[Kieran]

Hi Gail,

Thanks very much for your great evaluation of the new genres.

Actually most of these are very useful and the students like them – of course it all depends what you do with them.

I’m delighted you find the new genres useful. You’re absolutely right that you choose the genre based on what you want the students to learn.

I’ve never tried the viral shorts.

Viral shorts are popular with students and they cover many themes.

I love Ken Robinson’s work – but find the very detailed animated lectures too much – overwhelming and distracting.

Good point. Some students seem to find the illustrations and text really helpful while others feel they distract from the narration and are overwhelming.

I had never seen the split-screen shorts. How do you find them? It is an interesting idea for doing comparison and contrast. Thanks for introducing me to this!

I find most of the split-screen shorts on Vimeo. Another way is to do a “split-screen short film” search on Google. Here’s a link to the results.

Thanks again for your great evaluation.

All the best,

Kieran

[Kieran]

Hi Gail,

Thanks very much for your great evaluation of the activities and excellent recommendations.

I found this one of the best topics thus far. I really like the creativity involved in many of these activities – rather than the usual fill in the blank, word bank, bingo, multiple choice etc. Thanks so much for these neat ideas.

I’m delighted you liked the topic and activities so much. I agree with you these activities are more creative and engaging than the typical fill the gaps, word bank, multiple choice activities that are normally used to develop vocabulary.

I really liked the film Words – a great activity with the word cloud preceding the film.

I also think Words is a brilliant film. It can be used over a number of sessions as there is so much vocabulary represented in the film.

I use games on Kahoot a lot for vocabulary. Students love the competition – the game element adds fun to class and students can work together as teams.

Yes. Kahoot activities are very popular with students.

VoiceThread has some interesting timed games that can be used for vocabulary and grammar. For example, you set up a checker board with collocations and they have a certain amount of time to match all the words. It’s hard to explain here – but fun.

This sounds brilliant! I like the way you use VoiceThread.

Thanks again for your great evaluation, Gail.

All the best,

Kieran

[Kieran]

Hi Gail,

Thanks very much for your great evaluation of the short films.

I enjoyed reading the other students’ analyses of how these films foster empathy.

Yes. It’s really beneficial to read what other colleagues think of the films.

I prefer the films that put you in the shoes of the main character – “Bells Reader”, “Moments” and ” Stand Up” – they are all very strong.

These three films do help to put you in the shoes of the character and for this reason are really powerful.

The film about the paralympic games was also incredibly strong, although I felt less empathy and more amazement at the abilities of the people shown. It had a certain shock effect because of the wide range of disabilities and achievements shown.

Yes. This one takes a different approach to the three films you mentioned above.

The Alphabet of Illiteracy also had a certain shock effect – I felt it did not foster empathy, but rather appealed more to my intellect – understanding that these awful ills of modern society are the source of much suffering. I found the connection to illiteracy less direct.

Yes. This one also takes another approach and is very wide-ranging in its subject matter. The organisation behind the video argues that research shows that people who are illiterate suffer more in all of areas shown in the film than a literate person – I think this is the connection with literacy they are trying to make.

Unfortunately, the bad quality of the film “Mankind is No Island” mars it. The flashes of words do get a message across, but somehow I feel the film is less effective than “Moments”.

Very good point. I agree that low film quality makes it less effective. It was shot on a mobile phone in 2008 on a budget of $58, but the quality is still very poor.

Thanks again for your great evaluation, Gail.

All the best,

Kieran

[Kieran]

Hi Michael,

Thanks very much for your excellent lesson plan outline.

Pre-viewing activity

Communicative Goal
Individuals: Could try to predict what they would see.
Small groups: Could compare notes, and speculate together on what they might see.

This is a nice pre-viewing activity. To scaffold the activity we could ask a question such as ‘What images spring to mind when you hear the phrase ‘old Korea’?

Viewing:

Providing students a handout with shot numbers and times, the check one of the following boxes:
1) I know this and can name it (in either Korean or English)
2) I know this, but can’t name it.
3) Don’t know it.
4) Bonus! I can tell you where this is located in Korea [doesn’t apply to all slides]

Great activity. I can see this working really well.

