Film:21 st CenturyLiteracyStrategy AReportforthe UseofFilmEducationinITTandCPDwithinUKTeachingSchoolsandUniversities April2012 1
Contents 1)Abstract p.3 2)ProjectOverview p.4 3)SummaryofKeyFindings p.5 4)Barrierswithinteachingfilmeducationinschoolsanduniversities p.6 5)Recommendations p.8 6)TableofquestionnairefindingsinUniversities&TeachingSchools p.9 7)SummaryoffeedbackfromCPDeventsheldinNov/Dec2011 p.15 8)Appendix p.16 2
Abstract This research was commissioned out of the 21 st Century literacy project to ensure that all young people throughout the UK have the opportunitytolearnaboutfilmanditscreativeopportunities.thestrategyitselfrecognisesthatthereislittleprofessionaldevelopmentfor teachersandothereducatorstolearnaboutteachingfilmandthefilmmakingprocess:the TeachingUsingFilm StatisticalEvidence paper highlightedthatonly13%ofteachershadreceivedfilmtrainingintheirinitialteachertraining(itt)whereas96%saiditshouldbepartof their ITT with the same percentage saying they d like more film based Continued Professional Development (CPD). The Strategy commissionedanindependentresearcher,carmenmontanez Callan,tofollowuponapreviousreportbySueBaker,toconductanauditof TeacherTrainingInstitutions,inordertosurveytheprovisionoffilminInitialTeacherTraining.Thepurposeofthisreportwastotryand developanevidentialbaseforunderstandingtheimpactandreachoffilmeducation.itwasspecificallylookingatbarriersthatpreventfilm teaching and filmmaking at ITT and CPD levels, and the recommendations at grass roots level from educators to improve students and teachers accessibility to filmmaking and reflecting on film as part of their training. There was also a feeling that Teaching Schools are a relatively new and enigmatic phenomena, so some basic fact finding was needed, in terms of how they worked, their structure, how much they use film to aid learning etc.this exercise was to try to establish their needs in order for them to be able to deliver film as part of the trainingcourse. We contacted 52 institutions 32 teaching schools and 20 Universities from the top 10 league table. Of this total 9 teaching schools and 6 Universitiescompletedthequestionnaire.TheevidencegeneratedshouldnotbeviewedasconclusiveorrepresentativeoftrendsintheUK. Thequestionsincludedinthesurveys,like: haveyoueverthoughtaboutusingfilmcuttingtoaidlearning,havebeendeliberatelyspecificand insomewaysmayhavenarrowedpotentialresponses.however,itdoesgivesomevitalinformationasasnapshotonlocalisedbarrierswithin educationsettings,andhowfurtherfundinginareaslikeoutreachandlocalresourcescouldreallyincreasefilmliteracy. Thequestionsprovidedqualitativeresponsesonthephone,whichlastedbetween20and30minuteseachfromteachersandlecturers.Those whotookpartviae mailwereabletoprovidefuller,moredetailedanswers.somewhotookpartgavedetailedanswersthroughtheonline platform Survey Monkey.Noparticipantswished to remain anonymousand were happy to sharetheir identities and contact details, even activelyrequestingtobeputonlists.fulltranscriptsandfurtherdetailsareavailableonrequest. 3
ProjectOverview The research aimed to identify how the use of film education, as an aid to learning, can be encouraged across the curriculum in teaching schoolsanditsplacewithinuniversities. Theresearchaimedtoidentifythefollowing: Current situation in education regarding film being used in Universities/ITT Methods students and teachers use when using film Barriers students/teacher s face when using film and innovative ideas for using film. Ways current practice using film can be improved. Suggested ways Universities and teaching schools can assist Introduction of film into curriculum 4
SummaryofKeyFindings Few teachers are engaged in the filmmaking in order for their students to learn from this technical making process There was general consensus that teachers were enthusiastic about the film making process and worked together to generate new ideas Due to Ofsted demands it was reported that it was difficult for teachers to fit film education into their curriculum It was reported that teachers were worried about using film education, as Ofsted encouraged demonstrating students learning in 20 minute chunks Teachers at different stages of their career still report their lack of confidence in using filmmaking technology. The teachers felt that a lack of teacher support in schools perpetuated this inability to use film technology. Some teachers still do not regard the use of film as a reliable learning tool compared to using text. Only a small minority of teachers value the opportunity of using, simple, affordable and easily accessible technology like flip cams. It was reported that some schools planned to invest in ipads for film education in 2013. Due to teachers not being able to access London film seminars and events it was recommended that there is a market for local training hubs and resources. 5
