Teacher’s Resource: Shorts for Wee Ones€™s Resource: Shorts for Wee Ones ... boxes on a large...

Teacher’s Resource: Shorts for Wee OnesEarly Years & Level 1Created by 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 Wee Ones 2014A 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 DCA is an excellent way to open up the world of moving image education whilst training children how to conduct themselves in such an environment and be respectful participants in a different setting.

Children learn to read through regular engagement with increasingly complex texts, reading the screen is no different. Shorts for Wee Ones allows children to view films from a variety of cultures and lets them experience more unusual films to really get them thinking! Listening to different accents and voices is great fun and anything that can’t quite understand is helped by the visuals on screen allowing the brain to fill in the gaps to develop understanding.

Some of the shorts carry a strong message for children to identify with, such as building friendships, caring for each other and the world around them. These delightful films will lend themselves to a variety of activities back in the classroom. Visiting the site www.movinginageseducation.org will not only give you access to more films to use in class but play a vital part in how you use film to develop excellence in your classroom.

Curriculum for Excellence Links:Literacy / English / Science/ Expressive Arts / Technologies / Social Subjects


Before your visit to the Cinema

Locate the places of these films on a world map in relation to Scotland. Use this list to help you:

• Papa Cloudy’s Restaurant – USA

• Dustin – Germany

• Snowflake – Russia

• Twins in Bakery – Japan

• Ink - Germany

• Baby – Australia

To extend my mental map and sense of place, I can interpret information from different types of maps and am beginning to locate key features within Scotland, UK, Europe or the wider world. SOC 2 -14a

It is worth viewing some trailers to prepare the children for what is to come. The following films have trailers online:

• Dustin: http://www.incubus-dreams.com/ or http://vimeo.com/86007019

• Twins in Bakery: http://www.youtube.com/watch?v=1zq1uDV2kOY

• Snowflake: http://vimeo.com/63164616

• Papa Cloudy’s Restaurant: www.vimeo.com/75525034


Background

Akiko McQuerrey is a designer, animator, puppet maker and filmmaker. The Papa Cloudy animation series aims to help children feel better about the world and to have warmer hearts as a result of viewing her films. Look out for the heart motif as you view the trailer.

View trailers once and during the second viewing each group should draw pictures or write in the boxes on a large sheet, to record their own impressions of the film.

I can show my understanding of what I listen to or watch by responding to literal, inferential, evacuative and other types of questions, and by asking different kinds of questions of my own. I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions. LIT 1 -07a LIT 2-07a

Characters Settings

Sound Predictions

After your visit to the cinema

Papa Cloudy’s RestaurantDir: Akiko McQuerreyUSA 2014 / 5:51m

There is a commotion in Papa Cloudy’s restaurant when a homesick octopus escapes from his tank. Papa Cloudy is upset but stranger things follow when the octopus sits down at the piano to sing about his ocean home.

Tears on your face Living in the oceanDoes it taste salty Tuna and grouper need each otherlike my home ocean Fishes are together making ocean betterHaven’t seen so long I miss all the fishesShark whale and skate But no overfishingLiving in the ocean

One day captured in the net Tomorrow fishes are deadNext day sold in the market Ocean is lonely because you are hungryToday all of the ships wrecked

Overfishing Song visit: http://vimeo.com/66576857

Suggested Activities:

Discussion Points

• When you saw the film who did you think were the main characters? (character)• What does the camera do to help you understand how Papa Cloudy is feeling? (camera)• How did the music make you feel? (sound)

The actions starts in the restaurant - when and how did the setting change? (setting)What is the main message of the story? (story)

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

View the trailer again using the following link: www.vimeo.com/75525034Then complete the activity sheet on the next page.


Match the characters and props to the correct box. Have samples of the materials for the children to handle.

Felt Cardboard

Tissue Paper Tin Foil

Papa Cloudy Knives and forks pots and pans Fish table and chairs Food Ink Seawater Whale Hearts Octopus Piano

MATERIALS

Create your own plate of food using the same materials.

Through creative play, I explore different materials and can share my reasoning for selecting materials for different purposes SCN 0-15a

Through exploring properties and sources of materials, I can choose appropriate materials to solve practical challenges SCN 1-15a

DustinDir. Kristena JaegerGermany 2010

Synopsis

Dustin is a pampered pooch whose life is turned upside down when his master brings DUST-IN the machine home.

Conflict between the two builds until the western style showdown at ‘high noon’.

Happily, in the end, Dustin learns a very valuable lesson about sharing, friendship and fun.

Suggested Activities:

Watch the film trailer using the following link: http://www.dustinthemovie.com


Building Expressive Language: Synonyms

Children often describe characters’ emotions in very simple terms. Increase their word power by collecting words that express Dustin’s emotions more creatively.

Happy :) Upset :(

hurt content confused pleased cheerful ruffled shocked perky lively upbeat distressed playful worried suspicious

As I listen and take part in conversations and discussions, I discover new words and phrases which I use to help me express my ideas, thoughts and feelings LIT 0 -10a

Using the pictures that follow record Dustin’s thoughts and feelings at the beginning, middle and end of the film.

