Reading film at KS1 : Dangle.
This programme provides the opportunity to view the short, live-action film Dangle, and to find out from writer/director, Phil Traill, what went into making the film. Phil Traill talks about where the idea for the film came from, and how the script evolved. He also describes the process of creating...
Saved in:
| Online Access: |
Full text (MCPHS users only) |
|---|---|
| Corporate Author: | |
| Format: | Electronic Video |
| Language: | English |
| Published: |
[London] :
Teachers TV/UK Dept. of Education,
2006
|
| Series: | Education in video
KS1 literacy ; 1-2 |
| Subjects: |
MARC
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| 245 | 0 | 0 | |a Reading film at KS1 : |b Dangle. |
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| 490 | 0 | |a Education in video | |
| 490 | 0 | |a KS1 literacy ; |v 1-2 | |
| 500 | |a Title from resource description page (viewed Mar. 5, 2012). | ||
| 520 | |a This programme provides the opportunity to view the short, live-action film Dangle, and to find out from writer/director, Phil Traill, what went into making the film. Phil Traill talks about where the idea for the film came from, and how the script evolved. He also describes the process of creating a storyboard and the decisions behind the use of different camera shots - close ups, mid-shots and wide shots - at different moments. In Dangle, sound plays a very important role although there's no dialogue and no music. There are also some very clever special effects, for example making it look as if a rope is hanging down from the sky, and making it look as though the sun is being turned on and off, which help to tell the story. | ||
| 520 | |a At Dulwich Village C of E Infants School, film is often used as an alternative text to support extended writing sessions. In this lesson, Year 2 teacher Tanya Redhead uses the short film Dangle to inspire her class to write a 3-part story plan using adventurous vocabulary to describe what happened when they pulled the rope, and how they felt about it. The lesson begins with a surprise for the pupils: a rope suspended from the classroom ceiling, to mirror the beginning of the film when the character discovers a rope hanging down from the sky. The class then draws on this experience, and how it made them feel, to write the first part of their story plan. They go on to act out different rope-pulling scenarios, and to imagine how they felt after pulling the rope. Tanya and the class also take time to develop their film vocabulary, and analyse how elements such as the use of different camera angles, and sound and special effects, help them to understand the story better. | ||
| 546 | |a This edition in English. | ||
| 650 | 0 | |a Motion picture authorship |x Study and teaching. | |
| 650 | 0 | |a Literacy |x Study and teaching |z Great Britain. | |
| 650 | 0 | |a English language |x Written English |x Study and teaching |z Great Britain. | |
| 650 | 0 | |a Vocabulary |x Study and teaching |z Great Britain. | |
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