Picturacy Film Narrative and The Primary Framework

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PicturacyFilm Narrative and The Primary
Framework

• Julie Green
• Film Education

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Film and the Primary Framework for Literacy

• The narrative and non-fiction units within the
• renewed Framework encompass both paper and
• on-screen texts and are intended to cover the
• full range of texts envisaged within the National
  
• Curriculum for English.
• www.standards.dfes.gov.uk/primaryframework/literac
  y

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Film and the Primary Framework for Literacy

• For example
• Year 4 Non-fiction - Unit 4
• Persuasive Texts
• Watch a trailer for a popular children's film.
  Discuss how
• the soundtrack, sound effects, voice-over and
  moving
• images were used. Demonstrate how to combine
  words,
• music and images (to engage an audience).
• www.standards.dfes.gov.uk/primaryframework/literac
  y/planning/Year4/Nonfiction/unit4

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Film and the Primary Framework for Literacy

• Year 5 Narrative - Unit 5
• Film Narrative
• Use key points in a film to discuss features and
  themes. Explore approaches
• made by the filmmaker to create moods, pace and
  viewpoint. Develop
• children's film language by identifying how
  colour, light, sound and camera
• angles have been used to tell the narrative...
• Children work as part of a group to use drama
  strategies to explore
• characters in depth.
• Develop a storyboard for a narrative by capturing
  and importing key images
• into a presentation program. Children write
  their own version of a narrative,
• organising writing into paragraphs, and create a
  multimodal presentation of
• this version including images, voice-over,
  soundtrack and written text.
• www.standards.dfes.gov.uk/primaryframework/literac
  y/planning/Year5/Narrativestories/unit5/

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Learning Objectives linked to Film Narrative

• Y3 Identify how texts are organised on screen
• Y3 Identify features that writers use to provoke
  reactions

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Year 4

• Compare the different contributions of music,
  words and images
• Explore the use of figurative and expressive
  language to create images and atmosphere
• Combine words and images and other features for
  particular effects

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Year 5

• Infer writers perspectives from what is written
  and what is implied
• Use a range of ICT programs to present texts,
  making informed choices of which electronic tools
  to use for different purposes

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Year 6

• Consider the overall impact of a recorded
  performance, identifying dramatic ways of
  conveying characters ideas and building tension
• Understand underlying themes
• Integrate words, images and sounds imaginatively

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Assessing Pupil Progress

• Picturacy gives opportunities for assessment by
  revisiting a genre in literacy through film work
• Using the resource as a stimulus provides firm
  evidence of independence and consistency in pupil
  attainment without the teacher scaffolding given
  assessment focus points

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For example APP in Writing and Film Narrative

• Primary Framework strands and Assessment Focuses
• Strand 9 AFs1, 2 7 dealing with aspects of
  composition and effect
• Strand 10 Afs 3 4 dealing with aspects of
  structure and organisation
• Strand 11 Afs 5 6 dealing with aspects of
  sentence work and punctution

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• Word - sentence - text (Literacy)
• Shot - sequence - text (Picturacy)

The places here were laid with gold, not silver,
and the 14 seats were not oak benches but
mahogany chairs with velvet cushions. The
Northern Lights, Philip Pullman
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• Actively reading film
• Improves reading and enjoyment of all texts
• Knowledge and understanding of filmmaking so
  pupils can develop skills as filmmakers

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• From screen to page
• Deeper understanding of genre, narrative,
  character, audience
• Allows comparison of composition and effect in
  film and writing

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Camera How are the effects of these shot types
achieved in writing?
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Camera How are the effects of these shot types
achieved in writing?
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Camera How are the effects of these shot types
achieved in writing?
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Task 1 - 20/25 mins

• You are going to tell your own version of a
  scenes narrative.
• Choose 12 key images from the clip First time I
  had ever seen a fox so close (The Fox and the
  Child, Jacquet 2007). Pause the video at each
  chosen moment and create a screen grab. This is
  harder than you think!
• Sequence your screen grabs into a storyboard.
  Empty the screen grab bank of any images you
  dont need
• Use the first image with Bubbles to add speech
  and/or thoughts as well a text box with a couple
  of sentences. Use punctuation with speech and
  powerful verbs and adverbs in text boxes. Create
  a new screen grab of the finished image.
• Repeat 3 for each image in turn and create a new
  storyboard from your screen grab bank
• Each pair read another pairs finished work.

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Task 2 - 40/45 mins
Meanwhile You play the parents (or aunts/uncles)
of the child. You are discussing her behaviour
at home, one of you thinks her relationship with
the fox is a positive thing, the other is worried
that she is becoming obsessed and that humans
cannot form relationships with wild animals. The
discussion turns into an argument which is
brought abruptly to an end when you see the girl
coming towards the house in the distance. She is
covered in blood
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Task 2

• With your narrative you need to
• Demonstrate knowledge and understanding of the
  different shot types and their effect.
• Establish character visually and by using speech
  and thought bubbles
• Use text boxes to add a sentence or two to
  accompany each frame. Use time connectives,
  powerful verbs and adverbs etc.

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Task 2 - 45 mins

• Pairs into fours
• Plan - sketch a storyboard. 12 frames max (10
  mins)
• Off to take photos. Back in 15 mins
• Back into pairs
• Import photos onto laptops and then into
  Picturacy
• Add bubbles, text boxes, adjust light and colour
  etc.
• Make screen grabs of each final image
• Sequence in a storyboard
• Pairs swap laptops to read the others narrative.

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Tips

• The 180 degree rule Shot
  reverse shot