A four-day workshop for Science and Humanities teachers, exploring how short films can double as powerful interdisciplinary tools, providing new cross-curricular resources through meaningful cinematic storytelling.
Dopasowanie do programu nauczania
This workshop trains educators of students aged 10+. It can be integrated into educational settings at both the upper primary level (for students aged 10 and above) and throughout secondary school. It can complement a wide range of subjects across the sciences and humanities.
O aktywności
The learning process is traditionally divided into subjects, but what if ideas were allowed to bridge them? This workshop invites Science and Humanities educators to collaborate, exchange perspectives, and explore new ways of using film as a teaching tool. The focus is not on professional filmmaking but on how short films can help teachers present complex or abstract ideas through accessible visual storytelling.
Short films tell stories, experiment with form, and offer diverse ways of seeing the world. When used thoughtfully, they can help students grasp challenging scientific or humanistic concepts, sustain their attention, and inspire curiosity. By showcasing unique visual and narrative representations—sometimes through less obvious or unfamiliar film choices—teachers can make difficult topics more tangible and relatable.
Introducing new cinematic perspectives encourages students to question, analyse, and reflect on what they see and learn. Visual storytelling allows for both emotional and intellectual engagement, which strengthens understanding and supports long-term retention. Films can thus serve as catalysts for discussion, empathy, and creative interpretation – bridging the gap between scientific inquiry and human experience.
During the four-day workshop, participants work in small groups to develop educational aids, classroom activities, and interactive games through collective brainstorming and creative teamwork. These resources help connect subjects, promote mindful use of media, and encourage critical thinking about both content and form.
This interdisciplinary approach supports teachers’ professional growth, helping them develop new strategies for integrating film into lessons that connect science and the humanities – making teaching more engaging, reflective, and sustainable.
We’ve put together a short quiz so you can test your film knowledge after the workshop – check it out!
Co zyskają uczestnicy?
- bridging art and science: explore how creative arts and scientific perspectives can complement each other through film, fostering an interdisciplinary approach.
- innovative teaching tools: use short films and new visual resources to enliven lessons, making teaching more dynamic and engaging.
- deeper student engagement: harness the power of visual storytelling to hold students’ attention, spark curiosity, and encourage active participation.
- critical and creative thinking: use films to stimulate analysis, reflection, and discussion, helping students grasp complex ideas and connect them to real-world contexts.
- broader teaching perspectives: discover new ways to discuss scientific and humanistic themes, expanding your teaching toolkit across disciplines.
- collaborative practice: work with colleagues to design cross-curricular projects and develop classroom materials through creative teamwork.
- professional and personal growth: refresh teaching approaches, cultivate creativity, and strengthen professional confidence.
- network of educators: build connections with like-minded teachers from across the country, sharing experiences and inspiration.
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Co mogą zyskać edukatorzy?
- an opportunity to highlight the need for stories in our lives;
- developing a vocabulary of characters and personality types (Toolbox);
- skill in leading and coordinating group work.
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Materiały
Wymagania dotyczące obiektu
- a room where you can screen a film (windows blackout option)
- a space for arts & crafts (tables, chairs, lightning)”
- a dedicated space to display pre-cinema and animation toys and tools (optional)
Technologia
- a projector
- audio tech
- a computer
Przybory
- tools: flipchart, Post-Its, markers
- optional material: spaghetti, marshmallow, coloured pens and pencils, graphite pencils, erasers, a sharpener, felt-tip pens, crayons, rulers, scissors, notepad (use as flipbook), paper strips sized for devices with frame marks, a sheet of paper for storyboards as well as surface protection
Krok po kroku
Preparation
(1.5–2 months)
(1.5–2 months)
- Film syllabus: Curate a list of 3–8 classical and/or contemporary short films suitable for 2–5 subjects (History, Literature, Science, Civics, Arts, etc.). They should be age appropriate for the classes you have in mind, as well as thematically diverse.
- Open call: Create an ad for your workshop, targeting educators. Share an application form online. Collect brief motivational letters. State your deadlines, selection criteria, and logistics (travel, accommodation, meals). Select your participants.
- Pre-workshop information: About 1 to 3 weeks before the workshop, email the group and specify arrival times, daily schedules, lunch arrangements, and access to platforms.
- Secure equipment: Procure laptops (tablets), projector, Wi-Fi, and anything else you may need in terms of tech.
- Digital tools: Set up accounts, devices, and tutorials for digital creation tools. Provide clear guidance for everyone regardless of tech skills.
- Programme: Map out the four days of your workshop. Make sure it follows a logical path with clear learning goals and realistic expectations.
