Digi Teachers pack - Engage

EducationResourceBannockburn HighBannockburn PrimaryBraehead PrimaryCowie PrimaryEast Plean PrimarySt Margaret’s PrimarySt Mary’s Primary

THANK YOU...We would like to thank all those that have made thisresidency possible:To the Head Teachers: Connie Desmond, Camilla Dickson, Theresa O’Hanlon, Mairi Breen,Audrey Ross and Kate Devlin. To ICT Officers Margaret Cassidy and Joe Shaw. To SpecialistTeacher Lesley McDermott and Class Teacher Iain Harvey; all of whom inspired, supported andcreated the residency back in 2006 alongside Stirling’s Cultural Coordinator team.All the pupils, teachers and SLA’s involved in the residency, too many to mention personally,for their belief, commitment, creativity, encouragement and hard work throughout the 18months of the project. This residency wouldn’t have existed without you.Lisa Fleming, our wonderful digital artist in residence, whose enthusiasm, openness, flexibilityand endless skills made this residency what it was. Thank you Lisa.Tracey McConnell - Wood, external advisor and evaluator, for her continuous insight, adviceand support from the start to end of the project.To all the artists who worked with Lisa during the project:Martin Smith, filmmaker / Jenny Lindsay, poet / Annabel Rodger, drama artist /Mark Jenkins, editor.Christine Jones for her wonderful design and patience that gave DIGI and this educationresource its identity.And last but not least to Stirling’s Cultural Coordinator Team for pulling it all together.Funders and Supporters:Paul Hamlyn Foundation (particularly Ruby Ireland and Ushi Bagga) for believing in andfunding DIGI and for their support throughout.Stirling CouncilThe Scottish Arts CouncilResidency Contacts:Digital Artist in Residency: Lisa Fleming www.lisafleming.co.ukResidency Coordinators:Clare Hoare, Cultural Coordinator, Stirling Council hoarec@stirling.gov.ukPatricia Godley, Arts and Culture Manager, Stirling Council godleyp@stirling.gov.ukDesign: Christine Jones www.christinejonesgraphics.comResource written by: Lisa Fleming and Clare Hoare with additional information fromMaree Airlee and Danii BairnerCover image by St Mary’s Primary School, Bannockburn, Stirling

Contents02 Foreword03 Introduction05 DIGI and the Education Resource06 Integrating Creativity and Digital Arts into Curriculum for Excellence07 Curriculum for Excellence and The Four Capacities09 Working with Film, Animation and Digital Technologies Across the CurriculumSecond Level Experiences and Outcomes11 The Film and Animation Making Process12 Why Watch Films and Animations in Class13 DIGI Equipment14 Class Topics during DIGI - how they can apply to Curriculum for Excellence15 Software used over DIGI - how it can be applied to Curriculum for ExcellenceSchool Case Studies16 Bannockburn Primary School20 Braehead Primary School24 Cowie Primary School31 East Plean Primary School38 St Margaret’s Primary School42 St Mary’s Primary School46 Specialist Teacher of Art and Design Project48 Bannockburn High School After School Club50 Summary and Impacts52 Information and Resources

3IntroductionDigital Artist in ResidenceCollaboration. A word I like and use almost every day. It has been at the heart of my residency here inStirling. Collaborating with both teachers and pupils to produce work that has motivated and challengedthe children’s learning.The work created by the children is owned by the children. We as adults have learned to recognise whento step back and allow them to achieve their creative goals. Only then can we begin to observe their truecreativity, confi dence and awareness of their potential as learners.It has been a journey for all of us and I would like to take this opportunity to thank all the children,teachers and schools who have taken that journey with me. We have learned together and working withthem has played a great part in my own development as an artist and educator.It is a journey that has just started for the teachers who, with the help of our education resource, willdevelop their own skills in digital arts and moving image education over the coming years.Lisa Flemingwww.lisafl eming.co.ukProject CoordinatorThis education resource, containing eight case studies from the project, is about more than teachingusing photography, fi lm and animation. It’s about new ideas, fi nding alternative ways to explore thecurriculum that we hope both the teacher, children and young people involved will fi nd motivating andexciting. The arts, in all forms, can help ‘light up’ learning. Many of the ideas in this resource can betranslated through different art forms - dance, drawing, creative writing, drama and music etc.DIGI was a project developed to give children, young people and their teachers the opportunity towork alongside an artist using photography, fi lm and animation to encourage new skills and consideralternative ways of exploring Curriculum for Excellence.Engaging in meaningful cultural, creative and artistic experiences can create a learning environmentthat a young person thrives in, transforming levels of aspiration, enthusiasm, motivation, confidence, selfesteem, group working, critical thinking and openness to new ideas. This in turn creates broader, deeperthinking and learning at the same time as encouraging new ways of expression and communication.The use of animation, fi lm and photography in the cluster of schools involved in DIGI was one that hadonly just started to be explored and there was a desire to develop this further. This residency and itsprojects were developed in response to that desire.We hope this education resource will share just some of those ideas and inspire many more.Clare HoareCultural CoordinatorStirling Council

5DIGI and the Education ResourceDIGIDIGI was an artist residency based in the Bannockburn Cluster of Schools in Stirling, Scotland during2008 and 2009 and was developed to give children and their teachers the opportunity to work alongsidean artist using digital arts. The residency was developed in a partnership between the schools andStirling’s Cultural Coordinator programme and was funded by the Paul Hamlyn Foundation.The aim of the residency was to increase the awareness of the digital arts in schools and encourage andsupport both teachers and children to develop new skills in fi lmmaking, animation and photography andconsider how they may be integrated across and used to explore the curriculum.Artist Lisa Fleming spent 18 months in the high school and six primary schools developing a host ofexciting visual art, photography, fi lm and animation projects alongside the children and their teachersproducing work that both motivated, challenged and introduced a multitude of new ideas and skills.To ensure sustainability the work undertaken was tied to the topics already being taught in class,suggesting how the digital arts could support class work beyond the residency. This, importantly, enabledthe teacher to be fully involved with the creative process, learning how to use the equipment andsoftware alongside their class, delivering the project with the artist with the hope that both the teacherand children would feel confi dent to use the equipment and software to make fi lms and animations afterthe residency.The philosophy behind each of the projects was the artist as facilitator allowing each participant torealise their creative goals. Engaging in meaningful cultural, creative and artistic experiences can createa learning environment that a young person can thrive in, transforming levels of aspiration, enthusiasmand motivation in learning, building confi dence, self esteem, group working skills, critical thinking andopenness to new ideas at the same time as encouraging new ways of expressing and communicating.Education ResourceThis education resource has been developed to introduce just a small selection of the projects that werecreated over the second phase of the residency. The hope is that these case studies will inspire similaror new ideas that you can take forward with your class using the digital arts. However, as mentioned inthe introduction, many of these ideas could be taken forward using other artforms and do not necessarilyneed a visiting professional artist.For example if looking at Robert the Bruce it might be interesting to look at the music or songs from theperiod he was living, maybe see if the school music teacher or peripatetic music teacher could explorethis further with your class. It might be interesting to look at some of the dances from that time. You couldlook at drawings and paintings from that period and get the children to create their own. This work couldthen be developed into a performance led by the children and shown to the rest of the school and thedrawings used on an invitation. Maybe it could be fi lmed and a pupil could take photographs. Are thereparents or teachers in your school community with particular skills or interests who could help?The accompanying CD’s and DVD’s show the fi lms and animations made during DIGI and containworksheets developed by the artist to support the teachers, children and young people she was workingwith to use the software and equipment used (detailed on page 13). There are also worksheets thatwe have kindly been given permission to reproduce from www.parksidemedia.net. Like DIGI, ParksideMedia Arts College in Cambridge have developed innovative approaches to media across the wholecurriculum. We are very grateful for us being able to extend the information we can share with you tosupport you to use fi lm, animation and photography in your classroom.We hope this education resource shares just some of what was achieved and inspires new ideas. Somuch of what happened can’t be recorded, the excited and vivacious conversations exploring ideas, thesketches on scrap bits of paper, the individual learning, all things that we hope will be remembered longinto the future by the children, young people and teachers involved and that you’ll experience too.

6Integrating Creativityand Digital Artsinto Curriculumfor ExcellenceThe processes undertaken by each teacher andchild whilst learning with fi lm, animation anddigital arts are incredibly diverse. In all casesthe inception of an achievable idea and thecollaboration to realise this are by far the mostimportant processes. From this original idea, allother roads to learning and achieving their endgoal lay.A good, basic grounding and knowledge of movingimage education is essential in order to deliver ahigh quality product. This can be delivered via anumber of methods and information on how thiscan best be achieved is available on the DVD andCD accompanying this pack and in the resourceitself.A certain degree of risk and fl exibility is alsoimportant in this method of working as it will assistboth teacher and pupil to explore their creativity ingreater depth.At all times, projects should be led by the childrenthemselves in collaboration with their teacher.Letting them take responsibility for their project notonly inspires them to do the best they can but italso means their project is peer-led and allows thechildren to self-evaluate.To achieve a high standard of excellence, teachersshould have at their disposal working equipmentthat is easy to use and understand both bythemselves and the children. We have includeda list of equipment and software used over theresidency in this pack that is compatible with mostschool owned PC’s.Using new and emerging technologies andsoftware across the curriculum in combination withmore traditional art forms gives the children skillsthey will be able to adapt not only to their schoolwork and their creative development, it will alsoequip them with skills for the future. Giving themaccess to various outside stimuli for this benefi tsnot only their cultural development, it also equipsthem with personal skills in understanding themedia and contemporary society as a whole.We have included a list of websites whereteachers and children can access a variety of fi lmsand animations that can be used as inspiration oras teaching resources.Experiences and Outcomes relating to Curriculumfor Excellence are discussed next and are alsolisted on each of the individual schools case studysummary pages.We have also asked two schools (picked froma hat as each school produced work as equallyexcellent) for a teacher’s case study describinghow they felt this type of working has assisted intheir own professional development and in thelearning of the children. We could not get thewords of just teachers alone and several childrenover the two schools were interviewed about theirexperiences during the projects. We thought that itwas important to see it from their point of view andhear their refl ections on the past 18 months....the class teachers willnow have the confidence touse these skills again forother class projects.DIGI head teacher