Barrierswithinteachingfilmeducationinschoolsanduniversities Thefollowingcommonthemesandbarrierswereidentifiedwithinbothteachingschoolsanduniversities: Key Common barriers Key Common themes Universities Schools Lack of time Lack of themes Demand for outreach the BFI to run local sessions A course specialising in the use of simple, affordable technology Lack of funding Lack of funding University-based training within schools Suggestion for film courses to take place within schools. School firewalls make it difficult to access the internet. Schools and firewalls The BFI to re-publish it s PDF guide to the filmmaking process. Suggestion for literacy classes short films based on short sections of literature Poor resources video cameras and editing technology Poor resources video cameras and editing technology Incentivisation for children to recognise learning within their work with film. A contemporary version of Talking Heads by Alan Bennett. London-centric training and resources lack of regional training hubs and resources A demand for outreach i.e regional training hubs and resources. To look at what works within a classroom as opposed to class-based evidence. Actors to tell part of a story on film and lead the children on to tell the rest of the story on film. 6
Key Common barriers Key Common themes Universities Schools Teachers and students teachers who are afraid of technology. Teachers and student teachers that are afraid of technology. For filmmaking within film education to be a collaboration between teachers and children. Acknowledging the importance of teaching the grammar of technology. Key Common barriers Key Common themes Universities Schools The limitations of oneoff Outreach and local resources resources. The need for sustainability oneoff resources are inadequate. Potential for the BFI to utilise The Wroxham School space to hold events for the school alliance. The technology taught and equipment used on courses, is not compatible with the resources available within the school. People are restricted by the view that advanced equipment is essential for film education, whilst others embrace the freedom of using simple and affordable equipment, such as mobile phones etc Film education should incorporate a study of the creation of meaning within film. Film education resources to be made more readily available. *BarriersfoundonlyinTeachingSchools: Firewalls Permissionrequiredtofilmchildrenintheclassroom *BarriersfoundonlyinUniversities: Theshortacademicyearmakesitimpossibletoutiliseallresourcesonoffer Veryfewuniversitiesseemedtohavemadelinkswithlocalcinemasortrainingbodies 7
RecommendationsMadebyUniversities Demand for outreach andlocalresources the BFI to run local sessions,evenforareasasclosetolondonasreading,toallow universitiestosaveontimeandcostspentontravel. University based training within schools trainee teachers to take film projects into schools to experience the practical and theoreticalaspectsoffilmmakingasateachingtool. TheBFItore publishitspdfguidetothefilmmakingprocess.publishedapproximatelysevenyearsagoandconsideredahighly valuabletoolbyoneofthoseinterviewed,asitenabledthemtohaverealisticexpectationsofwhattheycouldachievewithinthetime availabletothem.theystatethatitwouldbeofgreatusetoteachingschools. Incentivisationforchildrentorecogniselearningwithintheirworkwithfilm. Tolookatwhatworkswithinaclassroomasopposedtoclass basedevidence. Forfilmmakingwithinfilmeducationtobeacollaborationbetweenteachersandchildren. Filmeducationshouldincorporateastudyofthe creationofmeaning withinfilm. RecommendationsMadebyTeachingSchools Acoursespecialisingintheuseofsimple,affordabletechnology,whichalsoprovidesteacherswithsoftware(compatiblewithwhat theyaretaughtonthecourse)totakebacktoschoolsforimmediateimplementationanduse. Filmcoursestotakeplacewithinschoolsthatenableteachersandchildrentolearnatthesametime. Acknowledgingtheimportanceofteachingthegrammaroftechnology. Film education resourcestobemademorereadilyavailable,perhapsacentral body providing film education resourceadvice, basedonline. Accesstouptodatecameras,computers,andeditingpackages. Adviceforschoolswhoalreadyhavefilmeducationtechnologytotakethenextstepinimprovingtheirresources. Thechampionsoffilmeducationinareas(likeLincolnshire,DevonandWales)tocometogethertosharetheirlearninginorderto progress. LobbytheGovernmenttosetupregionalandnationalhubsfortrainingandseminars. Publisha quick reference film catalogue/bank resource,includingu&pgfilms,detailingrelevantclipsfromfilms(likethenew Thinking Film Resource) to save teachers from spending time looking through whole films in search of appropriate and relevant clipstoshowinclass. [Specialistafter school]trainingintheuseofnewtechnology(likeipads)forfilming,andnewmediasoftware internetbasedand other forwatching,andwaysoffindingoutwhat savailable. Fundingforcamerasandotherfilmtechnology. 8
