Rabbit-Proof Fence movielessonplan_advanced.pdf - Global Film Studies Guide No 1 Rabbit-Proof Fence A film by Phillip Noyce Global Film Studies Guide An

Rabbit-Proof Fence movielessonplan_advanced.pdf - Global...

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Global Film Studies Guide An online resource developed by DICE For more information visit our website: or email us at [email protected] 1 Global Film Studies Guide No 1 Rabbit-Proof Fence A film by Phillip Noyce
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Introduction to Global Film Studies Guides This series of Global Film Studies Guides aims at providing information, guidelines and ideas on how to teach films with a global dimension to children. Each of the guides will concentrate on a particular film that is concerned with themes and issues important to our increasingly globalised world. The guides will follow a similar structure: in addition to the provision of necessary background information about the film and its story, some assistance on how to ‘read’ films is offered by introducing different film techniques. Each guide will also explore ideas of how to teach film to children and provide guidelines for discussions. Why Film? It is a common complaint amongst teachers and parents that children don’t read anymore. While we should maintain our efforts to encourage young learners to discover the world of storybooks the fact that most children now grow up in what is often referred to as the ‘audiovisual age’ does not mean that they grow up without stories. Films tell stories too and they do it in their own language, a language most children have learned by the time they enter school. Like books, ‘moving pictures’ can enable us to explore the world we live in. They offer opportunities to investigate the imagination of others and provide spaces for critical enquiry. And this is what these guides are about: presenting ideas on how to teach the language of films in an attempt to build on what children already know and treasure. There are, however, other arguments for including the study of films in schools and for the development of what film scholars call ‘cineliteracy’. If we want to educate critical citizens, the reality of an extensive experience of and exposure to audiovisual media from an early age necessitates an education that facilitates and ensures a critical faculty towards media representation. This critical faculty should empower children in their “ability to see behind an image or text. To appreciate its constructiveness; it is vital to understand and engage with the worlds of the imagination and poetry, and of politics and ideology.” ( Look Again. A Teaching
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I I I n n n t t t r r r o o o d d d u u u c c c t t t i i i o o o n n n Global Film Studies Guide An online resource developed by DICE For more information visit our website: or email us at [email protected] 3 Guide to Using Film and Television with three to eleven-year-olds , published by British Film Institute Education Working Group ‘BFI Education’, pg. 6). (For the PDF file of this excellent resource for teachers click here ) Why Global?
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