Post-viewing

Here, they would collaborate in their groups to complete the handout, if possible, and then the whole class can finish it off and have a discussion about why the filmmakers chose the objects that they did.

I like the idea of having a discussion about why the filmmakers chose the images they did.

Thanks again for your excellent lesson plan outline, Michael.

All the best,

Kieran

[Kieran]

Hi Michael,

Thanks very much for your great evaluation of the short film you selected – ‘Old Korea’.

language
There is no language here, only some ambient music (which is generic ‘eastern’, not traditional Korean)

The fact there is no narration or dialogue means it can be used at any level.

length
4′, which is just about perfect.

Yes. 4 minutes is ideal.

relevance and interest
This would be relevant to students in the “Global Korean studies” program.
I think it would be interesting to them as it is a mix of famous / familiar ‘old / ancient’ Korea and not so famous.
It also moves slowly (but not too slowly!) from shot to shot, making it easy to follow.

Yes. The short film would seem to be perfect for this type of course.

task potential
I think there is enormous potential here.

Yes, this film has a lot of potential.

1) As a pure ‘intro’ to old Korea (previewed before class)

Yes, it would make a nice introduction to old Korea.

2) As self-test of how much you can identify, by name.

This is a lovely idea.

3) As in-class group work, quasi-competition style, to see how many things groups can identify – with bonus points for identifying where, specifically, certain things are.

Yes. I think the element of competition would work well.

4) As a model for an end-of-term project, where the students would (or could) use the same style, but with their own images, and using their own voices to narrate.

Great idea to use the short film as a model for student production.

Thanks again for your great evaluation of the short film, Michael.

All the best,

Kieran

[Kieran]

Hi Michael,

Thanks very much for your excellent answers.

I really like this framework. I *don’t* think it would work in the K-culture class, but there is a ‘summer intensive session’ that students have in which they have 2-week / 4-week ‘mini-courses’ that they take. I feel like this would be ideal for that!.

The framework will obviously work better on some courses than others. I think you’re right that it would work on a summer intensive course.

I agree with the commenter above who mentioned that editing might be a problem, but this is something that would depend on the group dynamic and also something I could help groups with on an ad hoc basis.

Teachers often ask about the editing. As I mentioned in another response , most young people can already edit a video or learn how to do so quickly.

As for the online ‘problem’, I would build this into the whole experience: “Do what you can” + “Be creative”. As you said, let them run with it.

Letting them run with it is the right approach, in my opinion.

I’d also try to group Koreans in with non-Koreans, which some students resist (at least at first) but tends to work out in the end.

Mixing Koreans in with non-Koreans is a good option.

I don’t know that I’d be worried – or make them worry – so much about technical flaws, but focus on the experience of making the film.

The process is vitally important as is the language they use during the process.

Having an online ‘movie night’ with popcorn and drinks as a wrap up is a winner!

Showcasing their final products – their film – is a vital part of the process.

Thanks again for your excellent answers, Michael.

All the best,

Kieran

[Kieran]

Hi Michael,

Thanks very much for your great analysis of the filmmaking activities.

1 Second Film:
As is, expect I would make them focus on something ‘Korean’ – it can be something they love, or something they’re curious about – anything!

This one easily lends itself to a cultural focus. In fact, all of them do!

5-second films:
I could have them do these in *either* Korean or English – whichever isn’t their first language. If possible, they could also work in bi-lingual pairs in order to have some peer-help. Same topic as the 1-second film.

I like the idea of bi-lingual pairs giving each other support. Nice!

1-minute film:
Possibly, as a longer 2-part project for the term. They could do this twice: once in English/Korean (whichever *is* their L1), and then, later, in whichever language *isn’t* their L1.

Great idea to do this in both languages!

Film Reviews
This could be an alternate choice for a project, though I wouldn’t require students to do it in Korean unless they were at a sufficiently high level; probably English only.

This would obviously depend on the students’ Korean level.

Filming a Dialogue
This looks fun, but I wonder about the logistics – it would really depend on the specific scene. That being said, we could have students perform the scenes in their own language (and their own ‘culture’ – i.e., modifying it as they choose to fit into their own cultural norms) and then compare them. That would be fascinating – if we could make it work!

Good point about the logistics. You’d have to choose the scene carefully to make sure it’s feasible to do in the classroom.

