Paul Stapley

Paul Stapley

With six years’ experience teaching English and Media Studies in UK secondary schools, Paul Stapley is Senior Learning Coordinator at Into Film www.intofilm.org.

Location London

Activity

  • Yes, I think that's a good point, @emmanuelleDupic Although we focus on the benefits for literacy, these activities will also hopefully make children (and teenagers) more aware of the media texts around them.

  • Strawberries and mangoes. Keep those 'sound fruits' coming!

  • I think that's the first time someone has focused on these two squares, and I love how your story has evolved out of the detail. Well done, and thanks for sharing, @NZ

  • Astute reading, @SuzanneMcGee Thank you for sharing your ideas.

  • Crisp detail here @NZ Thank you for sharing.

  • That's great to hear @PatricFawcett I hope they enjoy it. Let us know their response.

  • Thank you for all your comments thus far, it's been wonderful to hear how you might use and adapt these activities within your various contexts.

    For those still coming to the end of week one, we'd very much love to hear what you think.

    Well done!

  • That's great to hear, @AlisonHead Thank you for making that link.

  • You should definitely use this as a model for your pupils. Great writing, @StevenHewitson

  • Yes, I like the idea of an 'off-scene' incident that has provoked the animals. Thanks for sharing, Jane.

  • Thanks for your comments. The post-apocalyptic reading strikes a chord with me , too. And yet the music is so uplifting. Such a contrast! I was so excited to come across this short animation. Do you think your pupils will engage well with it?

  • @LewisS That's a wonderful reading of this film extract. It's exciting to think of the interpretations young people might find, and I think, like you have, they will certainly pick-up on environmental themes. Keep-up the great comments.

  • Great link to the story of Pandora. Thank you for your comment, @ELizabethRidgway

  • I really love this audio extract. It's a real mix of sound effects and music that can lead to lots of different interpretations. Again, thanks for your comment, @PatricFawcett

  • Some great work, here. Well done.

    Try to focus on just one or two specific squares in the grid. It's amazing how you can develop the beginnings of a narrative from tiny details.

    Keep-up the good work, everybody.

  • What a wonderful collection of poetry. Thank you for engaging so fully with this activity. Lots of you won't have needed the structure and support of the shot-list template, but hopefully you can see how this process can support learners of all abilities. Why not use your own writing and Ginner's 'Piccadilly Circus' as a model for your pupils when you try it...

  • Thank you for sharing your ideas and your translation. It's nice to think of this working in many different countries around the world.

  • That's a great idea, @PatricFawcett . This would work so well with song and rap lyrics - and a nice way to bring it closer to pupils (given the right song choice). Thanks for sharing.

  • Thank you for your interesting comments, @AndrewGroves . I went to a talk last week where a well know commentator was discussing the impact of social media on teachers' own reading habits. I.e. we know deep down we're reading less than we used to and turning more often to our phones & etc. The challenge is clearly there - but as you set out - it's not a case...

  • Sounds like you're using bags of creativity to engage your learners, Carole and hopefully you'll pick-up some more ideas during the course. I was caught by the fact that it's a confidence in their ability to learn that you've recognised and are trying to address. That's a tough one - but maybe - and it seems like you're 'on this' already - approaching literacy...

  • Good idea, @TeresaHolmes .

  • I really like that suggestion, @AnnaBurn . I can see it working really well. I like the idea that your pupils could pick snatches of other conversations from characters in the middle-ground of Ginner's painting (not just the main three). Maybe an interesting stimulus for poetry?

  • Interesting point, Jane. Indeed, there is increasing amounts of academic work that suggests film and moving image more broadly is a bridge to other 'literacies' that are happening at home.

  • Can still image and film, used creatively, open-up children to novels and short stories as well as exposing them to different types of images? What do you think @AnnaBurn ?

  • Well said, @HelenGallagher

  • Good point, @MichaelSteedman-Cross. I've found, in the past, it also opens up the original text to children as even more possible of having multiple readings (i.e. there is many way to understand a text ,or a passage taken from a text), which hopefully brings its study even more alive. Thanks for sharing your point, Michael.

  • That's great to hear, Mandy. I hope you pick-up some fun ideas for activities for your learners.

  • Thanks for your comment, @JaniceJevons - you bring a really interesting perspective to the course. I look forward to hearing how you think some of the activities might work, or how you might want to adapt them.

  • I was hoping we'd get an egg pun in there! Well done, @KatieWear

  • That's a good point @ELizabethRidgway about our young people being media literate. It's really important. In England (KS4), there's arguably less of this now in formal education (in English curric.), so perhaps it's super important we try to integrate visual elements when we can. Hopefully, we can promote media literacy and use still and moving image to teach...

  • Welcome to the course, Richard. I hope you pick-up some ideas and activities to try out in the classroom.

  • Welcome to the course, everyone. I hope you have as much fun engaging with each step as we did writing them. Don't forget, community is key: your course colleagues will inevitably have some fab ideas how activities can be adapted in classrooms to suit all needs. So get chatting, and be brave - there's some lovely creative moments for you to try out!

  • I think you've offered a really astute reading of this image, @KeeleyMcCleave. Even though the colours are soft and welcoming (although possibly disorientation), there is something unnerving, too. You've picked up on the viewers (artists) unique perspective (neither performer nor audience), but for me it's also about the composition. The uprights of the stage...

  • This is a lovely piece, Tsiky. I especially like your interpretation of the extreme close-up, with the 'pearl of dew lodged inside the posy'. I can see that really clearly.

  • Some great visualization, here Keeley. Well done. I like your idea about contrasting the colours between the outside world, and the darkness of the room.