7Curriculum for Excellenceand The Four CapacitiesThrough DIGI we wanted to develop projects that supported Curriculum for Excellence.Curriculum for Excellence developed out of a 2002 consultation exercise - The National Debate onEducation - undertaken by the Scottish Executive on the state of school education. In response to theNational Debate, Ministers established a Curriculum Review Group in November 2003 to identify thepurposes of education for the 3 to 18 age range and determined the key principles to be applied inredesigning the curriculum. Its work resulted in the publication in November 2004 of the documentA Curriculum for Excellence. This document identifi ed four key purposes of education. These are knownas the Four Capacities of Learning and their aim is to help young people become: Successful Learners Confi dent Individuals Responsible Citizens Effective ContributorsThe purpose of Curriculum for Excellence is to ensure that all children and young people in Scotlanddevelop the attributes, knowledge and skills they will need if they are to fl ourish in life, learning and worknow and in the future and these are summed up in the Four Capacities.It was felt children and young people should fi nd their learning challenging, engaging and motivating.The curriculum should encourage high aspirations and ambitions for all. At all stages, learners of allaptitudes and abilities should experience an appropriate level of challenge, to enable each individual toachieve his or her potential. They should be active in their learning and have opportunities to developand demonstrate their creativity. There should be support to enable children and young people to sustaintheir effort. All children and young people should have opportunities for a broad, suitably weighted rangeof experiences. The curriculum should be organised so that they will learn and develop through a varietyof contexts within both the classroom and other aspects of life.Successful Learnerswith:* enthusiasm and motivation for learning* determination to reach high standards of achievement* openness to new thinking and ideasand able to:* use literacy, communication and numeracy skills* use technology for learning* think creatively and independently* learn independently and as part of a group* make reasoned evaluations* link and apply different kinds of learning in newsitutaionsConfident Individualswith:* self respect* a sense of physical, mental and emotional well-beingand able to:* relate to others and manage themselves* pursue a healthy and active lifestyle* be self-aware* develop and communicate their own beliefs and viewof the world* live as independently as they can* assess risk and make informed decisions* achieve success in different areas of activityenable all young people to become:Responsible Citizenswith:* respect for others* commitment to participate responsibility in political,economic, social and cultural lifeand able to:* develop knowledge and understanding of the worldand Scotland’s place in it* understand different beliefs and cultures* make informed choices and decisions* evaluate environmental, scientific and technologicalissues* develop informed, ethical views of complex issuesEffective Contributorswith:* an enterprising attitude* resillience* self-relienceand able to:* communicate in different ways and in different settings* work in partnership and in teams* take the initiative and lead* apply critical thinking in new contexts* create and develop* solve problemsText and Chart kindly reproduced from the LTS website:http://www.ltscotland.org.uk/curriculumforexcellence/curriculumoverview/aims/index.asp

8Successful LearnersDIGI helped pupils have motivation and enthusiasm for learning new skills and information. With thesupport of their class teacher and the artist they were supported to have openness to new ideas andthinking, think creatively and fi nd imaginative solutions to the work they were doing individually or asa group. DIGI helped the children and young people gain new skills related to the different arts andstrengthen broader skills in the use of technology. They needed to use communication and numeracyskills in a cross curricular capacity.Confident IndividualsTaking part in DIGI encouraged the children and young people involved to become more self confi dent,to develop and communicate their own thoughts, to relate to their class throughout the developmentof the project and value other peoples opinions and ideas. DIGI helped the children and young peoplehave the opportunity to develop new skills in different areas to a high level of success and to assessrisk and take informed decisions.Responsible CitizensMany of the projects through DIGI supported the children and young people to explore ethical questionsabout personal and social issues, helping them develop their own thoughts and views and to share anddiscuss those with their class and friends. This open discussion of often different opinions in a supportiveenvironment (artist and teacher) helped the children and young people make informed choices anddecisions about the world and people around them.Effective ContributorsDIGI helped the children and young people involved to develop their creativity and supported themto understand how to communicate in different ways and in different settings. They needed to work inpartnership and in teams throughout the project with each other and with their teacher and the artist.They needed to work together to come up with ideas, solve problems and create their animations andfi lms, applying critical thinking in new contexts. They needed to show initiative, dependability, openness,leadership and responsibility.

9Working with Film,Animation and DigitalTechnologies acrossthe CurriculumSecond Level Experiences andOutcomes of a Curriculum forExcellenceTechnologies As I extend and enhance my knowledge offeatures of various types of software, includingthose that help fi nd, organise, manage andaccess information, I can apply what I learn indifferent situations. Throughout all my learning, I can use searchfacilities of electronic sources to accessand retrieve information, recognising theimportance this has in my place of learning athome and in the workplace. I explore and experiment with the features andfunctions of computer technology and I canuse what I learn to support and enhance mylearning in different contexts. I can create, capture and manipulate sounds,text and images to communicate experiences,ideas and information in creative and engagingways. During practical activities and designchallenges I can estimate and measure usingappropriate instruments and units. I can use drawing techniques, manually orelectronically, to represent objects or ideas,enhancing them using effects such as light,shadow and textures. Throughout my learning I experiment with theuse of colour to develop an awareness of theeffects that it has. Through discovery and imagination I candevelop and use problem solving strategies toconstruct models (i.e. fi lm or animation scenes,props etc).Expressive Arts Inspired by a range of stimuli, I can expressand communicate my ideas, thoughts andfeelings through activities within art anddesign. I can respond to the work of artists anddesigners by discussing my thoughts andfeelings. I can give and accept constructivecomment on my own and others work. I have experienced the energy and excitementof presenting / performing for audiences andbeing part of an audience for other people’spresentations / performances. I have the freedom to choose and explore howI can use my voice, movement, and expressionin role play and drama.Literacy and English As I listen or watch I can identify and discussthe purpose, main ideas and supportingdetail contained within the text and use thisinformation for different purposes. I enjoy creating texts of my choice and Iregularly select subject, purpose, format andresources to suit the needs of my audience. When I engage with others, I can respond inways appropriate to my role, show that I valueothers’ contributions and use these to build onthinking. I can recognise how the features of spokenlanguage can help in communication and I canuse what I learn. I can show my understanding of what I listenor watch by responding to literal, inferential,evaluative and other types of questions and byasking different kinds of questions of my own. When listening and talking with others fordifferent purposes I can:• Share information, experiences andopinions• Explain processes and ideas• Identify issues raised and summarise mainpoints or fi ndings• Clarify points by asking questions or askingothers to say more I can convey information, describe events,explain process or combine ideas in differentways.

10Health and Wellbeing Representing my class, school and/or widercommunity encourages my self-worth andconfi dence and allows me to contribute and toparticipate in society. Through contributing my views, time andtalents I play a part in bringing about positivechange in my school and wider community. I value the opportunities I am given to makefriends and be part of a group in a range ofsituations. Through taking part in a variety of events andactivities I am learning to recognise my ownskills and abilities as well as those of others. I can follow and understand rules andprocedures, developing my ability to achievepersonal goals. I recognise and can adoptdifferent roles in a range of practical activities. Opportunities to carry out different activitiesand roles in a variety of settings have enabledme to identify my achievements, skills andareas for development. This will help meto prepare for the next stage in my life andlearning.Numeracy I can use addition, subtraction, multiplicationand division when solving problems, makingbest use of the mental strategies and writtenskills that I have developed. I can use a calendar to plan and be organisedfor key events for myself and my classthroughout the year. I can investigate how long or heavy an objectis or what amount it holds using everydaythings as a guide, then measure or weigh itusing appropriate instruments and units. I can use my knowledge of the sizes of familiarobjects or places to assist me when making anestimate of measure. I have begun to develop a sense of how longtasks take by measuring the time taken tocomplete a range of activities using a varietyof timers (i.e. how many frames to make ananimation of a certain length. I can carry out practical tasks andinvestigations involving timed events (i.e.fi lming / animation) and can explain which unitof time would be most appropriate to use.The children respondedenthusiastically. Theyenjoyed using the technology.Lisa has a lovely manner withthe children, encouragingand supporting them. Despitelacking in skills in the digitalarts I found the experiencenon threatening and positive.DIGI class teacher

11The Film and Animation Making ProcessWhat became obvious throughout the residency was the variety of processes the children and theirteachers had to learn and use to make a fi lm or animation, processes that support learning and the aimsof the Curriculum for Excellence in many ways.The making of the fi lm and / or animation was just a small part of the learning and experience.These are just some of the processes that the artist, the teachers and pupils would have needed to useand would differ from project to project. Research the topic - internet, books, DVD’s, visits (ie Bannockburn Heritage Centre, NationalGalleries, Kelvingrove Museum etc) Find out about the process of fi lmmaking Learn how to use the different software - Stop Motion Pro, Photoshop, Comic Life, Flip Boom,Pinnacle and apply these skills Learn how to develop a storyline from the topic Develop ideas in groups Discuss ideas with the class / group Decide on the fi nal idea as a class / group Develop fi nal idea in a class / group Decide on length of fi lm Develop the fi nal storyline Storyboard scenes and write the script (to length of fi lm) Decide on parts and who plays what part Decide on crew - director, producer, camera person, make up, costume, scene production, designeretc Make the fi lm - use of camera skills, directing etc Work as a team Learn how to edit the fi lm Package the fi lm Film showcase to school, family and friendsWithout a shadow of a doubt the children were able to develop new skills infilm and animation. They were exposed to a wide variety of new techniquesthat otherwise they would not have had the opportunity to experience. A keyaspect of the learning was the children’s ability to transfer their skills to theirfellow peers which showed deeper understanding.DIGI class teacher

12Why Watch Films andAnimations in ClassFilms and animations (moving image) offer us awealth of information and stories, whether it isinformation and stories we are sharing throughfi lms or animations we are making or those we arewatching.For children and young people in today’s society,digital media, including moving image, is thenormal way for communicating and learning.Through it they have experienced the world aroundus, people and places. The moving images theywatch offer ideas and opinions and, when makingfi lms or animations, offer them the opportunityto share their ideas and opinions in a safe andcreative environment.To be literate in the 21st Century means havingan understanding and knowledge of manymedia forms including fi lm, television, radio andthe internet as well as print. For many it is thepredominant source for fi nding out information.For example, in school, books no longer needto be the only way of fi nding out about historicalevents. Films are an excellent way of exploringhistory. The British Film Institute (BFI) and theScottish Screen Archives (see the resourcessection for further details) hold thousand’s of fi lms,information sheets and resources easily accessibleto schools. Covering a wide range of topics, theseillustrate ordinary people’s lives and the history ofBritain since the end of the 1800’s.It is important that we enable children and youngpeople to gain as broad range of skills to allowcommunication, learning and development for theirfuture. As we all are aware children and youngpeople learn in different ways and some fi nd theuse of media a more accessible way of learningand it is important that we support this.Using moving image in the classroom is anexcellent way of deepening the understanding of atopic a class is studying as part of the curriculum.Film, television and text, as well as other digitalmedia such as the internet and educationalcomputer games, can be used to encouragelearning and to explore a topic for everyone. Theycan be particularly benefi cial to young peoplewho fi nd reading texts inaccessible for a range ofreasons that would maybe otherwise disengagefrom learning. They also allow for learners to workat their own pace.Watching fi lm and television versions of texts canencourage reading. The Harry Potter books andmovies by JK Rowling are just one example ofthis. There is no reason this cannot apply to classtopics as well. It can make learning more fun, morereal, more relevant.Comparisons between texts and fi lm / televisionversions encourages discussion about an event ortime. There are many events or images that canbe seen and understood easier through seeing alive image, for example, the effects of war; or howGlasgow has changed since the 1800’s. Howeverfi lm / television versions (as well as the internet)are not always completely true to written history.An example of this is The Wars of Independenceand the Mel Gibson fi lm Braveheart. Thisdiscussion and realisation, in the world of unlimitedaccess to information, is very important for childrenand young people so there is an awarenessthat evidence varies in the extent to which it canbe trusted. However this discussion about twodifferent versions of the same subject again makeslearning active, encouraging deeper thinking aboutwhat has been read and watched.Examination of a fi lm can be about the text ortopic but can also be about how the film is made.Throughout this resource you will fi nd examples ofboth.There are many articles available on how movingimage education (MIE) can be used in theclassroom, much more than we can write here.Details on where to get more information areavailable on the resources page of this pack.

