Callum – Bronze Arts Award Portfolio
Callum was supported by Keith Phillips, the project Arts Award Advisor for Ideal Films, and Geraldine King, his teacher at St Luke’s School. This portfolio was compiled by Keith Phillips using students original work.
part A: explore the arts as a participant
Description of arts activity
Callum attended a filmmaking club both in school time and after-school. He helped make the film The Book Thieves (below). In particular, he helped develop the story, he did some of the camera work, he acted in the film (as a security guard, in the blue check shirt), and, especially, he was the sole film editor, driving the edit suite on the PC, with verbal input from the other members of the team.
Evidence of participation
Callum, in his security guard costume, is on the floor in the background
The following short video shows Callum working with the team on the script, doing camera and helping to solve logistical problems, and driving the edit suite.
We arranged for the team to show their film at the local Cineworld to an audience made up of their teachers, family and friends. The event was attended by Sophie Critchlow, south-west representative of national film education charity Into Film.
It was also attended by the Swindon Advertiser, who wrote up a nice piece in their paper: Silver screen success for St Luke’s film makers
Evidence of development and a summary of what Callum learnt and how his skills improved
part B: explore the arts as an audience member
On 8 December 2016, students were taken to a screening of Elstree 1976. This is a feature documentary about the original Star Wars film, examining the roles of some of the more prominent extras. This was an event screening, with pre-show entertainment featuring a cosplay Stormtrooper, and a Q&A afterwards with the film’s producer, director and sound recordist and three of the actors who were featured in the film.
Rather than write their reflection on the event or record a straight interview, Callum and Joe decided to do it as a casual conversation between them whilst they played pool.
Callum’s key comments are at the following times:
0:42 – 1:10 general review
2:35 – 3:55 meeting artists and Q&A
4:20 – 5:45 learning about editing
7:00 – 7:20 final review of event
part C: arts inspiration
Callum chose comedian Lee Evans for his arts inspiration. He researched images of Lee Evans on Google and videos of him on YouTube. He chose and downloaded the following two images as his favourites.
Callum already knew quite a bit about Lee Evans, being a long time fan. After talking it over, Callum decided he would like to present his work as a documentary film. We talked about what he knew and researched together by looking up Lee Evans’ Wikipedia page for specific facts like names and dates to back up what Callum already knew. Callum didn’t feel he could do it all in one go, so we decided to record it in small pieces and put clips of Lee Evans between them. So, for each fact, we reread the Wikipedia entry and talked through how Callum would say this in his own words. We then recorded him saying that on video. I edited this film on Callum’s behalf, including finding and inserting the relevant YouTube clips.
part D: arts skills share
All planning was done verbally.
Callum and the rest of the group decided that the obvious thing was for them to share their skills of filmmaking with iPads.
They talked about whether to deliver a lesson to a group of Y7 students or to some of their teachers. In the end, they decided they would prefer to deliver a lesson to some of their teachers, with the aim of persuading them that it would be a good idea for the school to buy some iPads so they could do more filmmaking in the future. They felt that iPads would make English lessons better, since they find filmmaking more accessible than writing. They also thought teaching their teachers would be more convenient because they were now doing their filmmaking club after school. So their teacher arranged for them to teach filmmaking to a pair of her colleagues.
They weren’t sure exactly how to go about devising a filmmaking lesson, so I told them about a simple exercise I often use with pairs of students to introduce them to filmmaking. The exercise gives the participants a clear structure to follow and allows each student to have a go at filming, acting and editing.
Rather than have me try to explain the exercise, the team elected to have a go at it for themselves. As the team’s film editor, Callum naturally did the editing on their film.
Here’s what they produced.
Knowing that they each had to lead on teaching one section of the lesson, the final part of their planning was for the group to decide who would do what. Naturally, Callum elected to teach the editing. He also elected to introduce the activity and explain to his students what they had to do. So would have something to refer to, I prepared a worksheet describing the exercise.
Here’s the short film the teachers produced.
Reflection on how it went
I interviewed Callum about his experience of passing on his skills and teaching his teachers. I filmed the interview and cut this short piece together.