TableofquestionnairefindingsinUniversities&TeachingSchools Title A Director of Graduate Teacher Programme and Head of ITT. (University of Reading) Voluntary workshops. Evening or weekend seminars. Filmmaking process is where the learning takes place. Filmmaking attractive to kids and an ally to teachers. Not enough time to be able to spend on filmmaking due to packed agendas for the curriculum. The ITT Director asks his students to bring in cameras; however, they have to deal with varying format problems as a result. There is demand for outreach. Trainee teachers to take film into schools to experience the practical and theoretical aspects of filmmaking as a teaching tool. Recommended republishing a BFI, PDF booklet on the filmmaking process for use in schools published 7 years ago. Title B Professor of Learning Innovation (University of Aberdeen) The advent of ipads in classrooms may get rid of problems in accessing the web. Potential for the Locket Process to become an app for ipads but too expensive to create. There is a perception from teachers that Incentivisation - linking the locket process to children s recognition to learning with a badge. Important for teachers and The Locket process the critical incident technique see original transcripts (link to original transcripts) Teaching and 9
there is a lack of time available for the filmmaking process group work can reduce time needed. There are also ethical issues of permission in terms of filming children in the classroom. students alike to collaborate in the filmmaking process. Outreach needed and local services. Open to doing pilots. Learning observatory (link to original transcripts) The Video Diary Keeping the video diary helps encourage the teachers to articulate how children learn. Setting up the camera helps teachers overcome any technical fears they may have. Title C Course Tutor, English PGCE (University of York) Staff should be released for training days where possible workshops, seminars and e- learning modules with accreditation are preferable forms of training see link to full transcripts for other practical training considerations. The links to classical texts are particularly useful to English trainees and teachers as ways into texts. Teachers are worried about using film in the classroom due to Ofsted stipulations. The tutor tries to get the ITT students to read between the texts and reading film encourages students ability to analyse, deduce and consider audience and purpose. 10
Title D PGCE Programme and Senior Teaching Fellow (Bristol University) Title E Lecturer in PGCE (Goldsmiths University) Twilight courses and Summer term are preferable for training. The lecturer would be interested in getting involved with other people and sharing knowledge. Equipment is easier to use within Universities, rather than schools, as there is already decent equipment available. People need to understand how film works in terms of making meaning and not just how to technically make a film. Film education should incorporate a study of the creation of meaning within a film. Various different methods for approaching reflecting on film to help across the range of the curriculum. Positives Barriers Recommendation Methods Flip cameras have catapulted progression. Lack of interest in film at Goldsmiths due to out-dated equipment. Example Videopapers software is used as a tool for reflection for student teachers. Students film themselves teaching film and then self-assess this monitors/tracks what the students are thinking. By this point students can recognise what outstanding practice looks like crucial tool to recognising own self-development. 11
Title F Head Teacher - (South Farnham School) Title G Deputy Head (The Wroxham School) The best time of the year for training is the first quarter to avoid tiredness. Positives Barriers Recommendation Methods Not enough funds for the National Teaching School to be a selfsustaining system. Most important barrier is that if technology is not immediately available to use within the school, the knowledge gained is lost. Software needs to be taken immediately away so that knowledge can be utilised. Other recommendations on transcript. A course on the use of simple, affordable film technology is needed. Another course taking place within schools enabling teachers and children to learn at the same time. Other recommendations can be seen in the full transcript. There were many methods cited (see link to original transcript) Training films aimed at managers, are shown to student teachers for transferable elements relevant to teaching. An alliance of 30 + schools makes it affordable to get quality training in schools. There are drawbacks and incentives for recording film directly onto You tube or Vimeo. Resources for film education need to be more readily available. There needs to be a central advice body which schools can Film is used in poetry using green room technology other methods cited in full transcript. 12
