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------------------------------------------------------------------- Shorts for Wee Ones – Using Film with Early Years Using film in the Early Years classroom opens up a whole wealth of learning and teaching opportunities. The beauty of learning to read the screen is that you don’t have to rely on each child’s ability to decode the written word, therefore learners who are often reluctant to participate or those with barriers to learning are much more at ease and confidence can be built.

The moving image can transport children into imaginary lands and diverse cultures and help them gain more understanding of the world around them. Through the discussion of moving image texts, children are also able to express emotions, feelings and opinions about characters, their situations and the choices they make, relating them to their own lives, but safe in the knowledge that they are discussing imaginary situations. Listening and talking skills are greatly improved, which in turn leads to a greater willingness to read other forms of story, and to create narratives of their own. The Films The following films are included in the Shorts for Wee Ones 2010. Here you will find information and pictures relating to the different titles. We have suggested several activities to go with these films. There are lots of ideas to choose from, so you can pick and choose what activities you think your class might enjoy. Some activities you can do before the films to get your class ready for their cinema visit and some are for after your visit. A few of the films also have links to where you can see the film online which will allow you to do more involved work with your class if you would like. We hope the class are excited about coming to the cinema to see this collection of fun and creative films. At the end of this resource there is a film watching activity (Alma) that can be done entirely in class at any time. -------------------------------------------------------------------

discoveryfilmfestival.org.uk 1

Some Curriculum for Excellence outcomes that may be covered I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and I apply this knowledge in my everyday routines such as taking care of my teeth.

HWB 1-33a Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities.

EXA 1-18a I have the opportunity to choose and explore a range of media and technologies to create images and objects, discovering their effects and suitability for specific tasks.

EXA 1-02a Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through drama.

EXA 1-13a As I listen or watch, I am learning to make notes under given headings and use these to understand what I have listened to or watched and create new texts.

LIT 1-05a I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others.

LIT 1-06a I can share my thoughts about structure, characters and/or setting, recognise the writer’s message and relate it to my own experiences, and comment on the effective choice of words and other features.

ENG 1-19a I can describe and share my experiences and how they made me feel.

ENG 1-30a Having explored the elements which writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings.

ENG 1-31a ------------------------------------------------------------------ discoveryfilmfestival.org.uk 2

------------------------------------------------------------------- Breaking the Mould Dir. Rebecca Manley and Luca Paulli UK 2008 / 3m Join this little red apple as he breaks from the branch he calls home and heads for town on a journey that will eventually lead him to his roots. This delightful animation is educational and endlessly charming. Watch again: (http://www.encounters-festival.org.uk/babelgum-player.html) Suggested Activities This film follows the adventurous journey of an apple. It could be used as part of a topic about journeys or lifecycles. You could play a memory game to see how many places and symbols the children can remember. Using magazines and newspapers, make your own ‘journey’ like the one of the apple. It could be a journey to school or a special day journey like a birthday. Make a storyboard of the film. Provide a drawing of the start of the film in the first box, and the end of the film in the last box. Ask pupils to draw the intermediate stages in chronological order. The number of empty boxes can be varied according to the abilities of the group. -------------------------------------------------------------------


------------------------------------------------------------------- Heartstrings Dir. Rhiannon Evans Wales 2009 / 3m Falling in love lasts as long as a piece of string. This enchanting animation follows the heartstring from discovery to tugging. Suggested Activities This film certainly does tug at the heartstrings. Perfect to inspire the imagination of young children and to encourage them to discuss the importance of their favourite cuddly toy! Look at the image from the film What could the teddy bears be saying to each other? Use this as a way of teaching speech bubbles. Children could bring in own teddy bears and role play discussions. Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through drama.

EXA 1-13a This could also be a lead into developing the notion of body language. If the school is using the ‘Cool in School’ pack, then this would fit in well. There is an excerpt from the film here: http://www.youtube.com/watch?v=Bcls1gJ2M8M -------------------------------------------------------------------


------------------------------------------------------------------- Let There Be Sound Dir. Stefan J. Wühr, Christian Lachenschmidt, Christian Scheck Germany 2009 / 5 minutes A creature the size of planet is drifting through space, devouring asteroids and excreting new worlds. The Schnozzle, who live on his back, are enjoying the strange music made by the host as it munches its way through the galaxy until an accident cuts it off. It is now up to the Schnozzle - let there be sound! See it here: (www.vimeo.com/4197676) Suggested Activities before the film What a bizarre film but one that will capture the imagination of many! There are many philosophical elements to this film and you could have deep discussions with your class about the meaning of life and what lies beyond our solar system... Let the children hear the music for the intro to the film (where the big ‘Schnozzle’ flies past) but not see the moving image. Generate ideas about what is happening and where they think this film takes place. This film could link with a music lesson about instruments – especially brass ones. Look at the valve - like parts of the ‘Schnozzle’ and compare them with instruments. Use the following website to help: (http://library.thinkquest.org/5116/brass.htm) Using percussion instruments in groups, children could create a simple rhythm to accompany part of the film of their choosing. -------------------------------------------------------------------


Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities.

