Securing a place for film within the ongoing life of a Scottish state secondary school

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Abstract

Scottish teachers interested in working with film frequently find themselves faced with a significant challenge in acquiring the confidence and experience to work with this medium in the classroom. Film education does not yet form any significant part of Scottish teacher training programmes and, as such, incorporating film in a medium-specific manner into curricular teaching can be a challenge. This article explores the perspectives of two secondary school teachers at John Paul Academy in Glasgow, who, with the support of UK-based film education charity Into Film, have begun to explore concrete, long-term ways of integrating film education into the school curriculum.

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Researching prior learning: How toddlers study movies

Cary Bazalgette (2018)

Taking issue with Bergala's dismissal of students' prior learning, disdain for popular culture and implicit preference for film education as a secondary school subject, this paper argues for the importance of studying children's earliest encounters with both films and television (summarized as 'movies'). The research described here was based on the hypothesis that a learning process must be under way in these encounters, enabling children to follow much of the multimodal complexity of mainstream feature films by the time they are 3 years old. A longitudinal, ethnographic study of the researcher's twin grandchildren between the ages of 22 and 31 months used video to capture phenomena such as focused attention, repeat viewing, emotional responses, utterances and gestures. Analysis, using embodied cognition as well as sociocultural approaches, revealed the extent to which 2-year-olds are starting to follow, enjoy and reflect upon movies well before they can understand the words in their songs and picture books. The findings have implications not only for film education with older students, but also for early years research, and for the production of movies aimed at this age group.