Curriculum fit
We suggest you incorporate the workshop in your school subjects such as Language and Communication, Arts and Culture or Media Education. Students can also benefit from the workshop as part of their Literature or Drama lessons. The workshop can be worked into standalone projects, seminars, teaching blocks, courses, and similar.The students will learn:
- how not to consume but rather understand, analyse, critically approach and create media content;
- how to create strong characters for their stories and capture creative ideas.
About the activity
Every good film starts on paper, that is, as an idea in the form of a thought. What’s tricky is that you have to hold on to it and write it down. Do you keep losing your great ideas? There are simple techniques to help you make your very own film storyboards. How about a strong character to start with? A hero with compelling qualities and a clear goal.
We’ve put together a short quiz so you can test your film knowledge after the activity – check it out!
What participants gain
- the ability to recognise the basic elements of a simple film narrative;
- learn more about the background of film stories;
- a chance to try working with the “gappy sentence”;
- learn how to create a main character according to their own desires and ideas.
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What educators gain
- an opportunity to highlight the need for stories in our lives;
- developing a vocabulary of characters and personality types;
- the opportunity to implement current topics from the organization’s environment, region or country into the lesson.
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Resources
Venue requirements
- a child-friendly room with enough natural light
- a chair and working space (table) for each participant
- a flipchart or a whiteboard
- a space for catering/snacks (optional)
Technology
- a projector (TV, monitor)
- a laptop (DVD player)
Supplies
- writing supplies (pens, pencils, paper)
- art supplies:coloured A4 papers, markers or coloured pencils, scissors, glue sticks, staplers
- a short 10-min film scene for reference (tips below)
- 5 copies of the photo storyboard (8–10 printed stills from the film reference)
Step by Step
Preparation
(30 mins)
(30 mins)
- Choose an empty room with tables and chairs.
- Prepare writing utensils (pens, pencils and white blank papers).
- Prepare art supplies.
- Prepare your film references (all downloaded, tabs ready, etc.).
- Prepare the photo storyboard. You can create your own, or use our toolbox.
- The film reference can be projected on a wall/projection canvas or screened on a television/bigger monitor screen.
- Prepare a space big and comfortable enough for a joint brainstorming session. Find a place for the flipchart and put it there.
- Let the participants take their seats.
Implementation
(6 hrs)
(6 hrs)
- Get to know each other. (TIP: Encourage everyone to say a few words about themselves, starting with yourself. Say your name and why you decided to run the workshop. Add a film question such as favourite film, series, character etc.) – 10 mins
- Introduce the workshop. You can also describe the desired outcome. (TIP: A visible outline helps children track the progress of the work.) – 5 mins
- Begin with a short presentation of the three stages of film production (idea, development, film). You can use the guide in the Toolbox. (TIP: The goal is not to overwhelm the participants with knowledge, but rather just to make them aware of the complexity of film as a creative activity. Feel free to write the basic concepts on the board.) – 15 mins
- Prepare the participants for the film screening. (TIP: Don’t reveal too much information about the film title. Just ask the participants to pay attention to the film and to remember as much as possible.) – 5 mins
- Film screening. – 10 mins
- Activity. Hand out the photo storyboards and ask the participants to put the stills into a sequence based on the film. – 10 mins
- Discussion. Ask the participants how they decided about the order of the film stills. Discuss the first three images more closely. Pay attention to the participants’ description of the images, encourage them to observe what the characters are doing, what clothes they are wearing and what the setting looks like. (TIP: How the characters are introduced at the beginning of the film is crucial to the rest of the story. It is the opening sections of the film that define the character, the setting, and often the essential plot of the story. Therefore, give this part called exposition more attention.) – 10 mins
- Short break– 5 mins
- Explain to the participants that every story needs a beginning. Ask: “Where do we start”? Consider the following:
a) A story built on a strong character (hero, any gender)
(Examples: The Monk, The Mentalist, Poker Face)
b) A story built on a conflict (situation)
(Examples: Groundhog Day, Back to the Future, Mitchell vs. Machine, Wall-ie)
c) A story based on its unique setting
(Examples: Holocaust movies like Son of Saul; disaster movies) – 10 mins - Explain the “gappy sentence” and describe it as a tool for creating the first outlines of a story.