13DIGI Equipment 4 x Dell Laptops Software• Stop Motion Pro• Pinnacle 11• Movie Maker• Flip Boom• Comic Book• Downloaded Free Software 4 x Webcams 1 Sony Digital Video Camera 6 x Fuji Fine Pix Cameras 2 x Tripods 1 X Lightbox 1 x Bamboo Graphics Tablet 1 x External Hard Drive 1 x Animation Boom Sketch Books for all children Lots of paper, paints and art materials to be used during the projectEquipment was kept simple so that the schools could consider purchasing it themselves and so that itwould be easy for the children and teachers to use. It had been advised by both schools and the ICTTeam to use PC’s instead of Macs. The local authority only support PC’s and will continue being able tomaintain them after the residency. Most importantly it was so the children and teachers were using aninterface that they were familiar with and so programmes could be brought for the PC’s that the schoolsused too.The children were also supported by the artist to use sketchbooks to record ideas, sketches, thoughtsand observations etc. It was made clear the sketchbooks weren’t to be ‘marked’ by her or the teacher asshe wanted them to be able to work in them freely.The Digital Artist Residency was a very valuableproject for all involved. Within a relatively shortperiod of time the children were exposed to manydifferent types of digital equipment and software.The residency allowed active and collaborativelearning and cross-curricular working impactingon the children’s personal and social development.DIGI class teacher

14Class topics undertaken over the 18 months of the residency and how they apply to a Curriculum for ExcellenceBannockburn PS Braehead PS Cowie PS East Plean PS St. Margaret’s PS St. Mary’s PSExpressive Arts Health andWellbeing Languages Literacy and English Mathematics Religious and MoralEducation Sciences Social Studies Technologies ComicsScotland PoemsRobert Burns‘Warhol’ HeadsComics (in bothFrench and English)Stirling CastleCalendarWWll Home FrontFarming - Life of aPotatoUnited Kingdom ofGreat Britain andNorthern IrelandThe Crumpoles goCampingThe Wars ofIndependenceThe OlympicsThe NewsOur EnvironmentThe Wars ofIndependenceThe Titanic

15Software used over the residency and how it can be applied to a Curriculum for ExcellenceComic Life Crazy Talk Photoshop Pinnacle Studio(editing)Stop Motion Pro(animation)Film Making DigitalPhotographySocial StudiesTechnologies Literacy &English Expressive Arts Health andWellbeing Religious andMoral Education LanguagesMathematicsSciencesWritingResearchingReadingDrawing CommunicationskillsScript writingReadingResearchingDiscussionCommunicationskillsEditing images touse on their ownor as part of ananimation or fi lmReadingDiscussionCommunicationskillsNumeracyDiscussionDrawingPaintingReadingWritingStoryboardingCommunicationskillsNumeracyReadingWritingResearchingStoryboardingDiscussionCommunicationskillsNumeracyReadingWritingResearchingCommunicationskills

16BannockburnPrimary SchoolRobert Burns and ‘Scotland’11 sessions (Phase 2)P7Teacher: Aileen MellorLearning Outcomes To assist the pupils in understanding the poetryof Robert Burns. To create work for the school’s HomecomingCelebration. To give the children an opportunity to try fi lm,animation and digital technologies. To show Scotland as a forward-thinking,dynamic, progressive nation. To assist the children in looking at Scotland’splace in the world, including its history andculture.Topic and DeliveryRobert Burns and Scotland Using a variety of digital technologies andsoftware, including fi lm, animation, digitalphotography and photoshop, the classillustrated line drawings of the AlexanderNasmyth painting of Burns. They investigated the poetry of Robert Burns. Poet Jenny Lyndsay was brought in to talkto them about writing poetry and support thechildren to develop and write their own poems. They then went on to create fi lms andanimations set to poems written by them aboutScotland and various elements of its culture. Delivered collaboratively with their teacher.SummaryThe class began by dividing up into two groups:one group worked with the poet Jenny Lyndsay ontheir poems about Scotland while the other groupconcentrated on creating their Burns portrait.These portraits were to, in some way, refl ect thelife and work of Burns and so the children took atrip to the National Portrait Gallery in Edinburgh tolook at the use of metaphor in painting. They alsovisited an exhibition demonstrating the impact onscience, the arts and social culture by the Scottish.Once completed, the portraits were then scannedand printed onto t-shirts for the children to wearat their Homecoming Scotland event at school.The t-shirts created a ‘brand’ for the P7 class andcreated an impact at the celebration.Working again with the poet the children lookedat Scotland as a whole and the cultures existenttherein. In particular the children were keen toexplore sport, the landscape and things that wereimportant to them about being Scottish. Working ingroups of up to fi ve children they produced poemsthat were approximately fi ve verses in length thatwere then recorded onto a digital mic. Several ofthe poems were edited into one large poem aboutScotland and its related cultures before also beingrecorded onto the digital mic.In the next session the children listened througheach poem several times and were asked to takenotes on words that stood out for them. Thesewords would be the basis of the props used toillustrate their poems. Work then begun on theirbackgrounds, characters and, most importantly,their storyboards. The children were encouragedto use paint and chalks for their drawings and wereallowed to interpret their characters in whicheverway the group decided.During the shooting weeks, each session beganwith a production meeting to catch up on whattasks needed done for that day. The groups werethen encouraged to work on their own inititiativewith assistance from the artist in residence andtheir teacher.The Final Animations Scotland (a whole class production) Sport History Scottish SlangPhase 1 Teacher: Ellie Quinn (P6)Project: Comic Books for P1

17Key SuccessesTo the Individual Each child had the opportunity to develop skillsin poetry, drawing, animation, fi lm and editing. Personal achievement was achieved with theirt-shirt project as well as with their animationsbeing part of the DIGI showcase and beingenjoyed by fellow pupils and those from otherschools. Each child involved had the opportunity toincrease their confi dence both within their peergroup and also in front of an audience throughrepresenting their school both at DIGI and theirHomecoming Celebration. The children also had the opportunity toincrease their knowledge of their country andits place in the world. The children were ableto learn at their own pace which allowed themto become effective contributors within theirgroup. Each child further developed skills in digitaltechnologies and creativity and met theircreative goals over each of the projects. The exhibition at the National Portrait Galleryencouraged ambition and success in eachchild.Class As a class, the children demonstrated theirability to work as part of a large team to meet achallenging brief. The children learned more about their ownhistory and culture during their visit to theNational Portrait Gallery in Edinburgh. Learning was interdisciplinary and the classwere in charge of the decisions being madewith support of their teacher and the artists.Teachers The teacher had the opportunity forprofessional development, learning new skillsin fi lm and animation and how that can applyto the new curriculum as well as gainingexperience in how to ‘brand’ a schools event. An additional experience for the teacherwas collaborating with two artists within theclassroom.School The children demonstrated responsibilitythrough representing their school at the DIGIshowcase and also their visit to the NationalPortrait Gallery in Edinburgh. The work produced across the class was ondisplay for the rest of the school and theirparents to come and view, again giving addedconfi dence and a sense of achievement to thechildren, the class, the teacher and the schoolas a whole. The impact of this project on the school hasbeen far-reaching with other teachers keen todevelop their learning in fi lm, animation anddigital technologies. The school have alsoinvested in equipment to assist the teachers inrealising this. CPD opportunities were developed forteachers from across the school. Skills have been left in the school that can beused with future classes and children. The school has gained further experience ofthe benefi ts of working in collaboration with anartist.Links to a Curriculum for Excellence(please see pages 8, 9 and 10 also)Social Studies Experience andOutcomes I understand that evidence varies in the extentto which it can be trusted and can use this inlearning about the past. I can use primary and secondary sourcesselectively to research events in the past. By exploring places, investigating artefactsand locating them in time, I have developedan awareness of the ways we remember andpreserve Scotland’s history. I can interpret historical evidence from arange of periods to help to build a pictureof Scotland’s heritage and my sense ofchronology. I can use evidence to recreate the story of aplace or individual of local historical interest.