Other drawbacks on transcripts. visit online. Other Recommendations on linked transcript. Title H Senior Consultant Digital Media CfBT Title I Training and Development Administrator (Millais School) London-centric film education training regional hubs would help stop this need to lobby government for funding. Other barriers cross over with previous and are on full transcript. Approach of film education within East Lincolnshire as an aid to learning could be adopted by Devon and Wales - should be working in a shared way. Make sure not so London centric by providing regional training hubs. One of the suggestions was to have courses run by local providers evening courses not viable after busy working days. Some staff members did not want to take time out of the preparation period leading up to exams and assessment regarding film education. One good idea was to have a film education grant. 13
Title J Headteacher (St Eanswythe s CE Primary School) Kent Title K Deputy Course Manager (Maternity cover) (Leicester and Leicestershire SCITT (Primary School) Best time for training is a Friday morning when the teachers have their staff meeting. Barriers similar to those of other training providers came up. Quick reference catalogue for specific clips. Training in the use of ipads Advice on what resources are out there other than You Tube and how it can be employed. Editing is not part of the children s film education, as the teachers believe this would be asking too much of primary school children. Other barriers on transcripts. A bank resource of U and PG certificate films with a quick reference list stating which section of each film is good for literacy. Would mean teachers didn t have to trawl through whole films, looking for relevant sections. Film outstanding lessons from teachers, which can be used as learning tools for other trainees and maintaining standards. One method could be choosing a newspaper article and the children act the story out on camera, pretending to be the reporter and then watch it back, breaking the story down grammatically and looking at how the story is told. 14
SummaryoffeedbackCPDeventsheldinNov/Dec2011 ManchesterMetropolitanUniversity The response to the email enquiry was brief. The respondent said the feedback from the group was positive with everyone enjoying the experience.shedoesnotknowiftheattendeeshavebeenutilisingtheinformationtheyreceivedintheirpractised,andattendeeswouldneed tobecontactedtofindout.shesaiditis highlylikely thatthelecturersandstudentteacherswouldlikemoretrainingandasimilarevent. Theywouldbepreparedtopayforsuchaservicebutitwoulddependonthecost. CambridgeUniversity Thegroupwasappreciativeoftheeffortsandcontributionsmadebytheteamwhorantheevent.Overall,theeveninghadgonewell. Theydidnotcarryoutanyformalevaluationsoftheevent. Comment: SpeakingasaSecondaryspecialist,IfounditdifficulttoencouragelecturersorstudentsfromSecondaryPGCEcoursesotherthanEnglish,to attend.atthemoment,peoplearefacingaquiteextraordinaryrangeofpressuresandarehavingtoprioritisecarefully.onapracticalnote, thereweresomeissuesaboutkeepingtotime,whichwereslightlyproblematic.settinguptheeventalsoinvolvedthethreeofusatthisendin quiteabitoftimespentplanning,liaising,sendingoutpublicityandsettingupsessionsonthedayitself.i mafraidtherewillbelittleornot moneyforthiskindofadditionaltraininginthecomingyearandisuspectthatevenifsucheventswereofferedfreeofchargeagain,itwould remainverydifficultforpeopletomakeitapriority.speakingformyself,iwouldcertainlyfinditdifficulttospendasimilaramountoftimein liaisonandorganisation. 15
APPENDIX QuestionnaireMethodsChosenbyUniversities: TelephoneConversation SurveyMonkey Email UnwillingtoPartake UniversityofReading InstituteofEducation Goldsmiths UniversityofAberdeen UniversityofBristol UniversityofBirmingham UniversityofYork QuestionnaireMethodsChosenbyTeachingSchools: TelephoneConversation SurveyMonkey Email UnwillingtoPartake TheWroxhamAcademy(primary) StEanswythe'sCEPrimarySchool MillaisSchool(secondary) SouthFarnhamSchool(primary) LeicesterandLeicestershireSCITT EastLincolnshireGTB SouthfieldsCommunityCollege SouthfieldsCommunity SaltfordCofEPrimarySchool College LimesFarmJuniorSchool SandgatePrimarySchool SuffolkandNorfolkPrimarySCITT 16