- Set your goals:
– develop interactive teaching resources/games
– create lesson plans or worksheets linking film to various disciplines
– boost digital skills with appropriate tools and short films as educational resources
– foster interdisciplinary collaboration - Plan your days and sessions:
Day 1: inspiration & team formation
Day 2: hands-on work
Day 3: refinement & expansion
Day 4: presentation & reflection - Allocate resources: match rooms, equipment, and materials to sessions.
- Time & Rhythm: balance short introductions, brainstorming, and long hands-on sessions. Don’t forget buffer time and breaks.
- In advance: share schedule, session objectives, materials, and digital tool access 1–3 weeks prior; get ready.
Implementation
(4 days)
(4 days)
- Team size: 6–16 participants; groups of 2–4. Participants may work on 1 or 2 films, even switching teams depending on workshop size
- Activities: Combine play (team games, icebreakers) with focused work.
- Feedback wrap-up: Every work session ends with people sharing their thoughts and making use of feedback from their peers and instructor(s).
- Output: An interactive online game or a lesson plan or a worksheet etc., and a short presentation/demo ready for classroom use.
- Day 1: Getting started and exploring possibilities
– Introduction (15 min): Registration, introductions, orientation.
– Presentation of the programme (15 min): Overview of the four workshop days, overview of the first day, objectives, expected results.
– Icebreaker game (45 min): A light and interactive activity. For example, participants pair up and each shares three significant films—but instead of presenting their own choices, they present their partner’s selected films and explanations to the group. The films don’t have to be their favourites; they can choose something different, such as: the first movie they saw in a cinema, the first film they showed to students, or the movie students liked the least.
– Introduction of organization (15-45 min)
– Coffee break (15 min)
– Screening (45–60 min): Screening the selected short films
– Splitting into teams (15 min): Participants choose 2–4 films that interest them most and form small groups (2–4 people each).
– Lunch break (60 min)
– Optional (30-45 min): guided tour: hidden, adventures, inspiring places in your venue (in the Film Archive, vault, projection room, film scanner)
– First brainstorming session (60 min): Each group reads the provided film guides, identifies curriculum links and generates initial ideas for games and teaching resources.
– Group feedback (20 min): Each group presents a rough idea, receives peer feedback, and refines their concept. - Day 2: Laying the foundations
– Daily schedule (10 min): Overview, objectives, and expected outcomes.
– Morning warm-up (20–30 min): For example: people line up based on how long they had to travel to the venue, how far they commute for work, how long they have worked in education, etc. Or a similar fast-paced activity.
– Hands-on session (75 min): Teams create their first draft of educational materials (lesson plans, worksheets, discussion prompts) and online games (e.g., quizzes, memory cards, visual puzzles) based on their chosen films.
– Optional: presentation of your organization’s departments, e.g., the library of the Film Archive (60 min).
– Coffee break (15 min)
– Optional: Pre-cinema workshop for the participants (80 min) See activity here.
– Lunch break (60 min)
– Hands-on session (60 min): The teams work on their game and other materials they are preparing.
– Afternoon session (60 min): The teams present the first version of their game and materials, guided by feedback from the workshop leader and the other teams. - Day 3: Getting ready for the presentations
– Daily schedule (10 min):: Overview of the day’s schedule, objectives, and expected outcomes.
– Morning icebreaker (20 min): Quick activity based on participants’ tastes and film preferences (stand up if you… style).
– Online tool deep-dive (30 min): Coordinators demonstrate additional features (e.g., cropping, embedding media).
– Hands-on session (40 min): Teams continue to refine their game and supporting resources.
– Coffee break (15 min)
– Visual asset collection (60 min): Teams gather stills, clips, and graphics (within copyright guidelines), preparing their final presentation slides or demo video.
– Lunch break (60 min)
– Group discussion (40–60 min): Focused talk on pedagogical challenges: what barriers do teachers face when using film and interactive media? How can these materials help? Personal challenges, personal solutions.
– End-of-day (60 min): Upload draft games and resources, final coordination for pitches. - Day 4: Show and Tell
– Daily schedule (10 min):: Overview of the day’s schedule, objectives, and expected outcomes.
– Collaborative warm-up in newly formed teams (25 min) (e.g., building a spaghetti-and-marshmallow tower).
– Finishing touches (40 min): Each group finalizes their games, materials, and presentations; workshop leader, coordinator and technician assist.
– Technical checks (30 min): Ensure all devices, projectors and presentation files/folders work smoothly.
– Coffee break (30 min)
– Presentations (60-90 min): Each group has 5–7 minutes to pitch their project (game demo + teaching plan) to the full group.
– Group reflection and feedback (40 min)
– Closing session (20 min): Certificates, networking, and next steps for sharing outputs.