[Protagonist] solves [problem], reacts [by acting], and finally resolves [problem] in [final battle]. – 10 mins - Group demonstration of working with the “gappy sentence”. – 10 mins
(TIP: Demonstrate how you would complete the sentence, then invite students to do the same.) - Independent work (small groups or individuals). – 15 mins
Objective: The task for the participants is to create a functional sentence that introduces their protagonist and answers the question of what the protagonist wants to achieve and who/what is preventing them from doing so. - Presentations of independent work – 5 mins
- Short break – 10 mins
- Activity. Bring the art materials and ask participants to create a cover with the image of their fictional hero. Inside, they write their no-longer-gappy sentence about the hero. – 20 mins
Evaluation
(30 mins)
(30 mins)
- Thank everyone for their participation and dedication. Repeat key points and rules. – 10 mins
- Evaluate the workshop. Ask the participants what they liked and what they didn’t like, ask for tips on how to do it better. – 20 mins
Films to watch
Hungry Bear Tales
Alexandra Májová, Kateřina Karhánková
Czech Republic
2017–2020
7 mins
Loin du 16e – Paris, je t’aime
Walter Salles, Daniela Thomas
France/Germany
2006
5 mins
Make it accessible for all
Keep in mind that this workshop requires writing and reading, which may present unique challenges for different groups. Check our general accessibility tips to make your workshop as inclusive as possible.
If you learn in advance that one or more of your participants don’t speak the language of your workshop, you can prepare materials in their language. We also recommend an inclusion assistant that might be able to translate for the child(ren).
Adapt your language to the group. Use simple and understandable words and a sentence structure that is more accessible to all participants. If you also use printed materials or text in other formats, make sure you use contrasting colours and a font that is easy to read and large enough for children with visual impairments.
If there are any children requiring additional help, make sure to allocate enough time as well as staff, as the second half of the workshop is based on independent work. For some children, the length of each step may also present a challenge. The active steps of the Implementation (see above) should not exceed 30 minutes. We also recommend outlining the workshop to the kids, from how long each part takes to the overall goal. Depending on the nature of the group, you can also make some of the activities competitive – for example, see which group can put the film stills in the correct order the fastest, etc.
Thoughts & Experience
FOR ORGANIZATIONS
What organisations gain
- the opportunity to reach wider and young audiences;
- the opportunity to reach out to people creating their own literary works.
Team requirements
- The workshop requires one lecturer with basic knowledge of film education and the construction of a film image using elements such as environment, characters, scene or film time.
- If the workshop participants include children with special needs (from any disadvantaged group), it is advisable to invite an inclusion assistant/guide who will be fully dedicated to the group, ensuring that all children have as equal and full an experience of the workshop as possible.
- A person to help with production.
Funding tips
Consider the following expenses before running the workshop:
- lecturer’s fee
- inclusion assistant’s fee (if relevant)
- venue rental
- equipment
- catering (optional)
- film screening fee
The workshop blends theatre and film. If you are an organisation, you can use funds or grants for both.
Promotion tips
- use any channel available (workshop organiser’s website, social media, newsletter or email invitations)
- create a registration form for people to sign up
- promote the workshop enough in advance to reach people organically
- consider paid advertising on social media (depending on your budget)
- in the description, be clear about what the workshop is about, when and where it will be held, and who it’s for
- post a video invitation from the lecturer or organisation member two or three days before the date
- flyers, posters, radio & newspaper ads (also online)
Find your audience
This workshop requires independent work, fluent reading and fluent writing skills. It is suitable for children aged 10 to 15, counting on advanced motor skills and a basic knowledge of literature and films. If your workshop is for younger participants, you can advertise it by contacting teachers, heads of schools, or parents. With teenage students, it’s best to approach either their class teacher or teachers of subjects, as they have a direct impact on students. Direct email is also an option. For example, you can ask clubs to include your ad in their regular newsletters to their subscribers.
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