Week 2 - Movie Image Education

Moving Image Education (MIE)

  

'Moving Image Education is about helping young people to question, analyse, explore and understand the meaning of what they’re watching and hearing' (2009, Creative Scotland). 

When children are engaged in movie imaging, they are provided with the opportunity to analyse by learning how to read film like books, explore the culture and heritage of moving images and also create their own movies. The MIE programme involves analysing moving image texts, creating them, exploring, appreciating and sharing them. This can be shown through the ‘3C’s’ of media literacy which includes: the cultural, the critical and the creative. This model is part of a whole enriching and supporting technique where the skills are linked with one another.

The MIE programme also helps children to achieve the four capacities of curriculum for excellence. The children are using media to become: 

• Confident individuals– by being able to relate to others and manage themselves through accepting roles, compromising and using formative assessment. 

• Successful learners – by being able to use literacy, communication and numeracy skills through talking, listening and developing their number skills.

• Effective contributors - by being able to communicate in different ways and settings through using media to convey ideas, communicating and developing audience awareness.

• Responsible citizens – by showing respect for others and participating responsibly through democratic decisions and electing and acknowledging film roles.

(Scottish Government, undated).

Over the course of the week, I was involved in producing and experimenting in movie making. I made a short 5 minute clip within my collaborative group which I found exciting, engaging, productive and active way of enhancing learning. In my opinion, the skills developed in MIE are analysing and discussing, personal and functional writing, talking, listening and also developing creativity. MIE gives children the opportunity to think outside of the box and be more confident in their activities surrounding the MIE programme as there are no right or wrong answers. In relation to Curriculum for Excellence, movie image education aims to teach and develop literacy skills. The curriculum suggests that ‘MIE is more than just a literacy programme. It is a rich context for learning that allows children to develop across the curriculum’ (Scottish Government, undated). 

Examples of MIE in action - http://www.movingimageeducation.org/resources/mie-in-practice/mie-in-action-films  

References 

Creative Scotland (2009). Moving Image Education. Available online at: http://www.movingimageeducation.org/ [accessed on 29/1/12]. 

Scottish Government (undated). Scottish Screen, Moving Image Education. Available online at http://www.scottishscreen.com/images/documents/MIE_ACfE_for_ScottishScreen_email.pdf [accessed on 29/11/12].

Week 2 - Movie Making BEd1

Week 1 - Social Media Tools

Social Media Tools

Today I learned how to make a blog! I was also learning about social media tools - A journey through the 21st century. These included emailing, facebook, twitter, skype and are used as a way of communicating. There are two different categories of social media tools; asynchronous - which is not happening at the same time, it is not instant, or synchronous - which is instant. In my opinion, both types of social media sources are valuable to learning and sharing in the classroom. Synchronous can be used to share, discuss or present to others in the class, this can be sent to others quickly, as an instant process. Asynchronous on the other hand is also beneficial and can be used in the classroom to contact other schools, via email, sharing learning experiences. This can also be helpful for contacting parents, presenting work carried out in class. A disadvantage of this type of social media in contrast with synchronous is that it is slower to send and receive.

Communities of Practice

Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly (Wenger, 2006). Last year I was introduced to Wenger and his views on a 'community of practice'. Today, I was also introduced to Meredith Belbins model of team building which suggests that people within a group or community have different roles when working collaboratively. Each person carries out a specific role in the group. In relation to Belbins roles, he categorizes three different roles, including: - doing/acting - thinking/ problem solving - people/feelings Meredith Belbin emphasises that the behaviours of a team or group are organised and the preferred team roles are linked to personalities. He also believed that the effectiveness of a collaborative group depend on a combination of roles(Belbin, undated). During placement, I was interested in collaborative work. I experimented with it in the classroom and I feel the children benefited from working as part of a collaborative group. I started off with the children collaborating independently with one another, without having a specific role in the group. However I also tried another method of collaborate group work where the children had the opportunity to choose different roles to carry out in the group to ensure everyone was actively engaged in the task. This was effective and I agree with Belbins role of collaborative work.

Belbins Model of Roles

References 

Belbin, M. (undated). Belbin Team Role Theory. Available at http://www.belbin.com/rte.asp?id=8 [Accessed 17.01.12] 

Wenger, E. (2006). Communities of Practice. Available at http://www.ewenger.com/theory/ [Accessed 17.01.12]