19My favourite part of the project was working with Lisa and my friends.Learning and having fun.It has been a really big experience for me and some people in my class.I enjoyed Edinburgh the art gallery because it has AMAZING works of art.I feel proud that I actually produced the work that I did. I would have nevertook technology to the extent I have with Lisa. I would obviously learn how towork a camera and that but I would never have took it aboard so much.DIGI pupils

20BraeheadPrimary SchoolPublic Information Films12 sessions (Phase 2)P7Teacher: Lesley GibsonLearning Outcomes To further develop the children’s awareness ofpropaganda fi lms and how the media can alsobe used to manipulate public opinion, as wellas inform the public. To introduce the work of Norman McLaren andJohn Grierson, both born in Stirling, and theircontribution to documentary fi lm making andcontemporary animation. In particular the workthey did at the Film Board of Canada duringWWll. To assist in the children’s overall understandingof the home front in WWll. To give the children an opportunity to developtheir creative skills in fi lm and animation.Topic and DeliveryCollaborative project between artist and classteacher using a variety of fi lm and animationtechniques to create a series of short fi lms oradverts aimed at children to help them becomebetter informed about issues effecting children andyoung people in contemporary Britain.SummaryThe class began by looking at the propagandafi lms created by Norman McLaren and JohnGrierson during WWll whilst working for the FilmBoard of Canada. After viewing the fi lms theclass began by discussing in groups the mainthemes in the fi lms and the reasons why theywere so important at the time. The children alsoviewed a German propaganda fi lm and alsoseveral fi lms from the British Film Institute’sresource library archive. The children spent timediscussing why this type of fi lmmaking was, andis, important and what purpose it serves. As wellas this we discussed how contemporary mediacompanies and the methods they employ can bemanipulated to serve their own purposes and thatof government.From this point we introduced modern day publicinformation fi lms commissioned by governmentsand how these play a part in informing thepublic at large. Throughout these processeswe discussed how these fi lms were made andtheir level of creativity and originality. The classdecided that they would like to make their ownpublic information fi lms aimed at children as theyfelt under-represented from their research intocontemporary public information fi lms.In their groups they chose various elements ofmodern culture which children should be awareof and began working on ideas. The groups thenshared their ideas with the class and each groupwas offered feedback on how they could bestachieve their goals. A fi lmmaker visited the classand explained further storyboarding techniquesand discussed with them the importance of a goodstory. The children spent time interviewing thefi lmmaker about why it is important for children tomake fi lms and animations and also asked himquestions about his BAFTA award.From this point, each group storyboarded theirideas and began the process of bringing theirideas to life through both fi lm and animation. Theirfi lms and animations were created over severalweeks and the children undertook a variety oftasks including scripting, recording sound effects,dialogue, titles and editing. Each session beganwith a production meeting where every group hadto report their progress and share with the othergroups.The children also took a trip to Stirling Castle toassist them in their understating of what it was liketo be posted there as a soldier during WWll. Aspart of this visit the children also used props andcostumes to create photographs that they aged inPhotoshop and were then turned into Christmascalendars.Animations / Films Run Fatty Run SOS Stranger Danger Trojan Horse Vandal ScandalPhase 1 Teacher: Eva Kocanova (P6)Project: French/English Comics

21Key SuccessesTo the Individual Greater understanding on all levels about theissues affecting children and young people. Greater understanding of the media. Greater awareness of the cultural contributionmade to the world by the work of Grierson andMcLaren. Also, more pride in their local areasince these fi lmmakers were born there. Increased confi dence by working in fi lm andanimation to a challenging brief and achievingtheir creative goals. Demonstrating good communication skillsthrough working as part of a busy team. Development of new skills in animation, fi lmand editing.Class Working together in groups to produce work toa challenging brief. Increased awareness of their country and itsplace in the world. Interdisciplinary and collaborative learning.Teachers The teacher had the opportunity forprofessional development, learning new skillsin fi lm and animation and how that can apply tothe new curriculum. An additional experience for the teacherwas collaborating with an artist within theclassroom. The class teacher also had the opportunity tolearn about the use of moving image literacythrough watching and discussion about thefi lms of McLaren and Grierson. Experience of how fi lm can be used to explorea number of curricular areas ie WWII. The project was shared across the school.The children involved with the project wereable to disseminate important information toother classes in their school when showingtheir films. CPD opportunities were developed forteachers from across the school. Skills have been left in the school that can beused with future classes and children. The school has gained experience of thebenefi ts of working in collaboration with anartist. The children demonstrated responsibility whenrepresenting their school during their trip toStirling Castle and at the DIGI Showcase.Links to a Curriculum for Excellence(please see pages 8, 9 and 10 also)Social Studies Experience andOutcomes I understand that evidence varies in the extentto which it can be trusted and can use this inlearning about the past. By exploring places, investigating artefactsand locating them in time, I have developedan awareness of the ways we remember andpreserve Scotland’s history. I understand that evidence varies in the extentto which it can be trusted and can use this inlearning about current issues in society. I can use evidence selectively to researchcurrent social, political or economic issues. I can discuss the extent to which my choicesand decisions are infl uenced by the ways inwhich I am informed.School The project instilled a sense of pride andachievement at all levels through the screeningof their fi lms at the DIGI showcase and throughthem winning an award.

23Pupils are very confident in using crazy talk, stop motion pro and photoshop.They teach each other and suggest solutions to problems.DIGI class teacherDigital arts supports Curriculum for Excellence wonderfully. Lisa [the artist]has developed pupils’ ideas and really made them central in the learningprocess, which is the underpinning idea of Curriculum for Excellence.DIGI class teacherIt was really interesting and I would love to do it again.DIGI pupilI loved watching the films, especially the one about being good neighbours‘Love Thy Neighbour’ by Norman McLaren. They showed me it wouldn’t beeasy but that hard work pays off.DIGI pupil

24CowiePrimary SchoolGBTV11 sessions (Phase 2)P5Teacher: Danii BairnerLearning Outcomes To communicate experiences, ideas andinformation in a creative, collaborative andengaging way through the use of fi lm anddigital animation. To further learning about the class topic.Topic and Delivery The United Kingdom of Great Britain andNorthern Ireland. This was delivered collaboratively with theteacher using a variety of fi lm and animationstechniques to create a magazine-typetelevision show about Great Britain andNorthern Ireland.SummaryThe class began by looking at clips of The OneShow and Blue Peter and discussing how theseshows are constructed, the content, and theinterview styles of the presenters. Once thechildren had gained a general overview of thistype of show they then went through the processof learning basic fi lm making techniques. Muchof this was aimed specifi cally at magazine typeshows, thereby allowing the children to makedirect links between these shows and the fi lm theywere making.We then discussed what the content of the showshould be and how to go about constructing theshow. With their teacher, the children were invitedto complete an application form to apply for thevarious jobs involved in the show. The jobs rangedfrom directors, camera operators and presentersto set designers, scriptwriters and runners.Children also obtained a job reference from anadult at home. Letters of confi rmation were givenout giving the children their fi rst choice and secondchoice of job wherever possible.Much time was spent researching possible topicsto cover as well as looking for interesting ways toinform the general public about the rich culturalhistory and life in the UK. The children choseseveral areas to concentrate on including sport,food and history. After turning the classroom intoa TV studio, we invited an Olympic athlete to theschool ‘studio’ for an interview in front of a studioaudience. We took a trip to the Doulton Fountainat the People’s Palace in Glasgow to interviewtheir Curator of Social History who talked aboutthe importance of Queen Victoria’s reign and theBritish Empire. To help us gain further insight intolife in Britain we visited the People’s Palace. Thechildren also fi lmed a celebrity TV chef at theAlbert Halls in Stirling to talk about the contributionof food to British culture and why we should eathealthily.Finally, the children filmed a live ‘British’ cookeryshow in their school using local professional chefs.The show also included several animated identsand interviews with staff and teachers about theirknowledge of the United Kingdom.Children presented their learning to a wideraudience at a whole school assembly and at theDIGI ceremony.Films and Animations GBTVPhase 1 Teacher: Greig Stevenson (P4)Project: The Life of a Potato (animation)

25Key SuccessesTo the Individual Greater confi dence in communicating,speaking on camera and interviewing people. Confi dence building through the ‘jobs’ processand contributing to the fi lm overall. Higher sense of achievement in working aspart of a team to a challenging brief. Greater sense of identity and their place inthe world through looking at the history of theUnited Kingdom during visits and the making ofGBTV. Each child developed skills in digitaltechnologies and creativity and met their endgoal.Class Greater skills in a variety of art forms throughthe creation of the studio set and creating theiranimations. Stronger sense of identity as a class throughrepresenting their school at the DIGIshowcase. The class demonstrated their ability to work asa team to meet a challenging brief.Links to a Curriculum for Excellence(please see pages 8, 9 and 10 also)Social Studies Experiences andOutcomes I can use primary and secondary sourcesselectively to research events in the past. By exploring places, investigating artefactsand locating them in time, I have developedan awareness of the ways we remember andpreserve Scotland’s history. Having selected a signifi cant individual fromthe past, I can contribute to a discussion on theinfl uence of their actions, then and since. I can discuss why people and events froma particular time in the past were important,placing them within a historical sequence. I can create, capture and manipulate sounds,text and images to communicate experiences,ideas and information in creative and engagingways.Teachers Professional development in various software. Professional development in fi lm and animationtechniques and delivery. Professional development in art techniques. The class teacher had the opportunity to learnabout the use of moving image literacy. The teacher gained exprience of collaboratingwith an artist within the classroom.School Stronger sense of identity and responsibility. Stronger sense of identity through representingtheir school in the local newspaper articleabout the fi lm crew meeting the TV chef at theAlbert Halls, Stirling. Winning a DIGI award for their school at theshowcase.My favourite part of the projectwas reading the comics andseeing how well we did.DIGI pupil

26Cowie Case StudyIn the Teacher’s WordsGBTVTeacher: Danii BairnerBefore taking on this project, I had some verybasic experience of using a camcorder to fi lm andof digital technologies but no experience of digitalanimation or the particular software used to createand edit the fi lm and animation. The children withinthe class had no experience either so it was anexciting prospect for all of us.The class topic at the time was the UnitedKingdom and throughout the planning processthe children decided that they wanted to tackleparticular areas within this, those being sport inBritain, food in Britain and British history. Therewere so many cross curricular opportunities withinthe project from Literacy, Problem Solving andHealth and Well Being, to Expressive Arts, ICT andSocial Studies. It was an opportunity to incorporatenew technologies and new learning and teachingapproaches into classroom practice. There was astrong emphasis on interdisciplinary learning andcollaborative working.The children were given opportunities to takeresponsibility for and ownership of their learningfrom the planning stage through to the fi nal editingstages. All the children were actively involvedin their learning and highly motivated by thecollaborative process. Having a specifi c ‘job’ withinthe group gave all children a purpose and engagedthem in their learning.Pupil confi dence increased through focus oninterviewing techniques and presentation skills.Children were able to develop their understandingof the world of work by taking on real life ‘jobs’ andapply their learning to a real life context. The wholeprocess proved to be a very positive and inclusivelearning experience, which gave pupils manyopportunities to learn and share new skills. Allthe children worked towards a common goal andexpectations were very high amongst the pupils.This method of working fi ts well into a Curriculumfor Excellence in many ways. Firstly, assuccessful learners, the children were very eagerto produce work of a very high quality. They hadto research the various segments of the TV showcarefully to ensure the content was relevant andpresented in an engaging and creative way. Allthe children developed new skills in fi lmmaking,digital technology and animation. Finally, the tasksenabled children to develop and apply core skills -communication, problem solving, ICT and workingwith others.As confident individuals the children developedopen questioning skills and used these skillsconfi dently in tasks. They also carried out theirroles with confi dence and shared their ideasand opinions throughout the entire process withtheir ‘work colleagues’. This was the case for allroles including those of Directors, TV Presenters,Interviewers, Camera Operators, Scriptwriters andSet Designers.As responsible citizens, the children learned torespect the opinions and contributions of others.They also took responsibility for their actions andworked towards an agreed outcome. As effectivecontributors, the children had to work effectivelyand collaboratively in their groups on all segmentsof the TV show and animated idents. The childrenalso developed strategies for tackling unexpectedsetbacks and challenges.This type of project was highly motivating for thechildren and facilitated relevance, depth, challengeand enjoyment. The children developed a verystrong sense of pride in their work and in theirachievements throughout the project.I plan to incorporate my new learning intoclassroom practice this academic year in additionto doing an after school club.