    Your idea about the panning shot to emphasize the pull she feels towards the outside world is a really interesting one, too. You might want to play around with exactly where you place your subject in the...

  • Well done to everybody who has reached the end. It's been great to have you on this learning journey.

  • Well done, Verity. It's great you've already tried things out. I definitely agree, though: keep things simple, and utilize your young people as experts.

  • You're very welcome, Susana. I'm glad you found the course valuable. And good idea to try some of the activities when you have the time do so. Again, well done.

  • Thank you for your feedback, Jackie.

  • The use of projectors is a great idea, Keeley. In fact, I think you'd got a very balanced light across the surface area this way, but I've not used one for a while. I'll have to get experimenting!

  • There's an interesting discussion to be had here. That of the balance between not promoting vanity or self-obsessing (for want of better expressions), but at the same time encouraging the digital skills that Selfies can often stimulate (as you describe above in relation to filters). Perhaps that's where focused learning activities can come in - a place where...

  • Yes, the Selfie has definitely squeaked it's way into the 'Professional' sphere: thinking of how people often take Selfies at networking events or 'talks', to evidence their attendance via Twitter or other social media platforms. There's nothing wrong with it, (I always forget to do it), but it's just interesting that it's now quite common place.

  • You offer an interesting point about how the audience of these kind of photographs have changed, Keeley. From a record of fun times amongst friends to something much, much more public.

  • I very much like your idea about using Selfies to examine stereotypes. Perhaps looking back on Selfies today - a lot will be revealed about the norms and values we are living 'up to'. Or perhaps the very fact we are taking Selfies. Will it continue to exist in the way it does currently?

  • That's a really interesting point, Rosie: that there's lot for the teacher to gain (as well as the students) from these types of activities.

  • Some wonderful poetry offered over the past three weeks. Thank you all for sharing your work and engaging so well with these activities. Keep them coming....

  • Hey Ross, yes I can imagine it working extremely well as a way to examine themes.

    If you're using a film extract that might be new to your young people but within a familiar theme, you can also ask pupils to create a title for the frames/scenes they are looking at.

  • @RossWood I love your hashtags though, Ross. Well done.

  • Thanks, Verity.

  • Thank you so much for everyone who has shared their school photos/photos of their younger self. It's a quote a brave thing to do, but a really valuable reflective activity. Well done, all.

  • The wonders of social media! Hope you enjoy the course and get some good ideas, Charlie.

  • Hopefully, you'll find some fun and engaging activities for both Media Studies and English, Katie. Good luck and enjoy the course.

  • Hopefully, you'll find some great activities here, Claire. Be sure to share any ideas you have for other tasks or adaptations of activities we offer.

  • Thank you for all your lovely feedback. It's great to hear you're enjoying the course and finding value in the activities.

  • Thanks, Katie.

  • Yes, we hope these activities will be motivational and engaging for young people.

  • I'm glad you're enjoying the course, Kathryn.

  • Great stuff. Thanks, Lisa.

  • I wholeheartedly agree, Jackie. Although technically there is a 'right answer' (the ending that exists), it's great that different endings can live on in our young peoples' imaginations.

    Good luck for delivering this in your classroom.

  • Music to my ears! Thanks, Kim.

  • Glad you enjoyed it, Katie.

  • Well done for all the interesting predictive ideas in response to this film.

    Hopefully, you'll be able to use this with your young people and they can generate their own interesting ideas.

  • Great creativity, Jackie. well done.

  • Yes, I think you're spot-on with 'societal collapse'. It's a jolly feeling post-apocalyptic short! Quite the dichotomy - which is partly why I love it!

  • Great descriptive writing here, Kathyrn. Thank you.

  • Thanks for your contribution, Kim.

  • Great work, Ross. I especially like how you've focused on a character who is only just in frame. As with other contributions, I had't even noticed these legs and feet -and you've woven them into the beginning of a story. Great stuff.

  • @LisaL I think you've got a wonderful sense of movement in your cinematic imagining. I also love your opening shot - following the bird and looking down. Very nice.

  • Well done for all the poems! Keep them coming in. It's fantastic you're all finding the time to try out this activity and be so creative.

  • Hi Kim. I hope you're right and your pupils will enjoy this approach to poetry writing.

  • I found this really effective, Steven. Your poem is beautifully clear and I can see how you've used the shot-template.

  • That's great to hear, Ross. Thanks for you comments.

  • Maybe your pupils will find that useful too - knowing that there's a firm ending to the poem, and giving them the confidence to start where they want: at the beginning, middle or end, as you have! Well done, Jackie.

  • Thanks, Aimee. It would interesting to see how you can capture a sense of stream of consciousness in this poem.

  • No, it's fine Ross. It's a nice approach. You could even give each member of your class an individual line from the poem (especially if it's a longer text) - or perhaps pairs could discuss their choices and the present back.

  • Art galleries and museums in your local area would certainly be a good place to start. Or even better if you can engage with a local artist whose work you can use as a stimulus for the activities you've tried out this week.

    If anyone else has good ideas for adapting these activities for your own audience please do share your comments.

  • That's a wonderful response and a fascinating prediction, Jeanne. Well done. You've taken on lots of details from the whole film to create a life for this character.

  • Well done for all the second week contributions. We've had some beautiful detail focused through the 3Cs and 3Ss. Thank you all for sharing.

  • Yes, I hope your students will find real value in it. Having a framework in this way can take away a little of the scariness from writing poetry. And you can choose an image that relates to whatever you are teaching - even better if you can link it to some moving image, too.