Little Big Shots - Secondary Teachers - Sydney Opera House

HOUSE:ED 2012
Little big
shots
TEACHERS’ RESOURCES
SECONDARY
image: THE LOST THING [DIR: ANDREW RUHEMANN AND SHAUN TAN]

Introduction
These teachers’ notes have been designed to assist you with classroom preparation in relation to the
Little Big Shots Film Festival. We hope that this resource will assist your students to further enjoy and
enhance their performing arts experience back in the classroom. The activities are designed for
students from Years 7-10 and provide opportunities for students to explore how sound and moving
images in film create meaning.
NSW Board of Studies Syllabi has been used as guides for the planning of these activities. You should
adapt the activities to suit the student age and stage of your class and the curriculum foci and
outcomes used in your school.
Some websites are suggested throughout this resource. It is recommended that you first visit the sites
and assess the suitability of the content for your particular school environment before setting the
activities based on these.
Classroom Context and Curriculum Links
This performance provides the classroom teacher with many opportunities for learning activities that
link to the following curriculum areas:
NSW Board of Studies Curriculum
OUTCOMES INDICATORS
STAGE 4, ENGLISH
Outcome 1: A student responds to and
composes texts for understanding,
interpretation, critical analysis and pleasure.
Outcome 3: A student responds to and
composes texts in different technologies.
Outcome 6: A student draws on experience,
information and ideas to imaginatively and
interpretively respond to and compose texts.
Outcome 9: A student demonstrates
understanding that texts express views of
their broadening world and their relationships
within it.
STAGE 5, ENGLISH
Outcome 1: A student responds to and
composes increasingly sophisticated and
sustained texts for understanding,
interpretation, critical analysis and pleasure.
Outcome 3: A student selects, uses, describes
and explains how different technologies affect
and shape meaning.
1.1 respond to imaginative, factual and critical texts, including
the required range of texts, through wide and close listening,
reading and viewing
1.5 interpret, question and challenge information and ideas in
texts through close study
3.2 respond critically and imaginatively to texts in a range of
technologies, including video, computers, print and
handwriting.
6.5 identify the ways characters, situations and concerns in
texts connect to students’ own experiences, thoughts and
feelings
9.6 assess representations of people, places and events in film
and the media
1.1 respond to and compose a range of imaginative, factual and
critical texts which are increasingly demanding in terms of
their linguistic, structural, cognitive, emotional and moral
complexity
3.3 identify and critically evaluate the ways information, ideas
and issues are shaped by and presented through technology

Outcome 6: A student experiments with
different ways of imaginatively and
interpretively transforming experience,
information and ideas into texts.
Outcome 9: A student demonstrates
understanding of the ways texts reflect
personal and public worlds.
VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS)
VELS STRAND VELS DOMAINS
Physical, personal and social learning •
•
Interdisciplinary learning •
•
•
Discipline based learning •
•
•
6.8 explain ways in which film-makers transform concepts into
film, including consideration of script, story lines, sustained
perspective, and visual and aural components of film-making
and their interaction
9.1 respond to and compose texts that reflect their expanding
worlds from the personal to the public
9.2 relate the content and ideas in texts to the world beyond
the texts
9.5 draw conclusions about their own values in relation to the
values expressed and reflected by texts, and their responses to
them.
Interpersonal Development
Personal Learning
Communication
Thinking Processes
Information and Communications Technology (ICT)
English
The Arts
The Humanities

Performance Description and Synopsis
Little Big Shots is Australia's major annual touring children's film festival and is perfect for students of
all ages. Each year the festival returns with a whole new crop of juicy screen adventures to amaze and
delight. An inspiring, meaningful and fun-filled festival, Little Big Shots features the best in local and
international children's shorts, animations, documentaries and child-produced films.
The films screening in Little Big Shots inspire discussion of world cultures, different languages,
cultural diversity, emotional intelligence and human values.
THEMES: CREATIVITY, IMAGINATION, GROWING UP
Package 7: The Next Big Thing
FILM COUNTRY SYNOPSIS
Daydream Israel
Fluffy McCloud Ireland
Flowers In Our
Garden
There ' s a
Hippopotamus On
Our Roof Eating Cake
The Vacuum Kid USA
Australia (Vic)
Australia (Vic)
THEMES: LOVE, DEATH, COURAGE, FAMILY
Package 8: Six to Tween
FILM COUNTRY SYNOPSIS
Push Past: Rob Dyer ' s
Skate Across America Canada
A mature, lonely child, jumps from sand dunes and
dreams of flying.
A short film about a friendly cloud with anger
management issues.
A documentary where children use their own stories
and drawings to communicate their experience.
With Zoe getting older, outlooks diverge about her best
friend's residence on their roof.
Kyle Krichbaum is a 5th grade kid who stands up for
what he believes in - his love for the vacuum cleaner.
Crossing UK Boy meets girl in a story about perception.
Mary and the Miners UK
What Remains USA
Broken Wings Australia
Junk UK
The story of 10 year old miner, Mary Watkins, in the
19th Century.
The last man on earth scavenges the ruins of
civilization, looking for survivors.
The story of two lost souls from the sky, fallen to the
world below.
An uplifting documentary about Rob Dyer’s epic
skateboarding voyage across Canada through
Skate4Cancer.
A tale of an obsession with junk food that may prove
hard to swallow.