– Lunch (60 min)
Evaluation
(1–3 hrs)
(1–3 hrs)
- Collect participant feedback
- Discuss outcomes and how they could be put to use
- Identify room for improvement
Filmy do obejrzenia
Section Gang/Plate-Layers
Reżyseria:
István Gaál
Kraj:
Hungary
Rok:
1957
Długość:
4 mins
Öt perc gyilkosság (Five-Minute Murder)
Reżyseria:
József Nepp
Kraj:
Hungary
Rok:
1966
Długość:
7 mins
The Kidnapping of the Sun and the Moon
Reżyseria:
Sándor Reisenbüchler
Kraj:
Hungary
Rok:
1968
Długość:
12 mins
Animália – Állatságok
Reżyseria:
Tibor Hernádi, István Majoros
Kraj:
Hungary
Rok:
1977
Długość:
5 mins
Udostępnijcie go dla wszystkich
- Inclusive design: Adapt materials and activities to different learning needs. Use subtitles, clear visuals, large-print or audio resources, and calm spaces to support focus and comfort.
- Fair access: Make the venue as barrier-free as possible. Provide a venue with accessible entryways, seating, and facilities so all educators—regardless of age, experience, or mobility—can participate on equal terms.
- Language support: The workshop is held in one shared language, but communication should be clear and paced to include non-native speakers. Use written summaries, visual aids, and clear schedules to support understanding.
- Respect and inclusivity: Value diversity and experience. Focus on abilities, use positive language, and encourage collaboration among educators from across the country.
- Flexible participation: Provide clear timing, regular breaks, and adaptable group tasks to maintain comfort and engagement throughout the four days.
By reducing physical, linguistic, and sensory barriers, you are helping everyone to participate fully and meaningfully.
Przemyślenia i wrażenia
The workshop on the history of film was an enriching and insightful experience that offered a deep dive into the evolution of cinema from its early beginnings to the modern era. The content was well-structured, covering key milestones, influential filmmakers, and the technological advancements that have shaped the industry. The interactive elements, including discussions and film clips, made the material engaging and accessible.
John Smithcampany 
The workshop on the history of film was an enriching and insightful experience that offered a deep dive into the evolution of cinema from its early beginnings to the modern era. The content was well-structured, covering key milestones, influential filmmakers, and the technological advancements that have shaped the industry. The interactive elements, including discussions and film clips, made the material engaging and accessible.
John Smithcampany
The workshop on the history of film was an enriching and insightful experience that offered a deep dive into the evolution of cinema from its early beginnings to the modern era. The content was well-structured, covering key milestones, influential filmmakers, and the technological advancements that have shaped the industry. The interactive elements, including discussions and film clips, made the material engaging and accessible.
John Smithcampany
DLA ORGANIZACJI
Korzyści dla organizacji
- Community engagement: The workshop strengthens ties with schools, teachers, and institutions, creating a sense of community and positioning the organisation as a leader in innovative education.
- Educational impact: Teachers learn new ways to present complex topics, improving student understanding and engagement.
- Networking and collaboration: The event encourages partnerships with schools, museums, and cultural groups, opening doors to future collaborations and expanding outreach.
- Resource development: The materials you create at the workshop can be used in practice.
Wymagania dotyczące zespołu
- workshop leader
- coordinator
- assistant and technician
Wskazówki dotyczące finansowania
- Grants: Seek government or private funding for education, science, and the arts—many support innovative educational initiatives.
- Sponsorships: Approach sponsors aligned with arts, science, film, or education—particularly those focused on outreach.
- Collaborations: Partner with schools, universities, or museums for shared funding, venues, or in-kind support.
Wskazówki dotyczące promocji
- Social Media: Use platforms like Facebook, Instagram, Twitter, and LinkedIn to share sneak peeks, testimonials, and key content.
- Newsletters: Target schools and educators with updates on workshop benefits and registration info.
- Press: Contact local and education-focused media who can cover your workshop.
- Website: Create a clear landing page with workshop details and sign-up links.
- Word of Mouth: Encourage attendees to share their experiences with friends and colleagues.
Znajdźcie swoją grupę odbiorców
- Educators and Schools: Focus on Science and Humanities teachers looking for engaging and new classroom material. Schools supporting tech or professional development may be especially interested.
- Science and Film Communities: Reach science educators, visual arts fans, and film studies groups. Consider museums, science centres, and festivals for outreach.
- Parents and Administrators: Engage parents and school leaders interested in new teaching strategies and enriched programmes.
- Higher Education Institutions: Universities running film, science, or education programmes may wish o participate, contribute, or attend—especially those focused on interdisciplinary approaches.
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