EXA 1-18a Create their own creatures using inspiration from musical instruments and the film. I have the opportunity to choose and explore a range of media and technologies to create images and objects, discovering their effects and suitability for specific tasks.

EXA 1-02a More ideas for discussion The Planet Is this a friendly planet? Would you like it there? How can you tell? Colour Look at the use of colours in the film, and especially the creatures which seem to have the ability to change colour. Introduce children to the chameleon and look at why it changes colour. Would it be good if people were able to do that? What would be the advantages and disadvantages? Sound Talk about the importance of music in our lives. Is there anyone who doesn't like music? What would the world be like without music? What must life be like for someone who is deaf? This strange planet seems to be 'powered' by music and sounds. What does our planet need to keep it going? Where does the power come from and how can we make sure it keeps going?! (plenty of opportunities to discuss the environment and ecology) -------------------------------------------------------------------


------------------------------------------------------------------- Cherry on the Cake Dir. Hye Bin Lee UK 2009 / 7m30s It's Cherry's birthday and she's excited about spending it with her family, but they're all too caught up in their own worlds to realise. The smaller Cherry feels, the smaller she gets - will she disappear altogether? Suggested activities: Again this is a good chance to talk about how children interact with each other. How do you feel if someone ignores you? Do you think the people in the film meant to ignore Cherry? What are good and bad ways to try to get someone’s attention? You could try role playing this in class. There is a clip of the film here: http://www.nfts.co.uk/index.php?module=Film&action=Film&film_id=324 -------------------------------------------------------------------


------------------------------------------------------------------- A Film About Poo Dir. Emily Howells & Anne Wilkins UK 2010 / 1m30s This is a film about poo and the things you should and shouldn’t do. The catchy tune alone will be stuck in your head for days and the creative animation makes this funny little film unforgettable. Just as well. Suggested Activities I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and I apply this knowledge in my everyday routines such as taking care of my teeth.

HWB 1-33a The catchy song in this short film will have children singing and making up their own verses without even trying! Although there is always a comical element in a film with such a title, the message is really important and covers the above outcome. As this is a somewhat taboo subject, it lends itself well as a platform for discussion about the important message in this film. This could relate to a topic about the human body. Children could make posters to put up in and around toilet areas in schools with catchy slogans warning against the dangers of not washing hands. -------------------------------------------------------------------


------------------------------------------------------------------- Child and Firefly Dir. Glenn Gear Canada 2009 / 2m30s A curious little boy catches a firefly and decides to keep it until morning to learn its secret in the sun of morning, but the firefly is desperate to leave as the sun will eclipse its little light. This short animation is based on the Urdu poem Jugnu for children, written by Indian author Ismail Meeruti and first published in the 19th century. -------------------------------------------------------------------


------------------------------------------------------------------- Kahani Dir. Meg Park Scotland 2010 / 3m10s Charlie and his dog are on an adventure, exploring the deepest darkest jungle when they are surprised by a huge ferocious, man (boy and dog)-eating cat! But as they run for their lives the world is turned upside down and the hunter becomes the hunted… This short film was made by Meg Park, a recent graduate of Duncan of Jordanstone’s animation department. You can read all about the process and watch Kahani at: (www.kahaniblog.blogspot.com) Suggested Activities This is an exciting adventure with the twist at the end being that it was all in the child’s imagination. It should be highlighted that the person who made this film studied in Dundee. After viewing, the children could make links to other films or books it reminds them of e.g. Where the Wild things Are, We’re Going on a Bear Hunt and even Tintin. Using the comparisons there could be a bit of character study. For example, different groups could take the main characters and draw them and provide descriptions too. What unique feature does each character have? Can they invent a new character of their own? Then you could take ‘setting’ and ask each group to draw and describe a setting for their character. Children could then be introduced to the concepts of ‘plot’ and ‘quest’. Ask them to storyboard the main elements of the plot of Kahari. Ask children what is unusual about the ending of the story. How many ‘types’ of ending can they think of? What kind do they prefer and why? Can they think of any examples? -------------------------------------------------------------------


------------------------------------------------------------------- The Magic Stamp Dir. Tomoko Oguchi USA 2009, 11 min This sweet film uses Japanese handmade paper washi animation to tell the story of the relationship between a young boy and his grandfather. When the little boy is given a magic stamp, he is very tempted to use it for everything – getting out of tidying his room, or having to run in the school games, but in the end this is a film about patience, trying hard, and knowing what’s right. Suggested activities: Discuss which chores or activities the children wish they could use a magic stamp to get out of and whether there have been tasks they’ve had to do which were difficult, but afterwards they felt good about? What would you say in a letter to your grandmother or grandfather? More about the film and the filmmaker here: http://www.tomokooguchi.com/The_Magic_Stamp.html -------------------------------------------------------------------