Package 9: Tweenarama
FILM COUNTRY SYNOPSIS
Grandma Australia
Pizzangrillo Italy
Heaven Behind the
House
Norway
The Locket Australia (Vic)
First Date Australia
Out of Erasers Sweden
Disco UK
Sean is walking home to Grandmother's. What will he
encounter along the way?
At 65, Ettore is tired of life. His 10-year old nephew,
Luca, is worried for him. Together they rediscover the
joy of living.
A little boy follows a red thread that leads to the thing
he wants most in the world.
Opportunity comes to those who take it. It would be
easy to discard a worthless, old locket.
A young man prepares for an important first date. Does
he have the courage to take the final daunting step?
A woman going home becomes a victim of a strange
infection. She soon realises an epidemic is spreading.
July 1997 England. Meanwhile Danny is trying to tell a
girl named Pippa that he likes her.

LESSON TEACHING AND LEARNING ACTIVITIES RESOURCES REGISTER
PRE­SHOW ACTIVITIES
1 THE SHORT FILM
This activity is an opportunity for your students to reflect on the form of the short narrative film.
• Discuss the classical narrative film structure with the class. The following web link may be useful.
Classical Narrative Structure: http://inpoint.cinematheque.bc.ca/pdf/LanguageofFilm02.pdf
The short film is a particular type of film. Unlike the feature film, the brevity of its running time means that the film maker must
plan their ideas and concept carefully to ensure what they want to achieve can be covered in the shorter screening time. Like a
short story, characters and situations need to be developed and communicated quickly so that the complication can be
introduced within the early minutes of the film.
• View a selection of short films with your students. You may have copies of Tropfest DVDs or you can view short films
online. A couple of web links are provided below. You will need to preview these short films before screening them for
your students to check they are age appropriate.
National Film Challenge: http://filmchallenge.org/2011-Finalists/2011-finalist-the-night-rider.html
Film Shorts – The Greatest Short Films Online: http://www.filmsshort.com/festival-winners/Oscar-Winners-Short-
Films-1.html
• Ask your students to watch the films you have selected. As they watch the films, ask them to identify aspects of both story
and plot. They can use the Short Film Analysis Worksheet to help them distinguish between story and plot.
• As a class, discuss some of the features of the narrative structures of short films. Compare these features with the
narrative structures of feature films.
Computers with
internet access
Interactive
Whiteboard with
internet, or DVD
player
Short Film Analysis
worksheet

2 LITTLE BIG SHOTS AND OTHER FILM FESTIVALS
In this activity you and your students will learn about the Little Big Shots film festival and consider the function and purpose
of film festivals as cultural events. Use the following web link as a resource for this first activity: www.littlebigshots.com.au
• Ask your students to visit the web link and answer the following questions:
1. What types of films are in this festival?
2. Who are the films for?
3. Where will Little Big Shots programs be shown?
4. Look at the link to the lists of films being shown. What three films would you like to see?
5. What information is given about each film?
6. What are some good reasons for having film festivals for different groups and communities in our society?
7. Look at the list of films in these notes. How many different countries are represented and what are their names?
8. What are the benefits of viewing films from different societies and cultures?
• Ask your students to research one or two film festival (see suggestions in the resources list). In their research, ask your
students to use the attached Film Festival Research worksheet to help develop their enquiry.
• Divide the class into pairs. Ask each pair to imagine that they are choosing films for a film festival that will be screened
for students in their age group. They are only allowed to pick five films for their festival to show the class. The film
festival will have a specific focus on a genre/theme/s and/or subject matter.
• Ask pairs to work together in groups of four. From the combined list of ten films they now have to choose seven films to
show in their festival. They must order the films in a sequence for screening and explain links between films in terms of
genre, themes and subject matter. While each group is only allowed seven films in their festival, they can work together
to find other films to add to their screening list to make their thematic or subject content focus more cohesive.
• Each group of four is to create a title for their film festival. They can also design a poster, brochure or other promotional
material for their festival.
• Ask each group to share their ideas for their film festival with the class including explanations for their final film choices
related to the genre, themes and/or subject matter that the festival will explore.
Computers with
internet access
Film Festival
Research worksheet

