[Kieran]

Hi Yolanda,

Thanks very much for your great evaluation of the short film you would choose.

My short film is The Reader.

This is a great short film to choose!

Due to the nature of the alcoholic ad (Bells Whisky), it would be suitable for young adult through older adult.

Yes, I think you’re right that the short film is suitable for adults because of the prsence of alcohol.

The language starts from simple and grows into more complex forms.

Yes. The fact the story is told primarily visually means that it can be used at any level. There is in fact very little spoken language beyond the short conversation in the bookshop at the beginning, and the brief exchange between the father and son at the end.

The length is two minutes.

The short length makes it very easy to use in the language. It can be shown multiple times, each showing with a different task.

I think there is relevance and interest due to the subject of achievement.

Achievement is definitely one of the main themes and would be of interest and relevance to many teachers.

Learners can relate to the protagonist having a goal to read and why.

The director definitely encourages the viewer to empathise with and relate to the father.

The tasks can be based on visual elements like lighting, camera shots, character’s expressions throughout the film.

Yes. The short film has huge task potential. There are so many things we can do with the film. I really like your idea of focusing on the visual elements such as lighting, the camera shots chosen by the director and facial expressions and body language. As the story is told visually, it makes perfect sense to focus on these visual elements.

Thanks again for your great evaluation, Yolanda.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks for your great answers to this

Teaching English with the basic techniques may help as well (while still teaching the main language points with the students’ films). For example, I would explain how each technique supports visual communication, then I would show the final product using the techniques. To reach a larger audience, I would adapt it for online viewing, perhaps through Zoom or a free hosting site.

Again, you’re quite right to point out that we should remember we act as language experts not as tech or film experts. I really like your idea of explaining how each technique supports visual communication. I also like your idea of reaching a larger audience through Zoom or a hosting site.

Thanks again for your excellent answers, Yolanda.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for your excellent answers.

I think it could work as long as it pertains to language learning. An issue may become overly technical when it involves film techniques. I’m concerned that the students may become confused and frustrated with the process.

This is an excellent and very valid point. The key to integrating film-making in the language classroom is to keep it as simple as possible and not to focus on technical details and equipment.

To minimize this issue, I would probably stick to simple techniques like basic editing, background music, and lighting, since it’s a language course and not film school.

Spot on. Sticking with simple techniques is essential. It’s vital that we remember that we are language experts not film experts!

Thanks again for your excellent answers, Yolanda.

All the best,

Kieran

[Kieran]

Hi Rebecca,

Thanks very much for your great answers!

1. Do you think it could work with your students?
Yes, I acctually think this could work! If they are in groups and work together they will hopefully not be concerned about their speaking, also it depends of the class I am having – if it is a class that likes speaking or if it is a more quiet class.

I’m really happy to hear that you think the filmmaking framework would work with your students. I think you’re right to point out that the framework might work better with groups who enjoy speaking more as the framework is highly collaborative.

2. Can you foresee any problems?
Would be then if it is a class that doesn’t want to speak.

Again, you’re right to point out that the framework might be more problematic with groups who don’t speak much.

3. How would you adapt this framework so it could be used in online classes?
Oh, I don’t know.

As your classes are in person, there’s no reason why you should know.

Thanks again for your excellent responses, Rebecca.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for your great answers!

would use the one-second and five-second film activities. This is a great way for learners to capture moments that are important to them. It’s short and simple, and very adaptable to different levels. The learners can also talk at length about why these moments are important.

The one-second and five-second film activities are both great. As you point out, they help students focus on moments which are important to them, and then use these moments as prompts for speaking and writing. Both activities are short and simple which are real benefits when it comes to film-making in the language classroom.

This type of activity engages learners’ thinking and feeling about their reasons.

Absolutely. Students really have to think about why these moments are important to them and then express this in English.

I would also use the film review because it fosters critical thinking and encourages learners to organize their thoughts while expressing their opinions.

Yes, the film review is another great activity. It does definitely foster critical thinking. Students have to organise their thoughts while expressing their opinions.

My personal favorites are the one-second, five-second, and film review. I enjoy listening to other people’s perspectives and opinions.

Yes, all three activities encourage learners to express their perspectives and opinions.

Thanks again for your excellent responses, Yolanda.

All the best,

Kieran

[Kieran]

Hi Rebecca,

Thanks very much for your insightful comments.

I just want to say: What if.. a great question – it seems to be so much work, you try to plan something new, but then you don’t step into the unknown, you take routes you are familiar with – also I, here in Sweden, have National testing, and to prepare the students for that, which also can hinder to be creative, though I think I am more or less only giving the wrong reasons for not having the students create their own videos.

This is a really valid point, Rebecca. Your teaching context and the demands of the curriculum and administration, will obviously determine whether you are able to introduce video making into your courses. What I would say is that, although that it may seem overwhelming at the beginning, once you’ve started with very simple video making projects, and you and your students get used to the process, it becomes much less daunting. Nonetheless, your point remains perfectly valid.

