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Digital video and film technologies are transforming classrooms across the world. Teaching the Screen looks beyond the buttons and knobs to explore ways of teaching video and film effectively in secondary classrooms. More and more young people have access to low-cost filming and editing technologies - mobile phones, computers, portable digital - which is changing the experience of digital storytelling. Approaches to classroom teaching and learning need to change too. The authors offer a new pedagogy of film storytelling that draws on research from effective classroom film learning practice. They contextualise screen learning within different educational settings, discuss how teachers can highlight aesthetics in film appreciation and filmmaking, and explore the impact of different technologies. Teaching the Screen is essential reading for educators who want to create engaging learning and teaching activities with screen technologies in secondary English and other subject areas.
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Table of Contents

1: Learning and the screen2: Screen theory, practice and learning3: Creativity, literacy and screen learning4: Genres screen learning5: screen learning in context6: Reflecting on screen learning: A manifesto for film in educational settings7: Scaffolding learning8: The process of making9: Managing the process10: Continuing ResearchBibliographyIndex

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About the Author

Michael Anderson is Senior Lecturer in Drama Education at the University of Sydney. Michael is co-author of Real Players and co-editor of Drama Education with Digital Technology. Miranda Jefferson is an experienced high school teacher and Lecturer in Drama and Screen Learning at the University of Sydney.

Reviews

"This book has bridged the theoretical and practical without compromising either. It offers a thorough systematic account of theoretical issues and practical techniques in teaching film appreciation and filmmaking." Associate Professor George Belliveau, University of British Columbia" "A well-balanced and comprehensive account of the issues in filmmaking likely to be encountered by English teachers. It lifts engagement beyond the usual procedural knowledge level, to one of active critique." Sue Brindley, University of Cambridge"

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