbot Studios and co-directed The Fantastic Flying Books of Mr. Morris Lessmore, which received an Academy Award for best animated short film. Prior to launching Moonbot, Oldenburg co-founded Reel FX Creative Studios specializing in design and special effects for clients as Troublemaker Studios, Pixar, Disney, DreamWorks and Blue Sky Studios. While at Reel FX, Oldenburg oversaw a joint venture with William Joyce, collaborating on works for Martha Stewart, Disney and title design for feature films such as Mr. Magorium’s Wonder Emporium.

Additionally, Oldenburg and renowned designer Brad Oldham collaborated on a giant nationally-acclaimed sculptural series for a $1.4 million commission called The Traveling Man. His illustrations have graced the covers for prestigious authors’ books such as Elmore Leonard and Michael Chabon. In 2010, Oldenburg was honored with the Distinguished Alumni of the Year from Ringling College of Art and Design, where he received his BFA in Illustration in 1995 and serves on the Board of Trustees.

5 mètres 80Dir. Nicolas DeveauxFrance 2013 / 5m

5,80 Meters (2012) is produced by Cube Creative, written and directed by Nicolas Deveaux. Despite the fact that this is only his second animated short, it won the best animation film prize at the Dimension 3 festival in 2013. Further information can be found at: http://www.imdb.com/title/tt2732236/?ref_=fn_al_tt_2

Synopsis

5 mètres 80 is a simple but hypnotic short animation, showing what can happen when a herd of giraffes discover a deserted Olympic sized swimming pool...


Before the Film

In a convenient space, measure out 5 metres 80. What objects do the class think could be about that length? Make a list.

• How many jumps do pupils take to travel 5 metres 80?

• Find out how tall a giraffe is.

I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units. MNU 1-11a

After the Film

Discussion points:

• What does 5 metres 80 refer to? (the height of the diving board)

• Thinking about the title, was the film what you expected? What was unexpected about the film? Why did the film maker make this film?

• The film doesn’t really have much of a storyline. What keeps the audience watching?

• How did the giraffes feel when they were diving? How do you know?

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



Activity 1 – Realistic Behaviour?

As a class, make a list of things the giraffes did in the film (queued, looked at the camera, dived, helped each other, drank out of the pool etc.)

Now sort the list into activities that giraffes might do in real life and ones they definitely wouldn’t!

EITHER:

Research giraffe behaviour and create a fact-file.

OR:

Think about the giraffes in the film. Create a ‘fact file’ for these giraffes, detailing other activities they might like…..


Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose. LIT 1-14a

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

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

Activity 2 – Camouflage

Drinking is one of the most dangerous activities for a giraffe. They can’t look out for predators because they have to bend so far down to drink. These giraffes are not well camouflaged in the swimming pool!

EITHER:

Design a swimming pool that would camouflage the giraffes.

OR:

Design a disguise for the giraffes so they blend in to their environment.

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

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


Activity 3 - Are Giraffes Scared of Diving?

Remind class of the preview activity when they measured out 5 metres 80. Would it be scary to jump into a pool from that height? What about the giraffes? They are very tall. Would it be more or less scary for them? Discuss.

Ask pupils to write a diary entry for a giraffe, detailing his dive. Think about the queueing, the run up, the dive and exiting the pool. Concentrate on his feelings (brainstorm ‘feeling’ words before activity.)

I can write independently, use appropriate punctuation and order and link my sentences in a way that makes sense. LIT 1-22a

Having explored the elements writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings. ENG 1-31a

Activity 4 - Sound Effects

Unsurprisingly, this film has no dialogue – but plenty of sounds! Discuss what sounds could be heard (hooves walking and running, snorting, splashing, twanging as the harnessed giraffes helped the divers etc.)

Using instruments, recreate as many of the sounds as you can. Make a sound story – add some dialogue.

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

Activity 5 - Giraffes Aren’t the Only Animals...

There is no doubt that the giraffes are enjoying themselves enormously. But are they the only animal which would delight in diving into a swimming pool? List other animals you think would enjoy diving.

The giraffes needed a bit of help from their friends in the harnesses. What help might your animal need? Draw and label a picture to show this.

Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 1-05a

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


Useful References / resources

Check reviews of the film at:http://thethingsienjoy.blogspot.co.uk/2013/03/5-metres-80-great-animated-short-film.html

For more stories about giraffes, try:

• Giraffes Can’t Dance, a book by Giles Andreae

• Giraffe’s Big Night Out by Carrie and David Grant, illustrated by Ailie Bushby

• The Giraffe and the Pelly and Me by Roald Dahl, illustrated by Quentin Blake

• Oh Dear Geoffrey by Gemma O’Neil

Other films by Nicolas Deveaux can be found here:

• http://www.nicolas-deveaux.com/

• http://www.cube-creative.fr/directors/nicolas-deveaux/

• https://vimeo.com/album/1931808


Evaluating this resource We hope that you found this resource useful and appropriate. Please do send us film reviews, letters from your pupils, documentation of classwork and your feedback by e-mailing [email protected]

Would you make a good Discovery Film Festival Case Study?

We are seeking a number of simple Case Studies in how teachers have used or are using Discovery films in the classroom across Curriculum for Excellence and across the Levels.

Any case studies that we develop would be intended for presentation on GLOW, the Creativity Portal and on Discovery Film Festival websites. We have a simple template to be completed and are keen to have classwork and documentation included.

If you would like to be a Discovery Case Study please e-mail [email protected]


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