– One-second film would be a fun activity to try out!
– Making a five-second film would be so fun – though I haven’t used imovie or such, but I can always learn.
– Making a one-minute film – this would also be interesting and fun, also educational. Here you can add vocabulary activity

These 3 activities are a great way to gradually introduce filmmaking. Going from a one-second film, to a five-second film and then to a one-minute film, helps students to build confidence and become more confident and proficient in the film-making process.

– Making a “how to” video – This I think would be very useful for my students since they are aiming to learn a profession.

Absolutely. In your teaching context, this activity would work very well as they can illustrate skills they need in their future professions.

– Making a film review – This I liked also, and I think the students I have can benefit from this, I liked that it was focused on vocabulary, perhaps I can have a bit more vocabulary. My concern is that my students are a bit shy to speak English, though the majority speaks very well, pronunciation and so on, but to share it, I am not sure they would like to or perhaps if they are in groups and working together they might feel that they are not alone.

Making a film review is an excellent activity. I take your point about teenage students being shy about speaking – this is often the case. To overcome this, you could tell students that only you, the teacher, will view their videos. Another option, as you point out, is to get students to work in pairs or small groups; this often builds their confidence as they have the support of a peer or peers.

Filming a dialogue is also good for my students, to perform and act and remember lines!

Yes, ‘filming a dialogue’ is another great activity – they develop lots of really useful skills.

Thanks again for your great comments, Rebecca.

All the best,

Kieran

[Kieran]

Hi Rebecca,

Thanks very much for your excellent answers.

I would use the short film “One Small Step” by TAIKO Studios, and would try to use it to teenagers, perhaps intermediate level, since that is the age of students that I have got.

Yes, this is a great choice. It’s perfect for teenagers. It works well at intermediate level but can also be used at lower levels because the story is told visually primarily.

– language – Perhaps, here you could work with language connected to feelings, and space.

Yes, working on vocabulary related to feelings and space makes perfect sense.

– length – 7:40 it is a little longer than perhaps the best length, though I could stop when she is lying in bed crying and ask them to write what she might be feeling – and then stop again 6:16 when she is holding the letter – ask again for them to write how they think she might be feeling.

Yes, 7:40 is a little longer than the optimal length of 3-5 minutes which I recommend, however, as you point out, we can break it up into 2 or 3 sections.

– relevance and interest – overachieving, sorrow and feeling lost – I think that the majority of teenagers are at some point – and it is important to speak about and not keep it to themselves.

Absolutely! The themes the film covers are very relevant to teenagers.

task potential – “Food for thought” in the activities which were presented in “Using silent films to teach language” would be excellent here!

The “Food for thought” activity would work beautifully here.

Thanks again for your excellent answers, Rebecca.

All the best,

Kieran

[Kieran]

Hi Rebecca,

Thanks very much for your great answers!

I am getting confused, I think I might have also answered this in another post, but I cannot seem to find the post that I answered it in. I think I wrote about “wings” but perhaps that was some other post similar to this, oh I think it was regarding silent films.

I think you posted your answers to Lesson 1 Module 1 ‘The Benefits of Using Short Films’ in the wrong thread but that isn’t a problem. I answered them in the other thread.

1. Which of the activities in the text do you like most? Why?

As always, I liked every activity, they are all useful! I cannot say one specifically – it depends of the short film.

I’m really happy to hear that you like all of the activities. You’re right when you say which activity you choose, would depend on the short film.

2. Which of the activities could you use with your students?

As I said it all depends – all are useful – though if you perhaps use “One Small Step” by TAIKO Studios from youtube, then perhaps “intruiging title”, “Two characters”, and “Empathising with a character” – this since this short film is about, how much you can push yourself, and what this creats – how much is it worth pushing yourself, also this short film is about sorrow and so much more – that is why I would use these three writing activities mainly to this short film, at least.

I know the short film “One Small Step” and it has loads of potential in the language classroom. Yes, the “intriguing title” would work well here. The “Two characters” activity would also be great here, as would the “Empathising with a character” activity. All of these writing activities would work really well with this short film.

3. Have you used short films and videos as writing prompts before? Did your students enjoy them?

I have, though I haven’t used it as I would have wanted this year – since I have had private matters which has been my focus – though also now I see how you can use generic assignments/activities, that is not that time-consuming.

Yes, spot on. The key to using short films and videos as writing prompts is to use these generic assignments/activities which save you time. As busy teachers, we just don’t have enough time to come up with our own original writing tasks for every short film or video we want to use. It’s much more efficient to use these tried and tested generic writing activities.

4. Have you used any other writing activities inspired by short films or videos?

I have primarily used – writing a sequel, though I have not given it that much though – I think I have just explained the term and then had them writing, which isn’t good, I see that now.. the activity “write a sequel” was in its simplicity well put!

I’m really happy that you like the simplicity of the “write a sequel” activity. It’s great one to use and students really like it.

Thanks again for your excellent responses, Rebecca.

All the best,

Kieran

[Kieran]

Hi Rebecca,

Thanks very much for commenting here.

I saw that I answered in the wrong post,

Don’t worry about posting in the wrong thread – it’s an easy mistake to make and it was no problem for me to respond t your insightful answers in that thread.