27CowiePrimary SchoolIn the Children’s WordsInterview about their projectGBTVwith Holly, Regan and AlistairWhat type of show did you make?Alistair: It was like a news report with interviewsand outside broadcasts about Great Britain. Wehad TV presenters and animations and stuff.Which types of jobs were there as part ofGBTV?Holly: We had the TV presenters, camera people,directors, runners and set designers.Regan: Animators too!What jobs and skills did you need to do yourjob successfully?Alistair: My job was camera operator. I wrotea good job application. I needed steady handsand good listening skills so I could listen out forinstructions. I said that I had good steady handsand that I am always taking videos with my cameraphone.Regan: I was a set designer. I had to have goodart skills and be able to draw well. My favouritepart was making the mountains and the clouds forthe set.Holly: I was a TV presenter. I had to have a clearvoice and be able to speak out loud. We had tohave confi dence for being a presenter. I liked theinterviewing and making the animations.Can you still remember how to make ananimation?Holly: I would probably not remember but I wouldgive it a try.What were the best parts of the project?Alistair: I liked the bits where I got to fi lm andI liked the mistakes - some of them were quitefunny. I would be quite happy to pick up a camerajust now and start fi lming. I’d like to try it again.What did you learn about your topic throughmaking GBTV?Alistair: We learned about the national buildings,fl owers and capital cities from researching themfor the idents.Holly: I learnt things when we interviewed some ofthe teachers and other pupils for the Great Britishquiz. We had to research the questions on theinternet.Alistair: We learned loads. We met Kelly Woodsand Phil Vickery and we had Sarah and Robbie asour presenters.What job would you like to try next time?Regan: I’d like to be a runner because I like thesound of it and being that busy all the time.Holly: I’d like to be a set designer because I’mreally good at art and drawing and I have goodideas.Alistair: I’d like to be an animator because I wasgood at the camera operator. I think I would begood at being an animator because it’s kind of thesame thing - taking pictures and using cameras.Did you use any other every day skills inmaking GBTV?Alistair: We had to draw pictures for the animators,draw storyboards and write scripts.Holly: I thought we had to use our counting whenthe director counted us in and concentrate on whatthey were saying.What did you really enjoy about the project?Alistair: Watching the Pixar animations andlearning about how to make the animations. Thosefi lms were really funny. I think I will remember howto make fi lms from watching those animations.Regan: I thought that George 4th burping out theGreat Britain fl ag was really funny. We recordedRyan’s burp to make that.Holly: I really liked it all. It was really good.Would you like another event like the DIGIshowcase?Alistair: It was really fun, and watching all the otherschools fi lms and animations. Getting the awardwas great.

28What would you like to do next time?Alistair: I’d like to do something about the sea.That’s our topic just now. It would be quite goodbecause some bits could be quite funny. Usinganimation I think. It would be too hard to try andfi lm dolphins jumping out of the water.What do you think you learned making GBTV?Alistair: We learned how to work better as part of ateam and wait for other folk to fi nish their bit beforewe could do our bit so we had to be patient.Alistair: Doing the ‘Ready Steady Cook’ taught usabout food from Scotland. I don’t mean they justtold us how to cook, we just watched and learnedand got to try the food.Regan: Because we were working with each otherwe had lots of different people talking to eachother so we had to communicate well.

30The project was totally embedded in the P4 class. It was linked withthe topic so built on what the children were already learning. By theend of the topic the children were confident animators, they workedcollaboratively and co-operatively in groups and were responsible forlooking after all the equipment. The project provided the children witha real learning experience that was both motivational and meaningful.DIGI class teacherI was happy because it was really fun. I don’t have anything I didn’tlike.DIGI pupilIt has been extraordinary. We have learned about 50,000 new things!DIGI pupil

31East PleanPrimary SchoolThe Spider Who SavedScotland16 sessions (Phase 2)P5Teacher: Maree AirlieLearning Outcomes Greater understanding of the principles ofanimation and fi lmmaking. Increase in confi dence. Develop skills in working as part of a team andcommunication. To assist the children in looking at Scotland’splace in the world, including its history andculture.Topic and Delivery The Wars of Independence - most notablyRobert the Bruce. Delivered collaboratively with the class teacherusing a variety of animation techniques.drawn up by the children and includedscriptwriting, animating, prop creation, recordingand editing.Martin Smith, BAFTA award winning fi lmmakerand scriptwriter from Edinburgh, was invited to theschool to conduct a lesson on storyboarding andscript writing.After learning about how to construct animationsthe children then went on to storyboard their ideasand, from there, construct their sets, backgrounds,characters and props. Scripts were also writtenand recorded onto a digital mic. From here TheSpider Who Saved Scotland was made withsupport of the artist and class teacher.As a sideline the children worked on a powerpointwhich would be shown at a presentation toparents. This powerpoint included not only whatthey had learned as part of their topic but alsodemonstrated how they had constructed theiranimation and what they had learned in theprocess.Films and Animations The Spider Who Saved ScotlandPhase 1 Teacher: Mrs Valentine (P4)Project: Crumpoles Go Camping (animation)SummaryThe class topic was William Wallace andRobert the Bruce. We spent time with the classresearching the topic. We began by taking theclass to the Bannockburn Heritage Centre to assistthem in bringing the story to life and in the hopethat it would act as a springboard for ideas abouttheir own narrative project. The visit became theinspiration and an idea was born The Spider WhoSaved Scotland and, as a class, a narrative wasconstructed around this idea including as manyideas from individuals in the class as possible.The children then divided up into four groups, eachgroup taking responsibility for a particular partof their story. The children looked at the work ofanimators Norman McLaren and Lotte Reigner -who was a very big infl uence on the overall look oftheir animation.The roles for each of the groups were clearly

32Key SuccessesTo the Individual Increased confi dence and personalachievement through completing a challengingbrief and through developing new skills indigital media, fi lm and animation. Responsibility in working with various(expensive) pieces of technology to record andmake the animation. Developing ways of working as part of a busy,active class. Greater awareness of their local area andcommunity and its importance in Scotland’shistory.Class Better collaboration skills includingcommunication skills and how to work as partof a team. Responsibility of representing their school atthe Bannockburn Heritage Centre and at theDIGI showcase. Learning to work together as a large group tocomplete a challenging brief. Working together to develop a schoolshowcase for parents and to share theirshowcase with the P1 children who madeThe Enormous Turnip with the artist and classteacher also. Interdisciplinary and collaborative learning.Teachers Professional development in fi lm and animationskills and techniques in the classroom. Professional development in collaborating withan artist in class. An opportunity to further explore crosscurricularlearning – using fi lm and animationto explore and present a curricular topic. The class teacher also had the opportunity tolearn about the use of moving image literacythrough watching and discussion about thefi lms of McLaren and Reigner.School The project instilled a sense of pride andachievement at all levels through the screeningof their fi lms at the DIGI showcase and throughthem winning an award. The project was shared across the school andwith parents. The children involved with theproject were able to disseminate importantinformation to other classes in their schoolwhen showing their fi lms. CPD and project opportunities were developedfor teachers from across the school. Skills have been left in the school that can beused with future classes and children. The school has gained further experience ofthe benefi ts of working in collaboration with anartist. The children demonstrated responsibility whenrepresenting their school during their trip to theBannockburn Heritage Centre and the DIGIShowcase.Links to A Curriculum for Excellence(please see pages 8, 9 and 10 also)Social Studies Experience andOutcomes I can use primary and secondary sourcesselectively to research events in the past. I can investigate a Scottish historical themeto discover how past events or the actions ofindividuals or groups have shaped Scottishsociety. I can compare and contrast a society inthe past with my own and contribute to adiscussion of the similarities and differences. I can discuss why people and events froma particular time in the past were important,placing them within a historical sequence. I understand that evidence varies in the extentto which it can be trusted and can use this inlearning about the past. By exploring places, investigating artefactsand locating them in time, I have developedan awareness of the ways we remember andpreserve Scotland’s history. I can use evidence to recreate the story of aplace or individual of local historical interest.

33East PleanCase StudyIn the Teacher’s WordsClass Teacher: Maree AirlieAs a newly-appointed probation teacher withPrimary 5 at East Plean Primary School I was a bitnervous about taking on such an ambitious projectwith so little teaching experience to draw on. Inaddition, I had almost no experience of digital oranimation techniques though have always enjoyedworking with technology. However, I was morethan happy to accept the challenge of learningnew skills in this area. It was well worth it!Learning through digital art offers so many benefi tsfor learning and teaching. From the outset, thechildren were enthused and motivated about thetopic and the prospect of working with an artiston an animation project. They were activelyinvolved in planning the animation that ensuredthat they maintained a high level of engagementin their learning at all times. In order to fulfi l theanimation brief they had to make use of researchand problem-solving skills as well as develop andimprove their skills in working in pairs and smallgroups. The opportunity to work collaborativelyprovided one of the biggest benefi ts for thisparticular class. It meant that all pupils couldcontribute at their own level to the overall project,ensuring that all pupils achieved a feeling ofsuccess with regard to the fi nished piece of work.The end presentation of this work to parents gavethem a real sense of purpose. Finally, in terms oflearning about the topic itself, I felt the childrenachieved a greater depth of understanding aboutthe topic, having had the chance to explore itin the amount of detail necessary to create theanimation.As the class teacher I loved being part of thisproject. It showed me just how well pupils respondto being actively involved in their learning and howmuch they can achieve when they are motivated tolearn. One of the biggest potential barriers to theproject was the ability of the class to work togetherin groups, but the pupils’ engagement in theproject helped them to overcome this issue and Isaw an improvement in their communication andcooperation, with some encouraging examples ofcollaborative work amongst pupils.In my (relatively inexperienced and humble)opinion, this is what Curriculum for Excellence isall about - child-led, active, engaging and relevant,giving pupils a real depth to their learning. It wasclear to see how each of the four capacities wascovered and on top of all that, it was fun! Not justfor the pupils in the class, but also for me as theteacher. I learnt so many new skills in the courseof the project, and I learnt them along with theclass so that we shared the experience. Thesuccess of this project gave us the confi denceas a class to put our skills into practice to createanother animation by ourselves later in the year.Result!In conclusion, the children involved in the projecthave acquired skills that they can take with themthroughout their lives. So have I, as well as adesire to develop these skills and put them to usewith other classes and other projects so that allchildren can benefi t from the advantages offeredby this way of working.

