Skip to 0 minutes and 6 seconds Alan Thomas-Williams: It’s nothing new, it’s always been the case that if you can give a child some pride in their work, if you can display their work, whether that be a story put up on the wall for everybody else to read, or a film for everybody else to see, having that pride in their work means the world to that child.
Skip to 0 minutes and 25 seconds John Peto: Because it’s so publicly shareable we’ve seen time and time again young people really raise their quality of output, raise their game in terms of the work they’re doing because they know this is going to be seen, it’s going to be shared and it’s going to reflect directly on them as a person or team that made that film. So it’s a powerful tool in that sense as well.
Skip to 0 minutes and 43 seconds Sarah Hepworth: Now they’re part of that feedback approach, so, I’ve used it in the majority of my lessons actually, when we’ve been talking about “so how does that come across?” and “what effect have you created for other people?” which has worked in English but has also worked in humanities, music, PSHE.
Skip to 0 minutes and 57 seconds Chris Whitney: We expect film to be viewed, we wanted it to be viewed, it’s made to be viewed, and therefore it needs to be watched regularly throughout the whole of the production phase. It needs to be stopped and started and reviewed and edited and looked at and listened to throughout the whole of the process. So that it does give the impact that it’s meant to give from the very beginning. So that it does give the message that it wants to give.
Skip to 1 minute and 23 seconds Stacey Ramm: Children seem to be quite willing to listen to how they can improve because they’re really invested in that project, they really care about it.
Skip to 1 minute and 31 seconds Rhys Roberts: They’re just visually lifted, by the fact that their work has got a real world audience rather than just myself as the teacher.
In the video above, Stacey suggests that filmmaking creates ‘investment’ in curricular projects and John speaks about the significance of a real world audience causing students to ‘up their game’. In his interview, John suggests a link between the public sharing of work and how invested the creator will be.
Did you share your film with your peers? If so, how ‘invested’ did you feel in the project? Share your experiences, and the success of any shared projects in the Comments section.
Additionally, we’d like you to follow a YouTube link from one of your peers, which contains the film they created and shared. Please feel free to add multiple positive comments on everything you liked about the film in the YouTube comments area directly beneath their film, and add a single comment on what you think could be improved.
Please keep all comments respectful and encouraging.
For use in class we have also supplied self and peer evaluation tools such as the Evaluate Toolkit and Self evaluation worksheets (younger pupils, introductory and intermediate) in the Downloads section below. In an online setting, you could ask your pupils to download and complete the sheet or just use the questions to prompt a discussion online.
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