I am so, so sorry I have been under a bit of pressure lately and feeling stressed! Wich is sad since I do really want to engage and be fully “here” when doing, especially, this course. Since, this course is something I have wanted to take a while back – I had a plan to not take it online and do it in Barcelona, but it works in a way better to be online.

I’m really sorry to hear that you’ve been stressed. It’s absolutely no problem for me to give you an extension so that you can complete the course when you’ve got more time and under less stress. I’ll send you an email message.

Kieran and your team, I just have to say that I’m in awa of how you have truly created something every teacher should be aware of! Every bit is so interesting and I just want to start teaching this way!

Thanks so much for your kind words about the course – I really appreciate them.

Though, to the questions which I answered in the wrong post.
1. All of the numbered reasons for using short films in the classroom I agree with. I said something about that for my students it seems as if this ones are the most important: convenient length and attention grabbing, though presnt.day issues, written communication, silence and whole story – have all the same importance.

Yes, absolutely. The length of ths short films, the way they grab attention, deal with present day issues which are relevant to students and the way they act as prompts for spoken and written communication, make short films an excellent resource in the language classroom.

2. There I did answer fully with using Bravia – and the ad-WS

Yes, I remember your answer in the other thread. It was really good.

Thanks again for your comments, Rebecca.

All the best,

Kieran

[Kieran]

Hi Rebecca,

Thanks very much for commenting on the film genres.

Exploiting branded shorts

Yes, branded shorts work really well in the language classroom.

immediately though about “Bravia”, the ad I was talking about in one of these posts. This was a class I had a while back, but this is something I will have again.

Yes, I remember you referring to this branded short in another thread. It’s a great one to use.

Thanks again for your comments, Rebecca.

All the best,

Kieran

[Kieran]

Hi Rebecca,

Thanks very much for commenting on the activities.

They are great since they can work with any short film.

Yes, the fact they can be used with any short film is a big advantage.

I though liked “educate the heart”.

This is a really great one to use in class.

Thanks again for your comments, Rebecca.

All the best,

Kieran

[Kieran]

Hi Rebecca,

Thanks very much for commenting on the films.

I truly liked we’re the superhumans, it helps us remember what we are all capable of!

Yes, this is a great one. It does remind us of what we’re capable of.

I truly liked we’re the superhumans, it helps us remember what we are all capable of!

I’m really sorry you weren’t able to watch all the films. In principle, all of them can be watched online. I don’t know what the issue is.

Also, “stand up” was brilliant to have in the classroom!

Another great one which raises awareness of an important issue.

Thanks again for your comments.

All the best,

Kieran

[Kieran]

Hi Rebecca,

Thanks very much for your excellent answers.

I liked almost all of them, and they can be useful in my classroom!

I’m delighted to know you like the films and activities.

op of my choices were – “how to become a better person”, “Educate the heart”, “kindness”, “what is “success”?” also “Mary’s meals”

These are all excellent choices.

All of the values they bring up in these videos, be itkindness or such, are worth discussing in my classroom, all of them were brilliant.

Yes, all of the values are worth exploring and promoting, aren’t they?

I have had a project with happiness then the students worked with mindfulness and well-being, they worked with the website “feeling it” and watched a tedtalk with other things.

I’m really interested to hear that you did a project on happiness and mindfulness.

Thanks again for your excellent answers.

All the best,

Kieran

[Kieran]

Hi Rebecca,

Thanks very much for your great answers!

Yes, I have acctually used “Wings” in the classroom which is only with music, without speaking. The film is actually called ?’oar’.

This is a great short film to use, especially with younger learners.

Though, as a pre question I asked: Can you do anything you set your mind to?

This is a really good pre-viewing question to activate students’ background schemata.

Then we watched it, and after I asked again 🙂 can you do anything you set your mind to? The result changed after they had seen it, I think they got a new way of thinking about “anything”

This is a really good example of how one well chosen question can be the foundation for a whole class.

Post: What was needed to be able to fly?

This is an excellent post-viewing question which can be used with lower level students and younger learners.

Thanks again for your excellent responses.

Here I could use any of the activities, I believe all of them can be useful!

I’m really happy you feel you could use any of the activities in your teaching context.

the activity “Two characters” might be interesting in “Wings” since it is about two characters

Yes, this activity would work really well with ‘Soar’.

“Write a sequel” just because this can be fun!

yes, writing a sequel would work beautifully here and it would be fun for students.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for your great evaluation of ew short film and video genres.

I have not used any of the new short films and video genres with learners, but would love to do so.

Excellent to know you’re keen on using these new genres!

Because most of my learners work for corporations, they may enjoy the branded shorts and infographic shorts.

This makes perfect sense – these often work in a business/corporate environment.

However, some learner may want something different, so they may enjoy short documentaries.

The short documentaries are often very popular in many teaching contexts.

These would probably be the most popular, along with social shorts.

Social shorts are really popular. You’ll know which themes will work best with your learners.

The documentaries and social shorts may engage their thinking or present a fresh perspective on given topics.

Yes, spot on. These branded shorts can be great for presenting a new perpective on a theme.

Thanks again for your great evaluation, Yolanda.

All the best,

Kieran

[Author]

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