3 FILM CRITICISM
• Revise film-making terminology with your students, in particular camera shots, camera angles and camera movement.
The following link may help with this activity.
YouTube - Camera Shots and Angles: www.youtube.com/watch?v=ZwbsYgZ7d-8
YouTube – How To Tutorial – Types of Camera Shots: www.youtube.com/watch?v=gy-PdW_xaic&feature=related
• Choose a short section of film from a movie that your students are familiar with. Divide the class into groups of three or
four and give each group one of the following areas to analyse in the film sequence. Each group will report back to the
class on how the film makers used these techniques to make the film action more engaging and/or to create meaning.
- Camera Shots and Angles
- Camera Movement
- Music/sound effects
- Acting
- Lighting (and special effects if there are any)
- Location
- Costume
• Visit the following Board of Studies NSW Assessment Resource Centre website. Here you will find some work samples
from students who have completed a unit on writing a film review for publication in a teenage magazine. Select some
examples for your students to read and discuss. In your discussion, identify strengths and areas for improvement.
Consider the use of evaluative language, reference to film techniques, and the structure of the reviews.
Board of Studies NSW – examples of Student Film Reviews:
http://arc.boardofstudies.nsw.edu.au/index.cfm?objectid=44B78621-AEF6-36B7-E68F0C4B9AB598B5
Computers with
internet access

POST­SHOW ACTIVITIES
4 WRITING A FILM REVIEW
This activity is an opportunity for students to share their responses to the viewing of the films in the Little Big Shots program.
Your students will complete a review of one of the films they saw. This can be completed as a class, in pairs or individually.
• The following questions can be used as guidelines for a discussion or written review of the films. A Film Review
Worksheet with these questions has been provided.
1. What was the title of the film?
2. Where was the film made?
3. What was the film about? ( Identify the main conflict facing the character/s)
4. If the film was representing a section of society, a cultural group or community, who were they and how well do you
feel they were represented?
5. Choose one character from one film that you liked the most. What were the needs of this character in the film?
6. Describe one moment you remember where the film makers used camera techniques to convey the subjective view
of the character.
7. What were the key themes and messages in the film? Who were these messages for?
8. What images were the most memorable in the film? Why?
9. What other camera shots, camera movements and angles were used in the film? How did the use of these camera
techniques help make the film interesting or enjoyable to watch?
10. Describe the type of music/sound effects used in the film. What sort of mood and atmosphere did the music and/or
sound effects create?
11. What criticisms do you have of this film? How did these weaknesses impact on the overall quality of the film?
• Share the reviews as a class.
• You might like to submit reviews to the Little Big Shots site and read some previous reviews.
Little Big Shots – Kids Page: www.littlebigshots.com.au/schools-and-families/kids
Film Review
Worksheet

5 YOUR OWN SHORT FILM
NB. This activity will require a substantial amount of time for planning and development.
• In this activity your students will write a short film script that would be about 7-8 minute in screen time. Remind your
students about the principles of narrative structure and the parameters that a short film time-frame creates for the film
maker.
• Ask your students to complete an initial concept map for their short film STORY addressing: Who? What? Where? How?
Why?
(The concept can be completed as a visual presentation to communicate this information. It can be either digital or hard
copy, including images, key words, clips from other films to suggest style/mise-en-scene etc.)
• Decide on the orientation complication and resolution for the film, especially the climactic moment in the film.
• Develop the PLOT by mapping moments of conflict or obstacles and key turning points in the journey of the character.
This should be imagined visually, as moments on the screen.
• Develop these ideas into a film script that describes location, action, includes any dialogue, sound effects and music.
• Develop a story board from the script that includes specifics about locations, placement and movement of actors, camera
shots, camera angles, camera movement.
• If your class has time, ask each student to pitch their film script to the class. The class vote on the top four films they like
the most. The class then works in production teams to produce, film and edit the selected short film scripts.
6 EXPLORING THEMES AND ISSUES
• Hold a class discussion about the themes and issues in the Little Big Shots films seen by your students. Create a class
brainstorm list of the themes explored in the films. Some of these themes may tie into work your students have covered
in other topics.
Some common themes include:
- Friendship
- Belonging
- Change
- Love
- Grief
- Acceptance

