[Kieran]

Hi Angie,

Thanks very much for your great evaluation of the filmmaking framework.

Which ones could you use with your students?
All of them are interesting.

I’m glad you find them all interesting.

Which ones are your personal favourites? Why?
I think the how-to’s would be my favorite, but I’d have to test them.

The how-to videos are one of the best to start off with.

My question:
Do you have any recommendations on video editing tools? I am intrigued by having the students make their vids, but I never make any myself and find this quite intimidating, I wouldn’t know where to start to combine the vids of the students for example.

I recommend the software that students already have on their computers or mobile phone. The Window Movie Maker software which comes with Windows is absolutely fine as is the iMovie software which comes with Macs. It’s not necessary to use any other editing programmes. I would also say that students will know more about editing software than their teacher, and if they don’t know how to edit a video, they learn how to do so very quickly.

Also, anecdote: I had wanted students to record their presentations in class once (uni class), it was only for them to evaluate themselves after the presentation. One of the students anonymously complained to the university and as I hadn’t had them sign wavers to have their image taken and I hadn’t included it in the course description before they signed up I got into trouble over the issue.

Oh dear!Not a pleasant situation to be in. It’s necessary for students to sign a waiver if their image is going to be shared.

Thanks again for your great evaluation, Angie.

All the best,

Kieran

[Kieran]

Hi Marialena,

Thanks very much for your great analysis of what makes these films good at fostering empathy.

Common general features of the films that foster empathy: cinematic scenes, music used to generate empathy,

Yes. The films all use music really well to generate empathy.

relatable or extraordinary characters, situations in which we could potentially see ourselves, our friends, neighbours etc., real life inspired problems / scenarios,

Yes. The relatable character and situations help to generate empathy.

close ups, focus on the individual characters,

The close-up shots help to foster empathy.

colours that match the soundtrack (dark when melancholic music / brighter when upbeat),

The use of color also generates empathy.

positive images about situations to which society tends to attribute negative features (e.g. disability / illiteracy).

Yes. Positive imagery about what society often tries to hide is another factor which can generate empathy.

Thanks again for your great analysis, Marialena.

All the best,

Kieran

[Kieran]

Hi Angie,

Thanks very much for your comments.

Have you used any of these new short film and video genres with your students?
No, a lot of them were new to me.

I hope you’ll be able to use some of these new genres in your classes.

Which genres do you think would be most popular?
I think branded shorts or virals.

Branded short and viral videos are two popular genres that tend to go down well in the classroom.

Can you think of any other new genres?
No, you already surprised me.

I hope you’ve been surprised in a good way 🙂

Thanks again for your comments, Angie.

All the best,

Kieran

[Kieran]

Hi Marialena,

Thanks very much for your comments.

I would say that the values presented in the films are indeed important in my teaching context as well though given that I am teaching younger learners I feel that the format of the videos would be overwhelming. Of course these particular ones are for higher levels.

I’m happy to hear these values are important in your teaching context. There are, of course, other videos which promote these values which are more suitable for lower levels.

Thanks again for your comments, Marialena.

All the best,

Kieran

[Kieran]

Hi Angie,

Thanks very much for your comments.

Which of the activities using short films and videos to teach vocabulary do you think your students would like?
I like them all, and if I do, the students will ;o)

Good point! If you’re enthusiastic about the activities, students are likely to be too.

Have you used any other activities with short films and videos to teach vocabulary?
Fill in the gaps

Fill the gaps are fine but I hope you feel the activities vocabulary activities we’ve looked at in this Topic are more engaging and interesting 🙂

Thanks again for your comments, Angie.

All the best,

Kieran

[Kieran]

Hi Marialena,

Thanks very much for your great analysis of the framework.

I particularly like the idea of making a storyboard in order to prep the film visually….I’ll try to implement this step in the future though I fear that it’ll require a lot of explaining because storyboards are not that common in Greece. I’m afraid that students will feel that I’m making them do activities for children.