------------------------------------------------------------------- A Tree and a Flower Dir. Tomoko Oguchi USA 2010, 5 min 23 sec This story is all about a tree and his friend, the flower. This is a tree in the middle of a town… there aren’t many other green things around. The town people want to build more houses and it looks like the tree is going to be cut down. But when a beautiful flower grows on his branch, the workmen stop what they’re doing and decide the tree must stay. But how long will the flower be able to keep its beauty and save the tree? Suggested Activities: This is a good opportunity for children to look at what trees there are around their school, either in the playground, or that they can see from the windows. Are there lots of trees or only a few or none at all? If the school was in a different place (in Dundee, by the seaside, in the countryside) would there be more or less trees? Using photographs of trees in different seasons discuss how trees look different during the different seasons, and when blossom might appear. As with Breaking the Mould, this could be used as part of a topic about journeys or lifecycles. There is more about the film here: http://www.tomokooguchi.com/A_Tree_and_a_Flower.html -------------------------------------------------------------------


------------------------------------------------------------------- The Mouse That Soared Is it a bird? Is it plane? No! It’s a flying mouse! A little orphan mouse is taken in by two birds who bring him up as their own chick. He learns – after lots of scrapes and bumps – how to fly. He is now a famous circus act but through engineering rather than natural ability. Suggested Activities: Time passing: It sometimes take a long time to learn to do something well, like a sport, or to figure something out something tricky, like a maths problem. It takes Mouse a long time to figure out how to fly. Discuss how long it might have taken? The film is only a few minutes long. How do we know that a longer time has passed? e.g. lots of scenes in different places, character changes appearance, lots of short scenes quickly after each other. Birds and mice: How are birds and mice different? Ask children to compare pictures of these animals and point out similarities and differences. Flying Machines: The film references Leonard Da Vinci’s inventions. As well as being a famous artist, Da Vinci tried to invent some flying machines – a long time before planes and flying were as common as they are now. Ask the children to draw their own flying machine for one person. You can find out about his flying inventions here: www.leonardodavinciflyingmachine.com How similar are these old design to the flying machines that people use to go Hang Gliding? (Google ‘Hang Gliding’ for some good images) More about the film on it’s website here: www.themousethatsoared.com -------------------------------------------------------------------


Whistleless (Fløjteløs) Dir: Siri Melchior Denmark 2010, 5 min

In a colourful and vibrant town, all the people and animals can whistle – with one exception, namely the small bird called Whistleless (or Fløjteløs in Danish!) . He flies around trying to whistle, but he is hopeless to the point that all others give up teaching him. But all Whistleless wants, is to take part in the music and festivities of the town. Whistleless tries and tries and finallly realizes that he has what it takes.

The director Siri Melchior says: “When everyone else is able to do something you can’t do, you feel left out. Maybe your big brother knows how to do something and is always trying teach you how. That can be so annoying. The film’s message is: if you stick with it, eventually you’ll learn.”

Suggested Activities: Can you whistle? If you can’t whistle, can you hum? Or can you use something in the classroom to make a whistling sound – like a whistle or recorder? Sound track: You can find images from the film on the Danish Film Institute website: http://www.dfi.dk/faktaomfilm/danishfilms/dffilm.aspx?id=21773 Discuss what noises you might hear in each scene – e.g. cars tooting, police man’s whistle, animals whistling. What do we know about the town from the noises that we hear? In the classroom, ask the children to be very quite and listen to the noises they can hear. (You may want to open a window) Imagine what is going on outside just based on the noises that you hear. What does ‘silence’ sound like? -------------------------------------------------------------------


A film to watch in the classroom:

------------------------------------------------------------------- The film Alma is not in the film programme you will see in the cinema. It has a scary scene near the end and it became clear that on a big screen this would be a bit too much for our youngest visitors. However, you can watch the whole film here www.almashortfilm.com and it’s not so scary on the small screen! So we encourage you to watch this film in the classroom, and do the below activity. It’s a great way to get your class thinking about films and storytelling before or after their visit. Alma Dir. Rodrigo Blaas Spain 2009 / 5m20s Whilst playing in her street Alma is distracted by a doll in a shop window with an uncanny likeness to herself. Finding the door is open Alma decides to take closer look... (www.almashortfilm.com) Suggested Activities: This film starts off in a cosy town nestled in snow. We see Alma, a young playful girl in the quiet streets go past a shop with a doll in the window that attracts her attention. That’s when the uneasiness begins... This is a great film for children to predict what they think will happen. The film maker has very cleverly lulled his audience into a false sense of security. We make assumptions that this little girl is merely playing in the snow but the clues soon emerge that all is not what it seems. ------------------------------------------------------------------- discoveryfilmfestival.org.uk 15

Play the film online but stop at the scene when Alma first sees the shop. Why has the film maker deliberately made Alma and the doll behind her face the same direction? What do you think will happen next? Talk about the shop front. What is it made of? What is unusual about it? Looking at the front as a whole, does it remind you of anything? What do you think will happen now? Watch until the shop door opens then pause. What should Alma do? Is there danger ahead and how do you know this? Have you ever gone somewhere or done something that you thought might be wrong because it gave you a bad feeling? Pair and share.

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