A fun activity as students think for carefully about how what we see is often constructed for us. Can be used in conjunction with film studies in English.

According to most sources there are only 7 story archetypes upon which all stories are built. Aaron Spelling believes there are only 5 in film. This poster presents those 5 colourfully. A valuable addition to the English classroom. Suits any English class.

An 18 slide presentation. We need to approach film as a medium in itself with its own language, signifiers and methods. The most important signifiers are the types of shots the filmmaker chooses to employ. Shot types are to filmmakers what rhyming patterns are to poets. The building blocks which give the structure shape. Learning to recognise shot type and function will assist students in applying critical thinking to the study of film and make them more visually literate.

A 14 slide presentation. Mise-en-scene deals with the choices that the filmmaker has made in constructing what the viewer sees. It includes all the little things that make up a scene. By close reading of mise-en-scene the viewer begins to comprehend how small, unremarkable aspects of a film can affect our understanding. Aspects include lighting, acting, colour, make-up and costumes.

A 10 slide presentation. It is important that we use the correct terminology when we talk about film, also that students understand how terminology or theories can cross mediums. These terms are not unique to film, indeed we know them from written texts as well. However by remembering them and exploring how they relate to film we get a firmer understanding that film, like novels, plays, poetry etc, are texts which can be read and out of which we can make meaning.

A 10 slide presentation which outlines the elements of film that are required for it to be designated a classic. Useful when teaching visual literacy and film in English or media. Helping students understand that being a ‘classic’ requires particular attributes. I don’t know about you but I get really peeved when people use the word ‘classic’ as a synonym for ‘old’ or ‘dull.’ People arguing against the inclusion of classic literature in English courses invariably infer that if a text is a classic then it is old and irrelevant. This is simply not true of course. It is not even logical. After all we can talk about ‘classic’ cars and ‘classic’ fashion, none of which is either old or boring. We also talk about classic films and film has not been around for a particularly long time. So what makes a film a classic? What are the elements that we look for when we are deciding whether a film, or any work really, can be added to the classic cannon?

Film has its very own meta language and it is critical that our students understand that. This simple poster gives the most popular words needed when discussing film in the English classroom.

Using this handy scaffolding students can start to become more aware of the choices made by a filmmaker and the effect of those choices. This is a handy activity for doing at home either individually or in small groups. It can also be used with students of mixed ability as it can be applied to any film.

As books were to us, films are to our students. Like any text, a film can be read if you know the language and the signifiers that are used to make meaning. It is not enough to use film as an entertaining addition to our other texts. We need to approach it as a medium in itself with its own language, signifiers and methods. This way our students can still learn the important critical skills that they need while getting a solid understanding of visual literacy. This presentation takes us back to basics in preparation for a deeper study of film.

Film is an essential part of literature teaching in the 21st C and while there are lots of similarities in regards to teaching a text, there are very distinct aspects of film that our students need to understand. This ebook will provide the essential understandings that an English teacher needs to introduce film in their classroom. As always our material is deliberately curriculum agnostic, providing subject knowledge and skills which can be incorporated into any system.