• Divide the class into pairs. Each pair is to choose one film for thematic analysis. Explain how themes are often presented
through the issues, challenges or problems character face in the film. The message of the film about the theme is
communicated through the ways in which the character or characters deal with the issues they face.
• Each pair is to report back to the class once they have completed the following:
- What is the main theme explored in the film?
- Provide examples from the film that show how the theme is explored (examples of theme or issue can often be found
in key moments of action where the main character is confronted with obstacles, overcomes obstacles or changes in
some way).
- Explain the message the film gives related to the theme
- Link this film to other films in the program that have similar themes
TEACHER’S OVERVIEW AND UNIT EVALUATION

References and Resources
Australian Film Television and Radio School
www.aftrs.edu.au
BBC Film Network – Why Make A Short Film?
www.bbc.co.uk/filmnetwork/filmmaking/guide/introduction/why-make-a-short
BBC Film Network – What Makes A Good Short?
www.bbc.co.uk/filmnetwork/filmmaking/guide/introduction/what-makes-a-good-short
Cannes Film Festival
www.festival-cannes.fr/en/festival.html
Film Shorts – The Greatest Short Films Online
www.filmsshort.com/festival-winners/Oscar-Winners-Short-Films-1.html
Little Big Shots
www.littlebigshots.com.au
Melbourne International Film Festival
http://miff.com.au/
National Film Challenge
http://filmchallenge.org/2011-Finalists/2011-finalist-the-night-rider.html
Sydney Film Festival
http://sff.org.au/
Toronto International Film Festival
http://tiff.net/
Tropfest
http://tropfest.com/au/
Wiki How To – Making A Short Film
www.wikihow.com/Make-a-Short-Film
Visual Story Telling and Narrative Structure – The History of Film Study Guide
www.cinematheque.bc.ca/education/pdfs/f_h_guide03.pdf
Teachers Notes written by Matthew Clausen.

SHORT FILM ANALYSIS Student Worksheet
STORY The information about characters, situation, tension and resolution
Where is the story set?
What event begins the story?
Who are the main characters?
What conflict(s) do they face?
What happens to the characters as they face this conflict?
Who wins and who loses in the conflict?
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SHORT FILM ANALYSIS Student Worksheet cont’d
PLOT What happens during the film
How is the major conflict established?
How are the main characters introduced?
What cause and effect events happen to lead the characters to face the conflict?
How is the tension of the film heightened as it draws to its close (what happens to characters?)?
How does the film resolve most of the major conflicts set up at the outset?
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Adapted from: Visual Story Telling and Narrative Structure Accessed: 3/6/2012
www.cinematheque.bc.ca/education/pdfs/f_h_guide03.pdf

FILM FESTIVAL RESEARCH Student Worksheet
Complete the following research questions on a Film Festival of your choice.
Name of Festival: ___________________________________________________________________________________________________
Years of Operation: _________________________________________________________________________________________________
Information about funding and sponsors:
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Types of films screened:
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What purpose does this festival provide for the film industry?
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What types of film makers will benefit from this festival?
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In terms of cultural representation, which cultural groups are included in the most recent festival?
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Are there any groups who are not represented or types of films you think are not included?
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FILM REVIEW Student Worksheet
LITTLE BIG SHOTS
FILM REVIEW QUESTIONS
1. What was the title of the film? _______________________________________________________________________________
2. Where was the film made? ___________________________________________________________________________________
3. What was the film about? ( Identify the main conflict facing the character/s)
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
4. If the film was representing a section of society, a cultural group or community, who were they and
how well do you feel they were represented?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
5. Choose one character from one film that you liked the most. What were the needs of this character
in the film?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
6. Describe one moment you remember where the film makers used camera techniques to convey the
subjective view of the character.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

FILM REVIEW Student Worksheet cont’d
7. What were the key themes and messages in the film? Who were these messages for?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
8. What images were the most memorable in the film? Why?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
9. What other camera shots, camera movements and angles were used in the film? How did the use of
these camera techniques help make the film interesting or enjoyable to watch?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
10. Describe the type of music/sound effects used in the film. What sort of mood and atmosphere did
the music and/or sound effects create?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
11. What criticisms do you have of this film? How did these weaknesses impact on the overall quality of
the film?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
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