35What was the best part about the DIGIshowcase?Lyndsay: Seeing other people’s animations.Jack: It was really cool because I was uprepresenting our school doing my speech. ButI liked it when our animation came on becauseeveryone clapped. I was really lucky to get inthere. My mum and me went along. It was greatseeing work that our school had done in theexhibition.Jack: It was great getting the award because itlooked like a real Oscar.What skills have you improved upon being partof the project?Jack: For me it’s balance. My confi dencespeaking in class is better from talking at DIGI. Mybalance is better. It was a great laugh making theplastiscene fi gures and trying to get them to standup.Lyndsay: I think I got better working as part of ateam. There were some hiccups. But wheneversomething went wrong, instead of arguing about itwe fixed it, we worked better as a team.Jack: Yes Lyndsay’s right - we developed betterteam working skills. It brought us together as aclass.Nathan: I think I learned that when it’s all fi nishedit’s worth it. I’ve got good animation skills and I’vetried it at home. I made it with just people - to looklike a wrestling match.Did you use everyday classroom skills?Jack: We had to do it all the time researching andgoing to the library and printing stuff off. It wasreally tiring.Nathan: We had to do a lot of reading and writingbut it was fun. Everyone got to work together andwe worked so well in a team that we actually made3 fi lms in the end. Nothing went wrong.Would you like to do it again?Lyndsay: I liked all of it - I’d like to do it again foranything.Nathan: I think all the schools should get togetherand make one great big fi lm.We think the residency hasforged clear links with theschools, within these schoolsthey are realising the impactthat a Digital Artist can havein the classroom, school andwider community.ICT Officers

37My experience of the Digital Arts was very limited. The residency has not onlyallowed the children the opportunity to explore digital art but has also allowedme to see the potential for this type of working/teaching/learning.DIGI class teacherI will definitely use the skills again and feel confident taking on animationprojects in the future. I am keen to expand my knowledge through furtherCPD. A big part of the project was the opportunity for the children to workcollaboratively in groups. The cross curricular approach is very much in linewith Curriculum for Excellence.DIGI class teacherI enjoyed the animation and Lisa was amazing. She is one of my best teachersbecause it was fun. I learnt how to animate characters.DIGI pupils

38St Margaret’sPrimary SchoolA Change is Coming12 sessions (Phase 2)P5Teacher: Mary-Rose ReidLearning Outcomes Create a series of animations tied into localissues - decided by the children. Develop a better understanding of how newsmedia is constructed and how it can be used todeliver a message.Topic and Delivery The News The Local Environment Delivered collaboratively with the teacher usingfi lm and animationchildren began work bringing their stories tolife through animation. They all took turns to beanimators and directors and everyone enjoyedbeing a cameraperson and using the technology.This process took several sessions.In addition to their animations the children tooka trip to BBC Glasgow to see how a news roomis run and also created their own magazine-typeshow based on Christmas that was made availableon the BBC education website for the children towatch in school and at home with their families.Their fi nal session was spent editing their fi lms. Allthe children worked cooperatively to ensure theanimations were completed. The class then held aschool screening of the work that they had made.Animations The Country Road The Rubbish Birds The Dirty Stream The ForthPhase 1 Teacher: Alison Cassidy (P4)Project: The OlympicsSummaryThe children in Primary 5 were studying their localenvironment. They felt litter was a major problemso the children decided, as a class, to producea series of animations looking at this topic. Theyidentifi ed, in particular, the issues surrounding theeffects of litter on the environment and its effectson wildlife. They decided to focus on differentareas, the countryside, the river, the stream, parksand play areas.They began by looking at animations on thesame theme created by young people fromtheir local high school and also watched someshort animations by Norman McLaren. We usedthese animations and several others to teachthe children basic moving image education. Theclass received a visit from a fi lmmaker who taughtthem the importance of the storyboarding stage increating fi lms and animations.In small groups the children went on to developtheir ideas and then began the storyboardingprocess. They then went on to create theirbackgrounds, characters, write their scripts andmake props. After their animation tutorials the

39Key SuccessesTo The Individual Increased confi dence and personalachievement through completing a challengingbrief and through developing new skills indigital media, fi lm and animation as well ascreating scripts and speaking on digital mics. Working as part of a small team to achallenging brief. Greater awareness of their local area andcommunity. Using their creativity to deliver an importantenvironmental message to their school,community and DIGI audience. Awareness of the work of national andinternational fi lmmakers and animators.Class Shared experience of representing their schoolat BBC Scotland in Glasgow and at the DIGIShowcase. Working together to create animationshighlighting issues in their local community. Better collaboration skills includingcommunication skills and how to work as partof a team. Learning to work together as a number ofsmaller groups to complete challenging briefs. Responsibility to develop a school showcasetogether. Interdisciplinary and collaborative learningTeachers Professional development in fi lm and animationskills, storyboarding and script writing for fi lmand animation in the classroom. Professional development in collaborating withan artist in class. An opportunity to further explore crosscurricularlearning - using fi lm and animation toexplore and present a curricular topic. The opportunity to learn about the use ofmoving image literacy through watching anddiscussion of the fi lms of McLaren and others.School The project instilled a sense of pride andachievement at all levels through the screeningof their fi lms at the DIGI showcase and throughthem winning an award. The project was shared across the school.The children involved with the project wereable to disseminate important informationabout the environment to other classes in theirschool when showing their fi lms. CPD and project opportunities were developedfor teachers from across the school. Skills have been left in the school that can beused with future classes and children. The school has gained further experience ofthe benefi ts of working in collaboration with anartist. The children demonstrated responsibility whenrepresenting their school during their trip to theBBC Scotland and the DIGI Showcase.Links To A Curriculum For Excellence(please see pages 8, 9 and 10 also)Social Studies Experience andOutcomes I can describe and recreate the characteristicsof my local environment by exploring thefeatures of the landscape. I can consider ways of looking after my schoolor community and can encourage others tocare for their environment. I can discuss the environmental impact ofhuman activity and suggest ways in which wecan live in a more environmentally responsibleway. I understand that evidence varies in the extentto which it can be trusted and can use this inlearning about current issues in society.

41Although the children had some skills in animation beforehand, the workthat they completed with Lisa using new software and techniques was newas well as challenging. Throughout the project the children were workingindependently on a variety of different projects and began to become confidentin their application.DIGI class teacherI liked it because I use to think it was super hard but now I have done it a fewtimes I have learnt that it is not really that hard.DIGI pupilI enjoyed DIGI because we got to learn lots of new things, go to interestingplaces and we learned how to work in a group.DIGI pupil

42St Mary’sPrimary SchoolTitanic ll11 sessions (Phase 2)P6Teacher: Jennifer HamiltonLearning Outcomes Enable the children to gain a greaterunderstanding of life at the time of the Titanicand to assist in bringing the story to life forthem. Further develop the teacher’s and children’sskills in digital technologies and introduce fi lmand animation to their learning.Topic and Delivery Their topic of the Titanic was deliveredcollaboratively with their teacher usingnarrative fi lm to tell a story based looselyupon the events surrounding the sinking of theTitanic.SummaryThe class topic for the term was the Titanic. Thechildren had spent time at home creating their ownmodels of the Titanic and we decided the beststart would be to re-enact the sinking of the Titanicusing animation.The class divided up into four groups, eachgroup responsible for a particular scene in theevents leading up to and after the sinking of theTitanic. These groups spent time researching themovements of the boats and other details such asthe time of day, number of lifeboats, the orientationof the boat and how it sank.They then spent time creating their storyboards,creating sets, recording sound effects anddialogue. After basic instruction on how to animateeach group then spent a session bringing theiranimations to life. The animations were editedtogether and sound effects were added. The shortanimation was watched by the class who werevery pleased with the result. They commented onhow much it looked like special effects.From this point on the children decided to create anew story, using the Titanic story and the specialeffects they had just created, to make a fi lm. Inaddition to their work on the fi lm the childrenwere also turning their classroom into the TitanicMuseum as part of a Connecting the Learningtopic, using every corner of their class as aparticular room on the ship including the GrandStaircase, a fi rst class cabin, a second class cabin,a third class cabin, the bridge and the crow’s nest.It was decided that we would use their classroomas the set for their fi lm.Through a class discussion they looked at thethemes and issues involved in the sinking of theTitanic and life at the time on board the boat. Theissue of class, social diversity and social exclusionwere important themes in their fi lm. The childrendecided on setting the fi lm far into the future, butlooking back to the fi rst Titanic.Basic moving image education was deliveredbefore the children began work on the varioustasks involved in creating their fi lm. The classwatched fi lms and animations by a number ofpeople including Ray Harry Hausen. The classdecided the various acting roles by auditioningothers in their class. They chose the jobs theywanted to do including make up artist, props,costume, camera person, director, sound effects,animators, actors, script writers and runners andthen set to work over several weeks creating theirfi lm. The roles allowed them to work effectivelytogether and also made them responsibleand accountable. Each session began with aproduction meeting listing all the tasks that neededcompleting for that day.To assist the children in the development of theirmuseum we took a trip to the Kelvingrove MuseumCentre of Enlightenment. Whilst there the childrenwere fi lmed by BBC Scotland for a news segmentthat was shown on national TV about the museum.Animations and Films: Titanic IIPhase 1 Teacher: Thomas Joyce (P5)Project: Life in the times of Robert the Bruce(animation)Key SuccessesTo the Individual Increased confi dence and personalachievement through completing a challengingbrief and through developing new skills in

