Film Teacher Resources
Find Film educational ideas and activities
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Eighth graders read and analyze primary source documents dealing with Nebraska history. In a role-play, they present the information they gathered to their classmates. They examine what live was like for people settling in Nebraska.
Eighth graders examine and analyze maps of early Nebraska. Using the maps, they compare and contrast them to those of today and identifying how the area has changed over time. They complete a worksheet over the differences in the maps to end the lesson.
Eighth graders select and observe a favorite film and write a review. They create personal criteria for judging drama and theater. After watching a film and writing a review, learners compare their personal review with those of a professional critic.
Explore film adaptation of literature with this lesson, which focuses on the world of film advertisements. Middle schoolers discuss various films (including The Lord of the Rings) and create advertisements for a pretend film based on a fairy tale. An outstanding resource that covers many areas of the curriculum and includes some excellent supplemental educational resources. Use it to study the difference between a film adaptation and its source material.
Students discuss the difference between independent films and and films produced by a major studio. They select an independent filmmaker to research and begin their research from a list of given Web sites. When research is complete, they create a visual display such as a poster, scrapbook, or slide show presentation highlighting the career of the filmmaker.
Students read and analyze Jessie Benton Fremont's travelogue of her trip out west in 1849 to identify the gender roles, social attitudes and class distinctions of the time. They then adapt the the travelogue into a film script.
Require your class members to view documentaries and comment on various elements of the films. In order to elicit their thoughts, assign a activity with space for individuals to predict concepts that the film will feature, note specific details about the film type and elements, and comment on the film and its message. Class members can jot down their thoughts and observations and share their work the following day.
New! The Conditioned
Discover the lovely story of Raimundo Arruda Sobrinho with your class. Over the course of the instructional activity, pupils practice descriptive writing, write short narratives, collaborate in small groups, watch a powerful short film about Raimundo, and analyze a quote from one of the poems in the video. The plan is well-sequenced and lists many activities to keep learners engaged for the full instructional activity.
Who buys romance novels? Older scholars discuss this demographic in a behavioral psychology study which begins with a discussion and data analysis. The data sheet can be found online and offers statistics about who and where this huge industry caters to. Using a viewing guide to take notes scholars watch three clips from the documentary "Guilty Pleasures," which can all be found on the POV website. After discussing these short clips have scholars do some research on theories of motivation. There is an online source provided here. They determine which best describes the case study featured and explain their reasoning. Extension ideas are included.
Film analysis takes critical thinking, connections, and context. Upper graders look at the film installation, Crystal Palace in terms of the film makers choices, presentation, and perspective of truth. After an analytical discussion of the film, kids take images of their urban landscape, then crop and alter them to create abstractions of their personal realities.
Students examine how a scene in a movie or in literature is constructed. In this film and literature lesson students answer questions based on film clips then create storyboards depicting a scene from their life.
After viewing and analyzing documentaries and working in groups to storyboard and prepare, your class should now be ready for the production stage of the documentary process. The eighth lesson in the series, this plan provides suggestions about how to deal with access to technology as well as providing a handout. Model the production tips and uploading steps before sending groups off to film and upload their footage.
Students define many terms related to film and genres. They examine examples of screwball comedy and apply the vocabulary terms to that genre. They discover how to "read" or analyze films they watch.
Students study of the effects of the Cold War on the home front. They analyze the film High Noon according to an abbreviated version of the standards that films were judged by in the early 1950s and determine whether or not High Noon is "fit" to be released to the American public.
High schoolers watch a varietry of films showing college life. In groups, they take different scenerios from the films and determine how they would have reacted. As a class, they discuss more in depth the issues they might face in college. To end the instructional activity, they research the life and works of Spike Lee and John Singleton.
Students participate in a instructional activity that focuses on the mastery of French. The instructional activity targets advanced French students. They complete a variety of activities while viewing a foreign film.
The third instructional activity in a series, this resource narrows in on two aspects of documentary films: focus and angle. After a brief explanation of the terms, class members view a student-made film and identify the topic, focus, and angle. They share with a partner and come together as a class for a full discussion. To close the class, film groups get together to talk about their topics, focuses, and angles.
Films use famous and important poems to enhance the themes and conflicts of the art, but are the poems as recognized as the films that are used? Of course not! You can change that with this plan and its accompanying activities. Young poets view a clip from Dead Poets Society, and discuss the use of “Oh Captain, My Captain!” in the film. From there students are grouped up and are given a poem for analysis that has been used in a film. The final movement challenges learners to develop a short film that displays the importance of the poem they analyzed in their groups. If you find that the poems chosen for this project are not appropriate for your class, select poems that are reflective of your students' taste or interests.
Students compare and contrast the movement for suffrage in Nebraska and the U.S. They organize and interpret primary documents and images from the time period. In addition, they tie in religious movements to women's suffrage.
Young scholars determine how to use photographs to depict the feelings and meaning of poetry. In this poetry expression lesson, students work in teams as production companies to design a short film of photos. They use the film as a medium to convey the meaning and tone of student written poetry.