Archive: POV

POV Vol 3 no 2

PERSISTENCE OF VISION:ANIMATION AND POETRY IN PRIMARY SCHOOLS

Persistence of Vision was one of the Film: 21st Century Literacy pilot projects in 2009-10.  Working with 18 teachers and nearly 300 children in rural primary schools, it has shown that embedding critical and creative animation activities within the literacy curriculum over an extended period brings significant benefits to teaching and learning and enables both teachers and learners to see film as an integrated part of children’s learning, not as a specialism or an extra.

 

There are several elements to this report. Click on any link to go straight to the section that interests you.

 Report on Persistence of Vision

  1.     Summary
  2.     How it worked
  3.     Key Findings
  4.     New insights on the development of children’s creative and critical skills
  5.     Value of linking animation and poetry
  6.     Appropriate pedagogies
  7.     Technology
  8.     Teachers’ knowledge, skills development and training needs
  9.     Outputs and sustainability
  10.     Transferability and Key Findings for Funders, Project Managers and Policy-makers

 

Project Diaries

Diary 1 – an animator’s view of early training sessions

Diary 2 – a local authority adviser’s view of the whole project

Diary 3 – views from two animators, an LA adviser and a teacher

 

Children and Teachers Talking

 

Links

 

 

 

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PoV — Volume 1, Issue 3

Summer 2009

Editors: Jenny Grahame and Roy Stafford
One of the issues we always face is that in reality the status of film and media as cultural activities in the UK is very low.

Despite all the growth in film and media courses, the cultural status of our work has perhaps fallen since both showing films and making films became easier to access in schools. Examined courses in film and media are still only for the minority of students. How many schools still see putting on a film as an easy way to entertain students rather than as a cultural activity? How many of us have to accept that school visits to theatre or art exhibitions will take precedence over trips to the cinema? In this context, the idea of addressing the cultural status of other forms of media seems depressingly remote.

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PoV — Volume 1, Issue 2

Spring 2009

Editors: Nick Potamitis, Roy Stafford and Ian Wall

PoV2 has a theme of ‘progression’. David Buckingham argues for more research into what actually happens in media education classrooms. He believes that research reveals that children engage with media at an earlier age than is usually accepted and that this has an important bearing on progression questions. This is demonstrated in a report on a major project on moving image media conducted across primary schools in Lincolnshire written up by Jeannie Bulman and Chris Whitney. Jackie Newman and Roy Stafford then address the progression from GCSE to A Level in terms of the new Film Studies GCSE and John Wardle suggests how higher education should handle the transfer of students from the Creative and Media Diploma onto HE courses.

 

As well as the usual range of reviews, this issue also continues its coverage of the Film Club initiative with a follow-up article by Terry Bolas to his PoV1 offering and an account of what starting a Film Club operation in a secondary school actually means from Steve Murray.

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PoV — Volume 1, Issue 1

Winter 2008/9

Editors: Cary Bazalgette, Jenny Grahame and Roy Stafford

The inaugural edition of PoV looks at a range of pressing current issues that are important to everyone teaching media, but which are presented in terms of work in different sectors.

Cary Bazalgette questions the profileration of literacies, arguing there should be only one literacy and in Roy Stafford’s article ‘in the picture‘ offers an update on the Creative and Media Diploma. Other PoV articles include the first of two reports on Film Club by Terry Bolas while advanced skills teacher Elaine Homer writes about students as media authors. Jenny Grahame also looks at the role of continuing professional development and how it can best help media teachers. The issue also contains a number of reviews of the latest media education titles.

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