43digital media, fi lm and animation, scriptwritingand storyboarding. Increased confi dence in appearing on cameraand remembering lines. Better communication skills working in such alarge group and staying on task. Independent research into elements ofhistorical importance for their story. Responsibility in working with various pieces oftechnology to record and make the fi lm. Creative development in make-up, costume,and performance.Class Better collaboration skills includingcommunication skills and how to work as partof a large team. Learning to work together as a large group tocomplete a challenging brief. Sense of achievement in completing their fi lmto a high standard. Responsibility of representing their schoolat the Kelvingrove Museum, when beinginterviewed by the BBC and at the DIGIshowcase. A shared experience of visiting the KelvingroveMuseum and learning together. Interdisciplinary and collaborative learning.Teachers Professional development in fi lm and animationskills, as well as in writing and using dialoguein fi lm and animation, in the classroom. Professional development in collaborating withan artist in class. An opportunity to further explore crosscurricularlearning – using fi lm and animationto explore and present a curricular topic. The opportunity to learn about the use ofmoving image literacy through the watchingand discussion about the fi lms of Ray HarryHausen and others.School The project instilled a sense of pride andachievement at all levels through the screeningof their fi lms at the DIGI showcase and throughthem winning an award. The children demonstrated responsibility whenrepresenting their school at the DIGI showcaseand during their trip to Kelvingrove MuseumCentre of Enlightenment and then being fi lmedby BBC News whilst there. CPD and project opportunities were developedfor teachers from across the school. Skills have been left in the school that can beused with future classes and children. The school has gained experience of thebenefi ts of working in collaboration with anartist.Links to a Curriculum for Excellence(please see pages 8, 9 and 10 also)Social Studies Experience andOutcomes By exploring places, investigating artefactsand locating them in time, I have developedan awareness of the ways we remember andpreserve Scotland’s history. I can compare aspects of people’s daily livesin the past with my own by using historicalevidence or the experience of recreating anhistorical setting. I can explain why a group I have identifi edmight experience inequality and can suggestways in which this inequality might beaddressed. Having critically analysed a signifi canthistorical event, I can assess the relativeimportance of factors contributing to the event.Health and Wellbeing As I explore the rights to which I and othersare entitled, I am able to exercise these rightsappropriately and accept the responsibilitiesthat go with them. I show respect for the rightsof others.

45DIGI has definitely raised the profile and understanding of the digitalarts. It has allowed me to see the potential with using the digital artsacross the curriculum. The children’s sense of achievement in itselflet me know that what they had been involved in had been of greatbenefit. With continued support I would feel confident to use the skills,techniques and resources within my own class. I would require thesupport perhaps in a different form, someone who you could ‘bounceoff’ ideas, who could point you in the right direction for further adviceor if you were ‘stuck’ would be able to help you through any difficulty.DIGI class teacherI feel proud of everyone and myself because we all worked together.DIGI pupil

46Specialist TeacherProjectDigital Photography5 sessionsP6WLesley McDermott, Specialist Teacher of Artand DesignIntroduction to the ProjectWorking collaboratively with the specialist teacher,we developed a project that would develop thechildren’s awareness of both photography and theenvironment around their school.The children fi rst looked at the work of severalnational and international photographers. Theywere asked to complete a worksheet using Googleimages to fi nd work by these photographer andthen answer a series of critical questions onspecifi c elements of their work.This exercise was designed to demonstrate to thechildren how to discuss photographs and developan informed opinion. The children were given aspecifi c brief to photograph Where Man MeetsNature. In addition it asked that their photographsshould look at some of the basic principles ofphotography including colour, texture, light, shapeand composition.From this point the children were responsible forsuggesting places within reach of their schoolwhere we could take photographs. Over the nextfew weeks the children went out on planned walksaround their school area taking photographs.After their walks, images were printed up and thechildren spent time editing and discussing them.These images were then mounted and displayedin their school.In addition, a large banner using edited imageswith the headings Texture, Shape and Colourwas displayed at the DIGI event. This banner wasreturned to the school for display.Skills developed whilst on this project werefar-reaching and included working as part of ateam, using digital technologies including digitalcameras. The children learned the basic ideasand principles of photographic theory. Theyalso became more aware and interested in theirsurrounding area and the beauty in often what isconsidered a mundane object.My least favourite part of theproject was having to wait aweek to do it again.DIGI pupil

48BannockburnHigh SchoolAfter School ClubTuesday EveningsS1 – S2Teachers: Catherine Noble and Wendy MasonThe DIGI After School Club was set up to allowthe high school pupils the opportunity to learnmore about fi lm, animation and digital technologiesand to look at the various careers available in thecreative industries. This club was different from theprimary schools as it meant delivering to youngpeople at various stages in their development so itwas felt that the club should work with this balanceas much as possible.The pupils began by creating animations that werewritten and developed by the fi rst year group ofyoung people attending the club. Over severalweeks the groups worked to realise these shortanimations. They storyboarded, scripted, createdcharacters, backgrounds and fi nally animatedtheir stories. The club format also allowed roomfor more experimental work being made by thesecond year group where they utilised props fromthe art classes and themselves to create spookyanimated scenes.Moving image education was less formal inthe high school than in the primaries due to asmaller class size. This was of more benefi t tothe participants as they could learn more in depthtasks specifi c to their own projects.Once the animations were complete the secondyear pupils took the lead and embarked uponlearning more about photography. They began bylooking at books by national and internationallyrenowned photographers. They discussed how theimages were constructed and the importance ofelements in photography such as colour, shape,composition and texture. The group also spenttime learning about the history and theory ofphotography using older model cameras.When ready the group concentrated on twofeatures of photography: portraiture and foundstill lives. By putting themselves in the picturethey were able to gain some objectivity of theirown image in print by examining the lighting andcomposition.The group spent time editing their images forinclusion in the DIGI exhibition and showcaseand, in addition, acted as DIGI assistants duringthe event itself supporting both the hanging of theexhibition as well as helping to steward the event.Animations Shopping Giraffe Defi ne Ghosts The ChasePhotography Portraiture Found Still LivesAll pupils who took part nowhave a greater understandingof careers in the creative artsindustries and have benefitedfrom the artist’s skills andexperiences. Second yearpupils were particularlyinterested in her career andhow she approaches gettingcommissions etc. so herinfluence has been more thanjust about the digital project.DIGI class teacher

50Summary andImpactsDIGI was a fantastic opportunity and experienceand this was supported by the considered andpositive feedback from the children, teachers,head teachers, artist, external evaluator and otherStirling Council offi cers who were involved.The use of animation, fi lm and photography inthe cluster of schools was one that had only juststarted to be explored and there was a desire todevelop this further. The residency was developedin response to this desire.The residency offered the opportunity for thecluster to have a focused period with an artistexploring how the digital arts could be usedcreatively across the curriculum. This meant thathead teachers, class teachers, the ICT offi cers, thespecialist teacher and other council offi cers wereable to assess the impact of this.It’s diffi cult to summarise the impact of DIGI and,to do this, we have tried to summarise the pointsthat, through evaluating DIGI throughout, havebecome apparent. Included most importantly arethoughts from both teachers and children that theyhave suggested in their evaluations or throughmeetings and conversations. Also included isfeedback from the artist, the external evaluator, thecultural coordinator, the arts and culture manager,ICT offi cers and specialist teacher who were allinvolved in the residency steering group alongsidethe teachers and head teachers involved.Summary of Impact DIGI introduced new skills in fi lm, animationand photography to over 200 children and 14teachers in the Bannockburn Cluster over the18 months of the project. These children andteachers were from Primary 4 up to Secondary 2. These skills are continuing to be used. Allschools have asked to use the DIGI laptopsover the next year with projects planned inmany. Schools are beginning to purchase theirown equipment and / or software. Schools areusing fi lm and animation within class and someare also setting up digital arts clubs. DIGI raised the profi le of the digital arts andgave schools the opportunity to see howthe digital arts could be used beyond theexpressive arts curriculum to explore otherareas of the curriculum and class topics.“It has definitely raised the profile andunderstanding of the digital arts. It has allowedme to see the potential with using the digitalarts across the curriculum. The children’s senseof achievement in itself let me know that whatthey had been involved in had been of a greatbenefit.”DIGI Primary Teacher DIGI raised the profi le of how the arts can beused across the curriculum in the schools.“Now that the schools have a better idea ofthe scope of what can be achieved they aremore open to more challenging, contemporarymodes of art activity. Another slot has alreadybeen allocated to the digital arts in one of theschools.”DIGI External Evaluator DIGI introduced a variety of fi lms andfi lmmakers to the children and teachers,broadening boundaries and understandingof what fi lm and animation is and potentiallyintroducing both children and adults to fi lmsthey maybe wouldn’t usually watch. It alsointroduced the idea of the use of moving imagein literacy.“The films were watched a number of timeswhich allowed the children time to look at adifferent aspect of the film each time, helpingdevelop skills of analysis. The children enjoyedthe new vocabulary of filmmaking...”DIGI External Evaluator DIGI helped support teachers and pupils tobe more aware of their creative ability - thatcreativity isn’t just about the expressive artsand that the expressive arts is not only aboutdrawing. DIGI eroded subject barriers by offering acreative and expressive medium that could beused across the curriculum. DIGI supported the four capacities of theCurriculum for Excellence DIGI brought expertise and ‘fresh motivation’into the classroom that was seen as invaluableand helped offer new ways of seeing and doingthings. DIGI allowed the creation of this educationresource including case studies and workshopsheets that will hopefully inspire new projectsand support teachers to continue to useanimation and fi lm making in class. DIGI developed a group of head teachers andteachers that have experience of working with

51an artist and has helped schools understandthe benefi ts of working in partnership with anartist or an arts organisation. This in turn hascreated an enthusiasm to support the skillsdeveloped through DIGI but also considerationof working with other artists in the future. DIGI developed a Network Group withrepresentatives from each of the schools thatwill continue to support the digital arts in theschools beyond the residency. The networkgroup allows for discussion and sharing ofideas as well as support using the softwareand equipment. DIGI helped develop skills of analysis andhas encouraged deeper thinking, sharing andcommunication. It has offered another formof communication to share thoughts, ideas,information and creativity. DIGI motivated children in learning across theability range and was completely inclusive,offering a range of tasks and opportunities forthe children to be involved with. DIGI benefi ted children whose contribution tonormal class activities could be diffi cult. Formany of these children they shone through theexperience.“...seeing some children involved andachieving who otherwise don’t have manyopportunities to be successful. A few childrenshone during the project who have difficultyunder normal circumstances in accessingexpressive arts as they find working withdifferent teachers challenging.”DIGI Head Teacher DIGI created curiosity and discussion. DIGI helped to enhance attainment andachievement. DIGI raised the profi le of the richness of thearts and enhanced learning opportunitiesthrough them. DIGI enabled children to work in teams andwith members of their class they had notworked with before.“I liked DIGI because I got better at working ina team and worked with people in my class Ihad never worked with before”DIGI Pupil“The residency allowed active andcollaborative learning and cross curricularworking impacting on the children’s personaland social development.”DIGI Class Teacher DIGI introduced children, especially in thesecondary school, to the creative industriesand future study and job opportunities.“All pupils who took part now have a greaterunderstanding of careers in the creative artsindustries and have benefited from Lisa’s skillsand experiences. Second year pupils wereparticularly interested in her career and howshe approaches getting commissions etc so herinfluence has been more than just about thedigital project.”DIGI High School Teacher DIGI enabled the ICT Offi cers to workalongside an artist using the same technologyas they do and see it being used in ‘fresh andcreative’ ways. DIGI has given both the artist and culturalcoordinator in depth experience of an artistresidency, experience that they have bothlearnt from, that will have infl uence and thatthey will take forward into their next projects inschools and communities. 98% of the children involved had enjoyedmaking fi lms and animations. 98% of children involved wanted to make fi lmsand animations again. 100% of the children and teachers involvedsaid they had enjoyed working with the artist. 91% of the children had found the fi lms theartist had shown them through the residencyinteresting and useful. 79% of the children felt that they could makeanimations again with their class or with theirteacher. 70% of the teachers involved felt confi dentthat they could make fi lms and animationsagain. Some felt they would need support withediting.

