Alan Marshall Bella Edwards Bob Howourth Brian Davis Brenda Cook Carol Chilcott Claude Rimmer David Conn David Glover-Kirk David Parry-Jones David Scott David Talbot faustus group Jack Mundy Jacky Long Joan Clews Joan Goodyear John Vowles Kathy Stewart Kevin Hogan Lizzie Lane Lyn Martin Mary Lansdown Nicholas Selway Peter Sutton Richard Edwards Robert Chapman Robert Tooze Royston Tanner Sarah McGreevy Stephen Canaby This River Winding Tina Kelly Tom Hodson georgeT
notes for teachers 1-2 reading the poem 3 preparing for the film

4 viewing the film 5-6 working with the film 7-8 adaptation 9-11 responses

12-16 poetry workshop 17-18 storyboard workshop KS3 activities


Session 3: Preparing for the film

Brenda's fantasy world
Brenda’s fantasy world

Resources:

session 3: working with the film before watching

1. With pupils, discuss the way in which watching a film is different from the experience of reading a text, here are some ideas:

book film
a private experience shared experience
intended purpose for reading intended purpose for viewing
usually read in phrases or chapters usually watched in entirety
words on a page moving image - a complex combination of sound, images, colour, lighting and dialogue

2. Compare a clip from a film with an extract from the book from which it has been adapted, eg. Harry Potter.

Compare what you see on screen and what you imagine as reader; for example, length, narration of text, how the characters’ thoughts and ideas are presented, additions and omissions.

3. Discuss other books that pupils know that have been adapted to film. Discuss the differences between the two; discuss the impact on you the reader or you the viewer. Decide what you can convey to an audience in a written text which you cannot convey in images. What can you put across by using images that you could not put across in a written text? You might also like to look closely at one of the poems in Dal Yma Nawr, Still Here Now.

Teachers might like to look at the section on adaptation of text to screen in the Additional material section.

further discussion:

1. As a class, look closely at one or two clips from the films you have discussed. Identify key aspects of film language through working with these clips, see suggestions below:

2. Discuss what the term ‘film language’ means, including:

3. Together, create your own glossary of film language using this learning resource. Use the online glossary to check it when you have finished.

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