Evaluation - Scottish Screen

General observation
This class had used Film Detectives as a way of engaging with moving images. They were
organised in MIE groups according to their film detective. The class had storyboarded their
film and filming had been planned for today. Although much of the course of the lesson
appeared to be led by the lead practitioner, in actuality the pupils made all the major
decisions regarding their film and how they would work together.
Observation of lead practitioner(s)
At all times, the lead practitioner sought explanations and justifications from children.
Through questioning, she also mediated for the pupils to make all the decisions regarding
which scene would be shot, and who would need to be involved. For example, it was raining
and the lead practitioner took the pupils through the storyboard and let them discuss which
shots could be filmed on such a day. This led to a problem-solving discussion in which the
pupils debated whether or not they should change the shot or have a substitute actor (both
were the pupils’ suggestions). The majority chose to have a substitute actor.
Observation of teacher(s)
The teacher took an active part in this session, both as actor and supporting pupils and the
lead practitioner. For example, when the class split after the initial discussion, the teacher
took a group of actors to discuss the scene content. She explained the context and asked the
pupils to suggest content. The children generated ideas and made choices at all times. Both
teacher and lead practitioner mediated for control of behaviour through reference to the
activity, for example, ‘listen to your director’, or ‘stand by for silence on set’.
Observation of pupils
Whether in whole class or in their groups, most pupils were actively engaged most of the
time. All appeared interested and enthusiastic. All pupils contributed to the discussions and
decision making at some point. In the smaller groups, in which pupils were involved in
setting up cameras and sound, acting and directing, etc. there was some ‘restlessness’ but this
was always dealt with through reference to the learning task, for example, ‘stand by for
silence on set’.
In all lessons observed, there was clear evidence of learning behaviour, with pupils taking
responsibility for their learning, making decisions regarding the organisation of their
learning, justifying their decisions and challenging and supporting their own and others’
ideas.
In the nursery classes the activities were not as structured. Getting younger children to focus
on and engage with a specific activity is more challenging, it being left to the children how
much, and when, they got involved in constructing the props, etc. for their film. It was
evident that the younger children were more spontaneous and more easily distracted, though
they managed to sustain an interest in the overall theme for their selected story as the basis
for their film.
46