52Information /ResourcesFor Further Support and AdvicePersonnel in each Local Authority will differ but fi nd out ifyour local authority has an Arts Development Offi cer, ArtsEducation Offi cer, Film Development Offi cer and, in Scotland,Cultural Coordinator or Creative Links Offi cer. You can alsocontact Scottish Screen’s or Scottish Arts Council’s EducationDepartments (soon to be jointly called Creative Scotland) andin England and Wales your regional Arts Council EducationDepartment.Any of these key staff should be able to offer advice and differinglevels of support depending on their remit.Information, Resources and PublicationsGlow: is the world’s fi rst national intranet for education.Glow breaks geographical and social barriers and allowsjoined-up working the length and breadth of Scotland.Glow: Co-Create is a pioneering new initiative to bring artseducation resources online for schools across Scotlandthrough Glow.Glow: Canvas will allow schools, teachers and young peopleto share their creative work including visual art and fi lmmakingacross the Glow network safely.www.ltscotland.org.uk/glowscotlandLearning Teaching Scotland have developed a websitewhich holds useful information about the use of fi lm andanimation in schools with clips made in schools and interviewswith teachers and pupils. If you search ‘animation’ on theirwebsite you will also fi nd lots of interesting information aboutpast projects in schools.www.ltscotland.org.ukScottish Screen is the national development agency for thescreen industries in Scotland. Their goals are to see movingimage education articulated in the schools curriculum, andto widen the accepted defi nition of literacy to include medialiteracy as standard. They have written a number of very goodpublications on Moving Image in Eduction which are free todowload on their website including Look Again and MovingImage Education in Scotland.(Scottish Screen is soon to be part of Creative Scotlandalongside Scottish Arts Council)www.scottishscreen.comThe Scottish Screen Archive is now part of the NationalLibrary of Scotland. The fi lms illustrate ordinary people’slives, Scotland’s industrial history and the changing patternsof Scotland since the birth of fi lmmaking in 1896 and is aexceptional resource to teach and explore Scottish life inschools. It preserves over 100 years of Scottish history onfi lm and video. The archive can provide thousands of titles foreducational use. Online you can fi nd details of titles availableto view, hire or buy as well as watch over 1,000 fi lm clips andfull fi lms.www.nls.uk/ssaBFI is the British Film Institute. Their world-renownedarchive, cinemas, festivals, films, publications and learningresources are there to inspire you. Information is availableon some 800,000 feature fi lms, short fi lms, TV programmes,documentaries, newsreels and educational and training fi lms- searchable by synopses, crew, cast, music, release andtransmission information and related events.Films are available to download to your PC and are availableto buy or rent.www.bfi.org.uk/education/resourcesFilm Education’s online resources are all free to downloadand offer activity ideas and support materials.www.filmeducation.orgAn online resource for educators, built in Scotland, sharinghow to analyse, create and explore the moving images thatdominate global culture and communication.www.movingimageeducation.orgFirst Light Movies was launched in May 2001 to fund andinspire the making of short digital fi lms, refl ecting the diversityof young people’s lives. First Light Movies is an initiativesupported by the UK Film Council with Lottery funding. FirstLight Movies works in association with youth agencies,schools, colleges, production companies and fi lm clubsthroughout the UK. Some young fi lmmakers have used FirstLight Movies as a stepping stone to gain work experience inthe fi lm industry.www.firstlightmovies.comMaking the Film - a very simple and easy to follow stepby-stepguide of how to make a fi lm from scriptwriting toproduction. Also includes information on basic fi lm theory, likehow different shots portray different emotions.www.makingthefilm.com/guideBBC Scotland LAB is there to help bring your story to lifewhether it’s video, animation, audio or a photo slideshow. Youdon’t need any knowledge of the world of digital media and bythe time you’ve fi nished a free workshop at the L.A.B you’ll beamazed at what you can achieve. The workshops for schoolgroups have been devised with the Curriculum for Excellencein mind and each of the sessions provides a rich task for thegroup involved. The content and style of the session can beadapted to the needs of the individual class.www.bbc.co.uk/scotland/learning/labTel: 0141 422 7896The BBC Blast website is a great site to see the work thatother young people are making. It is also a place to get adviceon art, fashion, music, games, writing, fi lm and dance andto showcase what has been created. BBC Blast run freeworkshops throughout the UK and also hold competitions. Avery useful and accessible site.www.bbc.co.uk/blast/filmParkside Community College (a secondary school) inCambridge has developed innovative approaches to mediaacross the whole curriculum, to work with moving image andto uses of new classroom technology, with an emphasis onan entitlement experience for all students, rather than just onspecial projects. There is a well-developed media curriculumat Key Stage 3 and all students take GCSE Media Studies ina combined course with English and English Literature. Theirwebsite is full of useful information and free resources.www.parksidemedia.net/parkside_mediaThe idea behind Films for Learning is to enable teachersand students to make their own custom video resources thatthey share online, inspiring other students, teachers andschools to use them, as well as make and contribute their

own. Films for Learning resources are free and membershipof the Films for Learning Community is free and also enablesschools to upload fi lms, comment on and rate fi lms, as well asjoin in with the forum discussions.Resources include: Copyrighted Music - How to Stay Withinthe Law, A Guide to Making Films for Learning, StoryboardMaster Sheet, Log Master Sheet and lots of other usefulworksheets.www.communityfilmsforlearning.orgFilmstreet teaches children about Moving Image Education(MIE) and also runs competitions. It’s a good fun website andvery accessible for children too.www.filmstreet.co.ukArts Council England holds many fantastic publicationsthat are free to download looking at arts and creativity ineducation and also a very useful publication Artists Working inPartnership with Schools if you would like to bring an artist orfi lmmaker into your school.www.artcouncil.org.uk/publicationsFilm Awards and Where to Show yourWorkTeachertube is a safe platform to show fi lm and animationwork by your school.www.teachertube.comDiscovery Film Festival is Scotland’s Young Person’s FilmFestival, which runs once a year, and all schools can submitfi lms/animations.www.discoveryfilmfestival.org.ukFirst Light Film Awards are organised each year by FirstLight. The annual celebration of young people’s fi lm making inthe UK has established itself as a permanent fi xture in the fi lmawards calendar attracting more industry partners, celebrityendorsements, media attention and corporate sponsors thanever before.www.firstlightonline.co.uk/fl-awardsCooperative Film Awards are National Film Awards foranyone under the age of 19.www.youngfilm-makers.coopShowcomotion Young People’s Film Festival is a majorFilm Festival held in Sheffi eld. Their website holds lots ofuseful information. Showcomotion also works with UNICEFUK running a competition for short fi lms on the theme ofchildren’s and young people’s rights. The UNICEF UK YoungFilm Makers Awards is for fi lms made by young fi lmmakersaged up to and including 18 years old with a Children’s Rightsfocus.www.showcomotion.org.ukInformation about the Film IndustriesThe UK Film Council is the Government backed lead agencyfor fi lm in the UK ensuring that the economic, cultural andeducational aspects of fi lm are effectively represented athome and abroad. It offers information on fi lms, training,funding and opportunities.www.ukfilmcouncil.org.ukCreated in 1998, The British Independent Film Awardsset out to celebrate merit and achievement in independentlyfunded British fi lmmaking, to honour new talent, and topromote British fi lms and fi lmmaking to a wider public.www.bifa.org.ukFundingThe aim of this Education Resource is to support schoolsto take forward projects in their schools with or without afi lmmaker or animator.However, if you would like to work alongside a fi lmmaker oranimator you will need a budget for the project (which willcover their fees and any materials or resources needed).You may be able to cover this through your school budgetor through school fundraising but may also need to apply toexternal funders. External funding is competitive, funders canhave 10 times as many applications to funds or more but it iscertainly worth a try. Many 1,000’s of projects have happenedthrough external funding.There are many funders out there and below just a few of thekey funders are mentioned. Your Local Authority may have aFunding Department that can advise you on both local andnational funds. You can also ask your local authority arts teamfor advice.Paul Hamlyn Foundation www.phf.org.ukScottish Arts Council www.scottisharts.org.ukScottish Screen www.scottishscreen.comFirst Light www.firstlightonline.co.uk/fl-awardsArts Council England www.artscouncil.org.ukAwards for All www.awardsforall.org.ukBig Lottery Fund www.biglotteryfund.org.ukHeritage Lottery Fund (for heritage based projects using fi lm /animation) www.hlf.org.ukYou can purchase a guide called the Arts Funding Guide bythe Directory of Social Change that is a comprehensive guideto arts funders or search for further funders via the internet.Working with ArtistsFurther information about how to employ and work with anartist (across all genres) in your school can be gained fromEducation Departments within Creative Scotland (ScottishArts Council and Scottish Screen), Arts Councils in England,Wales, Northern Ireland and Eire or your local authority ArtsEducation / Development Offi cer (also Cultural Coordinatorsin Scotland).Useful Publications:Scottish Arts Council• Firing the Imagination 1 and 2• The Art of LearningAll three exciting publications demonstrate how the arts andcreativity enhance the curriculum and are downloadable forfree from the website.Arts Council England has a number of excellent publications(downloadable for free on their website) under ‘Education andLifelong Learning’ and ‘Children and Young People’ including:• Artists Working in Partnership with Schools• Writers in Schools• Keeping Arts Safe - 2nd edition• Teaching and Learning in 3D• Drama in Schools - 2nd edition