Yes. Storyboarding is a great way to prepare the story. I understand what you mean about perhaps facing resistance to a ‘childish’ activity. Canva have many great free storyboard templates that are definitely not for children. Here’s a link:

https://www.canva.com/create/storyboards/

I’m wondering: How would you suggest that we deal with students who already know how to film videos (e.g they’re YouTubers) and thus they don’t want to follow the steps because they feel that they’re already proficient enough and able to go to the filming step right away?

Really good point and one I hadn’t previously thought about. Perhaps the students who are already proficient at filming could help train other students in the collaborative film-making projects.

Thanks again for your great analysis.

All the best,

Kieran

[Kieran]

Hi Marialena,

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

Making a one-second film: I like how versatile this one is, it can be used for any topic and it doesn’t require a lot of effort from the students.

You’re absolutely right that this activity is really versatile.

Making a five-second film: Great for lower levels

This would definitely work with lower levels.

Making a one-minute film: I’m not sure about this one. Personally, I’m not a fan of having a favourite person whether they’re an actress/ actor, singer etc…Moreover, I think young students nowadays don’t really have favourite actors, they’ve still got favourite musicians…but I think YouTuber’s are re-placing actresses/ actors as student’s favourite pop icons.

You’d definitely know which type of icon would work best with your students. YouTubers and influencers might be more relevant than actors in many contexts nowaadays.

I do like the idea of students recording their classmates though so I could follow this format with a different topic!

Good idea to adapt the task to another topic.

Making a “how to” video: We did a very similar task some months ago and most students really enjoyed it and put real effort in producing their videos! The ‘how to’ was about one of their hobbies and they created videos between 2-3 min where they spoke about their hobby and explained how it’s played/ done etc. I asked them to write the script for h/w though and after they sent it to me and we discussed potential corrections they filmed the video individually at home.

The way you did the how-to video sounds great. I think hobbies work really well as students can showcase something they’re interested in or passionate about.

Filming a dialogue: I agree with Andrew’s observation! That’s definitely a bonus of this task! Though I fear that till Covid is over it’ll be tricky to carry out this task as current Covid measures require students to be seated during the lesson so that they maintain a safe distance ?

Good point about covid! Let’s hope it’s not too long until we don’t have to worry about social distancing in the classroom.

Thanks again for your great evaluation, Marialena.

All the best,

Kieran

[Kieran]

Hi Andrew,

Thanks very much for your great evaluation of the film-making task.

– One second film – this is my favourite of all the projects. It seems like an impossibly short time but I think it would challenge students to think creatively and use their imaginations. Like with the 5 second film, I’d make this a project over a month, turning it into a 1 second video diary compilation.

This is one of my favourites too. It does initially seem impossible to create a one-second film but it is possible! I like your idea of making this a project over a month.

– One minute film – good to get students into the habit of talking for a longer period of time, like they might need to do in exams, and getting them to give written feedback.

Great point. This could definitely be used for oral exam training.

– Instructional video – this builds on something my students have done before, for example recipes and science experiments. It gets them firstly thinking about instructions then writing their own, drawing on that existing knowledge. Feedback is just teacher to student which might benefit those who feel self-conscious.

Excellent point about this getting students to firstly thinking about instructions then writing their own, and then drawing on that existing knowledge.

– Film a dialogue – it gives everyone a role, not all students want to be in front of the camera. It also allows them to personalise the task, writing their own dialogues.

Great point that some students don’t like being filmed and this activity lets them choose another role.

Thanks again for your great evaluation, Andrew.

All the best,

Kieran

[Kieran]

Hi Angie,

Thanks very much for your comments.

Thanks again for your comments, Angie.

What is it about the short films and videos showcased in the text which makes them good for fostering empathy? Think about camera shots, colour, music, and dialogue.

They expose the students to different worlds.

Yes. The short films in the Topic definitely expose the students to different worlds. We might also like to explore how the directors use different cinematographic techniques to cause an emotional impact and foster empathy.

All the best,

Kieran

[Kieran]

Hi Angie,

Thanks very much for your answers.

