Evaluation - Scottish Screen

How do teachers respond to the input from Scottish Screen?
Teachers’ responses to Scottish Screen’s input were almost unanimously positive. In
particular, the lead practitioners’ input was felt to be significant in demonstrating the
pedagogical possibilities presented by MIE. In all locations, several teachers’ responses
focused on the lead practitioner’s skills, style and characteristics, which were seen as
providing a model of teaching MIE that engaged and motivated pupils. Indeed, teachers’
observations of the enthusiasm, enhanced self-esteem and confidence of pupils during MIE
sessions with lead practitioners, proved decisive in persuading them of the value of MIE. In
addition, teachers were highly appreciative of the technical skills and advice that lead
practitioners were able to offer.
Has the Professional Development Programme impacted on teachers’ and students’
involvement with, appreciation of and enjoyment of film and other media in school and
in their everyday lives? If so, how?
Without exception, the teachers involved in each of the three initiatives indicated that their
appreciation and enjoyment of film had increased as a direct consequence of involvement in
the Programme. Many were also able to extrapolate from the programme to their awareness
of visual images in other contexts and to make connections between visual and verbal
literacies.
Within focus groups, most young people also reported that they now thought about features
such as camera angle, lighting and setting when they watched film and television. The young
people also reported that they enjoyed learning through visual media.
The comments of both teachers and pupils were supported by the data gathered during
observations of MIE sessions in each of the locations involved.
To what extent have teachers participating in the initiatives developed a new
relationship between the teacher and the learner?
Evidence from the evaluation suggests that, at least in the context of MIE lessons, the
relationship between teachers and learners shifted in those contexts where MIE survived
beyond its initial stages. Teachers and pupils attributed change directly to the developments
in teaching and learning evidenced in this report and discussed below. In many instances,
teachers and pupils were able to see each other ‘in a new light’. Pupils appreciated that their
teachers were often less directive and more supportive during MIE lessons. A number of
teachers commented on the surprising quality of contributions from some pupils and the hard
work and engagement of children who were more likely to be disengaged in other lessons.
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