TESOL Seminar 3 Presentation by Fairfield HS Visual literacy through explicit teaching of film to recent arrivals in senior years.

1. Fairfield High School
Web Address: www.fairfield-h.schools.nsw.edu.au
Fairfield High School is a comprehensive, co-educational public high school in South-Western
Sydney with a population of 869 students representing more than 50 language and cultural
groups.
We have an Intensive English Centre on campus, and about 80% of their graduates come to us.
According to our recent ESL Survey, 88% of our population comes from a Language Background
Other Than English. We have an ESL allocation of 6.8 staff members and have a dynamic faculty
with a good mix of experienced and more recently trained staff.
Students of an age appropriate to Years 7-10 are placed in parallel classes upon exit from the
IEC. In Stage 5, students with strong scientific or mathematical skills may be placed in a
mainstream class for these subjects, allowing them to extend their skills further in these areas.
Students who are of an age that would indicate enrolment in Year 11 enrol in the the Access
program – effectively a senior bridging program for students who fit into senior years
chronologically, but need to close gaps in their knowledge and skills. In its current format, Access
students study English, Maths, Science, Civics, Computing Studies, Home Economics and Sport.
Their English lessons are split into two lines, spending 9 periods per cycle on the Certificate of
Spoken and Written English, and another 9 in a course called Preparation for Stage 6. The name
reflects the purpose – the idea is that the students will gain some of the knowledge and skills
others would gain gradually throughout Stages 4 and 5, and therefore be able to cope with the
demands of the Preliminary ESL course.
Cheryl Weber and Lisa Betker Page 1

2. Scope and Sequence – Film Unit
Year 7 Year 8 Year 9 Year 10
Camera Work Camera Work Camera Work Camera Work
• Shot sizes and types: • Shot sizes and types: • Movement: pan,
long, medium, close- extreme long, tracking, tilt, zoom,
up extreme close-up crane shot,
• Angles: high, eye • Angles: overhead, steadycam, handheld
level, low undershot
• Movement: pan, • Camera speed:
tracking, tilt, zoom slow/fast motion,
freeze frames
Lighting Lighting Lighting Lighting
• Colour, shadows, • Backlit, sidelit, key and
contrasts fill lighting
• Filters, lenses, washes
Sound Track Sound Track Sound Track Sound Track
• Dialogue, Silence • Sound effects, Music • Volume, pitch, pace
Framing and Framing and Mise-en-scene Mise-en-scene
Composition Composition • Setting
• What’s in the frame? • Props
• Costumes
• Makeup/hairstyles
• lighting
Context Context Context Context
• Links to other texts • Links to other texts • Links to other texts • Links to other texts
Scripts and Scripts, screenplay Scripts, screenplay and Scripts, screenplay
Storyboard and Storyboard Storyboard and Storyboard
Dialogue Dialogue Dialogue Dialogue
Editing Editing Editing Editing
• Transitions: dissolve, • Second unit • Pace and rhythm • Montage
wipe, fade, cut • Spatial editing • Juxtaposition
• Continuity editing • Shot-reverse shot • Temporal editing
Characterisation Characterisation Characterisation Characterisation
• Stereotypes • Stereotypes • Stereotypes
Transformation and Transformation and Transformation and
adaptation adaptation adaptation
Images, iconography Intertextuality and
and symbolism appropriation
Establishing Establishing
shots/sequences shots/sequences
Genre and Genre Genre and Genre
conventions conventions
Dominant and resistant Dominant, resistant
readings and alternative
• Ideas and values readings
• Underlying cultural
assumptions and
values
Each year a limited amount of time is spent reviewing assumed knowledge from the previous
year’s unit. By Year 11, it is assumed that students have thorough knowledge and understanding
of visual techniques and analysis.
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3. ESL unit outline
Topic: Visual Literacy through film - Caravan
Year: Access (Preparation for Stage 6)
Rationale: Students attempting Stage 6 English courses will have an assumed knowledge of four years’ accumulated visual literacy. Students recently
arrived from the IEC will not have been exposed to film studies. This unit aims to bridge the gap through the medium of an Australian short film.
Language Teaching & Learning
Outcomes Resources Quality Teaching
Structures/Features Activities
Stage 5 Outcomes: Learn about Metalanguage of film Film techniques – activities Caravan, Jennifer Intellectual Quality
1.10 the use of variations within conventions of particular genres, including
around camera angles, Ussi, 2004 IQ 5 Metalanguage
forms of poetry, fiction and film and how these variations address the
composer’s purpose Oral interaction – class lighting, colour, costume etc IQ 6 Substantive
4.13 codes and conventions, including emotive, evocative and impersonal discussions around the themes to build the field. Film as Text, Communication
language and signs, used to signal tone, mood and atmosphere in spoken, of the text Jennifer Ussi,
written and visual texts
Building the field (themes) – 2004 Quality Learning
4.14 the appropriateness of the use of Standard English, its variations and
levels of usage. Personal responses delivered discussion of family Environment
6.8 ways in which film-makers transform concepts into film, including first orally, then in writing relationships, responsibility, QLE 2 Engagement
consideration of script, story lines, sustained perspective, and visual and choices. QLE 3 High Expectations
aural components of film-making and their interaction
Language and structure of (Both resources QLE 4 Social Support
6.9 the ways in which imaginative texts can explore universal themes and
social reality. analysis – writing formal Viewing the film – short are available from QLE 6 Student direction
8.8 the metalanguage for identifying, describing and explaining relationships responses enough to view in one lesson Classroom Video,
between and among texts with plenty of time for and come with a Significance
Learn to:
Scaffolding written language discussion – first viewing resource kit) S 2 Cultural Knowledge
2.2 use writing and representing as an aid to research, planning, classifying
information and learning through use of tables and straight through, then create S 3 Knowledge
6.1 explore real and imagined (including virtual) worlds through close and proformas a synopsis. Integration
wide engagement with increasingly demanding texts S 5 Connectedness
6.2 respond imaginatively and interpretively to an increasingly demanding
Discussion of themes. S 6 Narrative
range of literary and non-literary texts
7.2 trace ideas and images through extended texts Change and growth –
personal responses to the
ESL Scales: Oral Interaction text. Symbols.
7.2 Identifies and incorporates some non-literal
language and some key cultural references in speech.
Reading and Responding Analysis of film techniques –
5.5 Reads with understanding a range of texts, including those remote from can use “Film as Text” to
personal experience, interpreting mainly at a literal level and using the facilitate this.
information for other purposes.
5.12 Focuses on planning and editing writing to improve its range and
expression. Use of technique tables.
6.12 Plans and revises writing to enhance its fluency, accuracy and
readability Assessment – scaffolding an
Writing
extended response exploring
5.10 Adjusts the form of writing to intended contexts, purposes and
audiences. how the techniques used
reflect the themes.
Cheryl Weber and Lisa Betker Page 3

4. Analysis of still shots from ‘Caravan’
Shot:
Angle:
Colour:
Costume:
Effect:
Shot:
Angle:
Colour:
Costume:
Effect:
Cheryl Weber and Lisa Betker Page 4