Which of the activities in the text do you like most? Why?
I especially like the task of empathizing with a character… that can lead to interesting insights and growth.

Yes. The empathising with a character activity works well on a numbe rof levels.

Which of the activities could you use with your students?
I see the writing activities as suitable for teenagers. Though short writing activities work well with adults.

Yes. The writing activities work well with both teens and adults.

Have you used any other writing activities inspired by short films or videos?
Journaling on current issues including the vid we watched in class.

I like the sound of the journalling activity.

Thanks again for your answers, Angie.

All the best,

Kieran

[Kieran]

Hi Angie,

Thanks very much for your comments.

Which activities did you like the most? Why?
Great activities!

I’m delighted you like the activities.

Have you already used silent short films with your students? What was your experience like?
Only once, and several years ago. It was actually fun, but I felt like I hadn’t scaffolded the activity enough to get the most out of it.

I hope that after doing this Topic you’ll be able to use silent short films more effectively in your classes.

Thanks again for your comments, Angie.

All the best,

Kieran

[Kieran]

Hi Andrew,

Thanks very much for your in-depth evaluation of the framework.

I think that this framework is very clear and it gives students the guidance they need to be able to successfully create their own film.

I’m really happy you like the framework.

I think it would work with my students but there are some areas I think might be problematic:

– time management could be a problem for students, perhaps in the 1st step, but more so in the 4th.

Time management is definitely an issue in film/video production!

– editing might also be a problem, ensuring the film is a shared vision and not just one student’s interpretation

Yes. Editing could be problematic. One solution is to have various students edit the video but this can get messy.

– evaluating the process: now the film is made and students have watched it they might not want to reflect (or hear the feedback!)

Good point. Even though it may be problematic, this feedback stage is fundamental.

I think it’s still possible to do this in online classes but it would need to be approached more creatively.

The teacher can help by giving students the task/challenge of creating a film that must be made in the online environment (monologue, an interview, something like Mixtape with people in two rooms)

Great ideas! The examples you give are simple and realistic. There’s a danger of being too ambitious and nothing getting made.

For online classes students could still work collaboratively, and would be able to brainstorm ideas, storyboard and write a script in breakout rooms. They could even rehearse together online.

Good point. Students can still work collaboratively in online classes.

Filming might be a little more difficult to ensure quality video and sound (though this could add atmosphere like with The Blair Witch Project). They could record video through a Zoom meeting or do it it on their phones. Maybe the choice would also depend on their internet connection. This might take a long time and would require effective planning.

Yes. These are all potential issues and would require effective planning to ensure an effective end product.

Editing would need to be the responsibility of one student but perhaps they could watch all the footage together on Zoom and decide together what they want to use. That could also be time consuming.

I really like your idea of students watching all the footage on Zoom and then deciding what footage they want to use.

The final steps are still possible, with students having an online premiere and then giving feedback on the film and process.

An online premiere is a great idea!

Thanks again for your excellent comments, Andrew.

All the best,

Kieran

[Kieran]

Hi Angie,

Thanks very much for your comments.

Do you agree with the benefits of using short films in the article? Are there any other benefits that you can think of?
Yes, I do.
The main thing is really that it is easier to integrate than long/feature length material.

Yes. Short films are definitely easier to integrate into the language classroom than feature-length films.

To download and read the five generic activity sheets.
Great variety of generic activities!

I’m delighted you liked the activities.

Thanks again for your comments.

All the best,

Kieran

[Kieran]

Hi Andrew,

Thanks very much for your insightful comments.

What I’ve taken from this topic is just how many potential videos are out there to use in the classroom – a veritable smorgasbord of visual resources!

Absolutely. We’re now spoilt for choice.

I’ve only ever used music videos for listening activities (gap fills, correct the lyrics and so on).

An activity like this, that exploits the video, could be really motiving for my teens class and I’m going to give this music video activity a go.

