What are you watching and why?
It is important to teach your pupils the difference between watching for pleasure and watching to critially examine screen content. What do you want the pupils to learn from what they are watching? Do you want them to:
- Explore a theme, genre or form?
- Examine how a narrative, character or setting is developed?
- Analyse the use of techniques like camerawork, sound or editing?
- Discuss how a culture is portrayed?
- Be inspired for a creative filmmaking project?
- Discuss their emotional and evaluative response?
Ensure the class have a clear idea of why they are going to be watching the film and what they are going to be learning from it.
Choosing what to watch
Whatever form of film and screen content you're watching, make sure that has plenty of interest for your class, is appropriate for their level, and challenges their existing knowledge. Shorter texts (of 15 minutes or less, including short films, music videos, adverts etc.) are a good choice in class – they allow for multiple viewings in a short time period as well as leaving more time to delve deeply into learners' reactions to and understanding of the film.
Prepare yourself
Prepare yourself to use film and screen content in a lesson by analysing it yourself. If you need to build your understanding of film and screen language, use the Teaching Activites and Classroom Materials on Screening Shorts. If you want to examine a particular technique (camera movement, cross-cutting etc.) make sure it features clearly in your chosen content. Watch it carefully, noting down timings of interesting moments / technique use and potential questions.
Think about how you will introduce the film and screen content to your pupils and what learning activity you will follow it up with after the viewing. Some exercises require only part of the film to be shown on the first viewing. Be aware of this and how it relates to your lesson order.
Make sure you watch the film all the way through before screening it in class so you don't get caught out by content you were not expecting.
(Many of the films on Screening Shorts can be used across age groups but none are certificated. We have flagged up on the film summary page where we think the content is triggering or strong. You should still watch your chosen film first though so you are aware of its content.)
Prepare the class
It's a good idea to offer the class some insight and background into what they are about to watch. This is dependent on the content, pupils’ age and ability, and what technique you are examining (the element of surprise is crucial to some films), but you might want to:
- Display and discuss any new words or film and screen terminology. Our Glossary section and Film Glossary PowerPoint will help you.
- Differentiate concepts like form, scripted and unscripted, genre, cultural differences etc.
- Set the scene with any relevant historical or societal context.
Prepare the classroom
Watching film and screen content involves close listening as well as watching so make sure you create the ideal space.
- Give yourself time to check all the equipment is connected and running properly before the lesson.
- Make sure the video files work on the computer you will be using.
- Check your volume and speaker suitability. Negotiate with your neighbouring teachers to do something quiet while you show your film!
- Conversely, make sure you won’t be disturbing the class next door.
- Plan the seating so that everyone is comfortable and can see the screen.
- Make sure the room is as dark as possible. Switch off all the lights and, if possible, black out the windows.
- Remove any other distractions as much as possible (that includes no one scampering around the room during the screening - including you!)
Even with the most careful preparation, gremlins can still sneak in and make sure nothing works! Have another film and screen related task ready just in case it all goes pear-shaped.
Once is never enough
Before starting analysis of the film and screen content, let the class watch the film once just to become familiar with it. Subsequent viewings can be used to focus on developing their critical knowledge and skills. Each viewing will offer the chance for new observations and increased appreciation of the content.