These all sound like things the students would actually enjoy doing!

Yes. Students do generally enjoy these filmmaking activities.

Thanks again for your great analysis, Michael.

All the best,

Kieran

[Kieran]

Hi Michael,

Thanks very much for your answers.

Have you used any of these new short film and video genres with your students?
No, but I’m hoping to in the future as they look excellent!

I’m happy you’re enthusiastic about using these new genres.

Which genres do you think would be most popular?
I think viral videos would be of most immediate interest, but I’d try out ‘unknown’ genres on them as well.

‘Viral’ videos are often popular with students.

Thanks again for your answers, Michael.

All the best,

Kieran

[Kieran]

Hi Michael,

Thanks very much for your answers.

Of the generic activities, I think #1 could be adapted for my students , but with the Korean vocabulary. I would add, because we’re watching mainly Korean films with English subtitles, that they ‘notice’ not (only) which character says the expression but how that expression is translated. This could prompt so good learning and class discussion.

I like this noticing activity. It would definitely prompt good learning and class discussion.

Of the detailed ideas, I think “Words” has the most possibility. This could be used to *both* improve their awareness of, and skills with, collocations and phrasal verbs as well as look at how difficult it is to ‘translate’ these into Korean (i.e., it’s often impossible).

“Words” is an incredible film. It can be used over a number of classes. One class could be dedicated to each of the eight verbs used in the film.

Thanks again for your answers, Michael.

All the best,

Kieran

[Kieran]

Hi Michael,

Thanks very much for your excellent answer.

Thinking about my upcoming classes (not only K-culture but also advanced discussion) I think that two films: “Moments” and “We’re the Superhumans” would be great choices. This is not only because analysing them in terms of the cinematic techniques used, but because these two things are ‘hidden’ in Korean culture. That is to say they are present, but there is still a stigma attached to them and they are not discussed – they are largely ignored in most discussions of Korean society unless you are working with people in those sectors.

Those are two good shorts to work on. Many societies try to hide homelessness and disability.

I think it’s very important for (Korean) students to learn that difficult topics need to be discussion openly and honestly.

Absolutely. I agree that students need to learn that difficult topics need to be discussed openly and honestly.

Thanks again for your excellent answer.

All the best,

Kieran

[Kieran]

Hi Michael,

Thanks very much for your answers.

Did you enjoy the films and videos?
Yes!

‘m happy you enjoyed the films and videos!

Are the values presented in the films and videos important in the culture of your teaching context?
I think discussions of values are important – and becoming increasingly more important – even though I’m “just” teaching ESL/EFL. For the K-culture class I’m prepping at the moment, values discussion will be an integral part of the course.

You can definitely work on values in the culture course.

Are there any short films related to values that have worked well with your students?
I don’t think I’ve done this – yet.

I’m sure you’ll enjoy working on them in the future.

Thanks again for your answers, Michael.

All the best,

Kieran

[Kieran]

Hi Michael,

Thanks very much for your great answers!

Have you used short films and videos as writing prompts before?
Not from short films / videos, but from paintings and pictures.

Using a screenshot from a short film as a wriitng prompt is very similar to using a painting and a photo as a writing prompt.

Have you used any other writing activities inspired by short films or videos?
one review activity I did worked very well. I had small groups of students write a journalistic interview with the lead character from some of the films we had studied. They had to use a mix of ‘thin’ and ‘fat’ questions (thin = closed, yes/no; fat = open, requiring longer answers). They had to construct the series of questions, and then write the answers as they believed the character would have answered them. One group totally rocked it. The interviewee was “Blade” (Wesley Snipe’s grumpy vampire killer). His answer to every question was either a grunt or a growl. ?

This sounds brilliant!

Which of the activities in the text do you like most? Why?
I really love the “Two characters”. the “How are they feeling?” question leads nicely into a “How would you express this in your / in Korean culture?” (Sorry, I’ve phrased that last awkwardly.)

“Two characters” is a popular activity. I like how you’ve adapted it to focus on culture.

I also like the empathy question, as I think empathy is an important aspect of intercultural communication.

Empathy is definitely vital in intercultural communication and intercultural communicative competence.

Which of the activities could you use with your students?
All of them!