Do you know the Lyrics Training website? It’s great for students who want to learn English through music videos and song lyrics. Here’s a link:

https://lyricstraining.com/

I’d also like to explore viral shorts in class because these are the sorts of videos students are coming across daily. I can use these viral videos to generate discussion and get students to share ideas with their peers. Would TikTok, Reels or IGTV videos work too?

Viral videos work very well to generate discussion in class. TikTok, Reels and IGTV videos would work well too but I haven’t used them myself. Here’s a link to an article on using TikTok videos in the classroom:

https://www.edutopia.org/article/headache-helpful-teachers-using-tiktok-classroom

I like the split-screen video, especially for comparing differences between old and new. I’ve done something similar with old photos, but being able to see the place in a moving image will engage students more and I think they’d look at the video in more detail. This could be used with a variety of levels, from a simple spot the difference to writing sentences using different tenses.

You’ve described the benefits of using split-screen videos really well. They can be used at a variety of levels by adapting the task.

A Place Like This is a powerful short documentary – the man was an excellent story teller and the way he recalled the events was so vivid. The filmmaker has contrasted the trauma of war with the tranquility of the garden beautifully. Students might typically find documentaries boring, especially if they’re long, but with something like this their attention can be focused and it can be more impactful. There’s a lot of emotions that could come out of a documentary like this. As a follow up task, I’d get students to write a diary entry or letter home, imagining they had been through that same experience.

It’s a great video, isn’t it. As you point out these short docs might appeal more to younger students than feature length docs.

In the course books I’m using there are infographics so students are used to seeing them, though they might find them quite bland. With infographic shorts the information is presented in a more dynamic way, and this might be a good way for students to practice note-taking and providing a written response to information or data.

I agree that the infographic videos are probably more appealing and engaging to our students.

Thanks again for your comments, Andrew.

All the best,

Kieran

[Kieran]

Hi Andrew,

Thanks very much for your excellent answers.

– Giving students a list of 20 expressions and getting them to tick off 10 is an activity that could be done with all levels. Having a list that features words that are not there is a good challenge, especially if they are words that sound similar to the actual word in the video. As indicated, it’s also an activity that doesn’t take the teacher long to prepare.

Yes. As you point out this activity can be used at any level and doesn’t take a great deal of preparation.

– I like the collocations activity where they have the first half and have to listen out for the second half. It’s good practice for their listening skills and they can see it used in context.

Yes. It is good listening practice. I think it may also help students learn these chunks of language.

– The Venn diagram activity is another I think the students would enjoy, especially thinking about what the characters have in common. Taking feedback after this activity would be a good way to see what language they had produced and feed in new vocabulary – adjectives to describe personality, for example.

I like the feedback stage you’ve added. This is another one which can be used at any level and doesn’t take a great deal of preparation.

With the lesson ideas, I like the activity that has 8 verbs in the word cloud. Getting the students to try and recall language they already know using these verbs is a useful test/review. We can also check they’re using the language correctly when they produce their own dialogues.

Yes. The 8 verbs in the word cloud helps students to produce language they already know.

– Bingo game: students write down words into a 3×3 grid. They mark them off as they hear them, and the first person to get 3 lines is the winner. It’s a fun activity, but if students are loud it might mean some of the vocab is missed. (A good way to teach them to watch and listen in silence, perhaps?)

Really nice activity. i didn’t know this one.

Word grab: Put students in pairs. Like with the 20 words activity, print the words out and lay them out on the table, face up, and at an equal distance between the students. Play the video. When students hear the word, they take the paper. If the both get it at the same time, they do rock, scissors, paper. At the end, check which words students have.

Great activity! I like the rock, scissors, paper to choose the winner of the word!

Matching/memory game: I’ve used a pelmanism for definition matching before. Students enjoy this type of memory game, and adapted it can work for all levels. I put 10 words and their 10 definitions on cards and put these face down on the table. Working in pairs or small groups, students take it in turns to turn over two cards, with the aim of reading the cards and matching the word to the definition.

Another great activity.

Thanks again for your excellent answers, Andrew.

All the best,

Kieran

[Author]

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