I can contribute to a discussion of the difference between my needs and wants and those of others around me. SOC 1 -16a

SnowflakeDir. Natalia ChernyshevaRussia 2012

Synopsis

Once there was a young boy who was sent a snowflake. He was so excited that he put it under his pillow to keep it safe as he slept. Before he closed his eyes, he made a wish and in the morning he woke up to find that the whole country was covered in snow!

This beautiful film is a visual feast with many comical moments – look out for the elephant and his tiny red hat.

The narrative resembles a traditional tale with the message that wishes can be risky things.

Suggested Activities

Discussion points:

• What happened in the story? Sequence the events – can children name the animals in the film? (Leopard, bird, elephant, zebra, monkeys, snake and crocodile)

• Where do you think the film was set?

• What music did you hear that gave you a clue?

• Which bits of the film were funny?

• Who was your favourite character?

• Why do you think the filmmaker choose red for the boy’s clothes?


Climate

The film shows us what would happen if the weather changed drastically overnight. At the end of the film a fiery feather is sent back to the country where the snowflake came from.This short film can lead to a lengthy discussion about climate change and the way it affects people, animals and places.

Predict what would happen when the feather arrives in the land of snow and ice.Older children can create their own storyboard to illustrate their ideas.

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

By exploring climate zones around the world, I can compare and describe how climate affects living things SOC 1-12b


Twins in BakeryDir. Mari MiyazawaJapan 2013

Synopsis

A baker finds himself with the best bakery in town after a secret visit from two comical characters. The twins work some animal magic on all of the shop’s plain fare. Look out for the zoo poster that inspires this playful pair’s wacky creations.

Snack time may never be the same again!



Making Links with Others Stories:

Twins in Bakery The Elves and the Shoemaker

Characters: The baker and the twins The shoemaker his wife and the elves

Setting: The bakery shop The shoe shop

Problem: The baker is not making The shoemaker is very poor a good living because the because he is not selling a lot of shop is not very popular shoes

Actions: The twins magically The elves magically appear appear and create and create wonderful shoes wonderful food

Resolution: The bakery became The shoe shop became known known as the best in as the best in town town

Online versions of The Elves and The Shoemaker can be used to enable the children to memorise, retell and perform their own version of the story.

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text. LIT1-16a


Extend the story from the bakers’ point of view.

DEAR DIARY

Today I ______________________________________________________________ _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Here is what I saw...

Helpful words and phrases:

delighted thrilled amazed

astonished overjoyed tickled pink

on cloud nine taken aback

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. LIT1-26a

Food Art: Owl Babies

For additional ideas and inspiration the children can explore the website below.Visit: http://www.pinterest.com/planetpals/food-fun-for-kids-healthy-too

Technologies

Though discovery and imagination, I can develop and use problem solving strategies to meet design challenges with a food or textile focus. TCH 1- 11a

Challenge:

The baker needs some fresh ideas for his bakery. He needs help in designing another healthy animal shaped snack.

Working with a partner draw your design and label the different food ingredients.

Work out how you would present your idea to the baker so that he uses your design in his shop. Take turns to be the presenter and the baker.


InkDir. Caroline HamannGermany 2014

Synopsis

Ink presents a series of linked images around the theme of water. The accompanying soundtrack is central to the way that these images are read. This “soundscape” could help children explore the ways that a soundtrack contributes to the telling of a story, creates atmosphere and gives meaning to a film.


Play the soundtrack of a short film to your class without the picture. Gather initial feedback through what they know, think or feel about the film and why they have formed this impression.BFI Starting Stories - Laughing Moon has a strong soundtrack and is ideal for this activity.

Visit http//www.movingimage.education.org to access further information, guidance and resources and a full list of questions to ask when analysing sound.

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


Expressive Arts

Using tuned and un-tuned percussion compose a musical sequence to accompany the following poem:

Rainy Day Rhythms

Drip drip drop,

Plip plip plop, Splish splish splash,

Lighting flash

Thunder call

Raindrops fall

Plop plop plip

Drop drop drip,

SPLASH! SPLASH!

SPLASH!!

I have the freedom to use my voice, musical instruments and music technology to discover and enjoy playing with sound and rhythm EXA 0 – 17a


BabyDir. Daniel BigginsAustralia 2012 / 6m30s

Synopsis

The film is set in the Australian outback where an orphaned kangaroo is adopted by a mother and her son Daniel.

The little Joey is now the youngest member of the family so Daniel calls him Baby. We follow Baby from his first steps, to leaving home and returning to the bush.


Is this story fact or fiction?

The clues are in the closing credits when photographs of Daniel and Baby are on screen.

Daniel Biggins, wrote, directed and animated the film: What was his purpose in making this film?

The children can learn more about the background of the film by visiting the work of the rescue centre: http://www.wildhavenstandrews.com.au/


A Sense of Senses – Stepping into the Frame

Through discussion the children can complete the statements below:

I see…

I hear…

I smell…

I feel...

I imagine…


Art & Design

Silhouettes are used to create the atmosphere and landscape of the Australian bush.

The Lotte Reiniger fairy tales are celebrated as classic example of silhouette storytelling. Inspire the children by viewing The Magic Horse (1953): https://www.youtube.com/watch?v=myG5Xg0NaQ4

In free play, provide children with opportunities to use black paint on a white background and white paint on a black background. Create a monochrome gallery.

Older children can experiment with cut out silhouettes either individually or in groups to create a landscape inspired by either film.

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


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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