I’m delighted you like all of the activities!

Thanks again for your excellent responses, Michael.

All the best,

Kieran

[Kieran]

Hi Michael,

Thanks very much for your great evaluation of the silent film activities.

1. Observation Questions
I would alter this by starting with basic observation questions, and then ask them:
“What do you see as an example of Korean culture here?”

Great that you’ve added a question to suit the needs of your teaching context.

The class discussion would (possibly) focus on their answers to this question. I might also give them more time to ‘rank’ their answers from most significant to least significant – to give them something to reflect on.

I really like this ranking activity.

2. Food for thought.
I would have my students do this, but have them consciously think of what a typical member of their culture might be thinking. After, the class can do some cultural comparison.

I like the way you’ve adapted this to focus on culture. Nice!

3. Reconstruct a story
This is possibly too difficult, but students could ‘reconstruct’ the story of a short film as it would / could happen in their own culture.

It would be possible to get students to reconstruct the story of a short film as it would happen in their own culture. I like the idea. You could use it with some short films but not all, I think it would depend on the narrative.

Thanks again for your great evaluation, Michael.

All the best,

Kieran

[Kieran]

Hi Michael,

Thanks very much for your great analysis of the activities.

Hello there! (Plus, apologies for my absence.)

Absolutely no need to apologise. Great to have you back!

1 Do you agree with the benefits of using short films in the article? Are there any other benefits that you can think of?

I do, and I can’t think of any other significant benefits. I think the benefits listed cover the bases!

Yes. The benefits in the article do cover most of the bases!

2 To download and read the five generic activity sheets.

1. Viewing Guide
I like this (of course I do!). One thing I thought might be useful is to have individual students, or small groups, focus on one or two questions and then have the whole class collaborate to create a ‘comprehensive’ response.

I like your idea of having individual students, or small groups, focus on one or two questions and then having the whole class collaborate to create a ‘comprehensive’ response. Great idea!

2. Video Ads
I like this as well, and have used something similar in some of my classes. One question I might add is “How is the camera used in the ad?” Depending on what’s being sold, the camera movement can be very rapid, with jump cuts (eg in ‘late-night infomercials’) or use a very slow ‘ken burns effect’ coupled with das music (eg for charities who want to hook you emotionally).

Excellent idea to add the camera question.

3. Setting
I really like this for the course I’m preparing. I would add, because my course is focused on Korean culture, another question “What do you see that is, or might be, Korean about this setting?”

Brilliant to adapt this question to your teaching context.

4. Sound grid
I love this! The four areas make it very clear what students should be listening for. I will certainly use this in at least one of the films in my course “A Tale of Two Sisters.”

I’m glad you like this one. It’s great that you’ve decided to use this one in your course.

5. Listen then view.
I quite like this idea – I’ll have to give it more thought as to how to best use it.

This one works very well too.

Thanks again for your great analysis, Michael.

All the best,

Kieran

[Kieran]

Hi Andrew,

Thanks very much for your great lesson outline.

Pre-viewing

I’d show students a picture of the protagonist, Alma. I’d get them to describe her and make predictions about who she is and where she’s going, completing a setting/character analysis activity sheet.

Using a screenshot of the character would work really well with this film. I like your sequence of activities to go with the screenshot and think they would work really well.

While viewing

I’d get students to predict what’s going to happen in the film. Students will watch the film and it will be paused at key points. Students will share ideas in pairs and write down their predictions. The film will restart and students will check their predictions. Repeat this.

Your described the prediction process really well here. Again, I think this sequence would work well.

Extension activity: I’d get students to sequence events from the film, watch the film one more time to check.

Do you mean to put events into order here? if so, that would definitely work nicely.

Post viewing

I’d get the students to reflect on what they had watched and share their thoughts in class feedback.

This is nice. Perhaps we could scaffold this a little by giving students a few questions to discuss in order to guide them a little. For exaxmple:

How did the film make you feel?

Did the ending surprise you? Why/Why not?

What words would you use to describe Alma?

What words would you use to describe the film?

Students would then write a sequel, following on from what happens at the end of the film.

Writing a sequel would be a great homework task.

Thanks again for your great lesson outline, Andrew.

All the best,

Kieran

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