Film education
Competence-oriented approach to film education in schools
issued by the Provincial Conference Media Studies and Cinema Vision - Network for Film and Media Literacy
The concept was developed by members of the Working Group film education (ACF) and has written:
Bernd Olsztyn, Department of schooling and vocational training, youth film education center in Hamburg
Sabine Graetz, National Institute for School Quality and Teacher Education Saxony-Anhalt (LISA)
Hanns-Georg Helwerth, Baden-Wuerttemberg state media center
Reinhard Middelburg, Cinema Vision gGmbH - Network for Film and Media Literacy
Ines Müller, FILM SCHOOL + North Rhine-Westphalia, Fiber - Media Center for Westphalia
Beate Voelcker, National Institute for School and Media Berlin-Brandenburg (LISUM)
Gerhard Teuscher also State Institute for School and Media Berlin-Brandenburg (LISUM), has accompanied the
development of the concept of advice and criticism.
Preamble
Film is the narrative medium for children and adolescents. This medium has importance for them as cinema and
television format, as long and short film, as feature, documentary and animated films, music and art videos,
advertising films, mobile phone footage, etc. Children and young people experiment with, and handle audio-visual
forms of expression, they use them creatively.
The use of film (s) is a cultural field of action of far-reaching individual, social and socio-cultural importance. With
regard to adolescents, it performs three key functions
- Individuation
- Socialization
- Enculturation.
The goal of a cross-curricular film education is to: strengthen the competences of the learners, to promote and
support self-determination and reflective participation in the wide cultural field of film activity, as described above.
The competency expectations formulated in this concept are action-oriented. They are developed based on the
requirements of a film-related didactic, and as such compatible and often integrated, into cross-curricula and other
subject-related didactics. Film allows various forms of communication connections, it is realized only in a
communicative and creative activity.
The descriptions of the competency expectations help to appropriately implement film education as a compulsory
task according to the respective part of the curriculum in each state, to update education plans, to strengthen profiles
for education programs and to develop concepts for school development programs. For schools and tutors, they
serve as a guideline for orientation and as a source of inspiration in matters of film education - open to additions
and conversions into concrete task examples.
The following competency expectations describe four key aspects of the field of action of films as functions of
school (film) education. The differentiation between the interconnected and diverse overlapping areas of the
following competencies
- Film analysis
- Use of film (utilisation of film)
- Film production and presentation
- Film in the media society
follows the system of competency-based concept for the academic (school) media education of the
Länderkonferenz MedienBildung (LKM), modified, specified and detailed, however, with regards to the film
medium. The competency model and its formulation can be seen against the background of discussions on actionand development oriented media education in connection with the work of Dieter and Gerhard Tulodziecki Baacke.
This film education concept classifies examplary competence expectations after the obtention of widespread
educational qualifications: After completion of primary school (usually after the end of the 4th year), after the
middle school (usually the examination after the end of 10th year of school) and after completion of secondary
education to attain/get to general higher education (usually by the end of the 12th year of school). The concept
illustrates which abilities, knowledge and skills in terms of applicable knowledge students should have – relevant to
their degree - to qualify as film competent. Hereby follows a description of the cumulative principle of gradually
rising levels of scholastic learning - starting with basic skills to understand films after the primary level, to more
comprehensive understanding and knowledge competencies after the secondary level, and finally to more extensive
absorption after the completion of high school (Abitur).
With the internal differentiation by area, there are factual overlaps with regards to certain competencies, which are
highlighted by references. The contents of the individual areas of competencies are each preceded by short
summarizing guiding principles which outline the competency expectations in their specific area.
Areas of competencies with competency expectations
Area of competency: film analysis
Film analysis both sharpens the eye for individual aspects of the film as well as the interrelations of cinematic
representation, and promotes the understanding of the film as a whole, without compromising the aesthetic
enjoyment of the film experience.
The students decode the signifiers and the narrative structure of film, apply the content/form/structure relationship
in analysis, discussion and interpretation. They absorb films consciously as artistic (created/designed) works and
classify/integrate? them into their historical and/or cultural contexts.
Sections
Competency expectations
Year 4
- identify and explain
feelings and impressions
(→ related to the
competence of film use)
- describe film as an artistic
work with simple examples
- differentiate between film
categories selected on the
basis of some specific
features
Competency expectations
Year 10
- describe and judge the
aesthetic effects of a film
- analyse film as a artistic
work
Competency expectations
Year 12
- discuss the aesthetic effects of
a film
- analyse and judge/assess the
aesthetic design of a film in its
entirety
- analyse the genre of a film
based on its essential features
- differentiate selected genres
due to their specific
characteristics
- analyse generic aspects of the
narrative style, design and
function of a film and evaluate
their implementation, also in
comparison with films of the
same or a different film category
Genre
- describe selected film
genres on the basis of some
specific features
- analyse the genre of a film and
interpret and evaluate its use?
(simpler)
Narration /
drama
- re-tell the plot of a film;
identify beginning, middle
and end, and relate them to
each other
- describe the characters of
important protagonists and
identify their desires and
goals as a cause for the plot
development
- name conflicts and their
resolutions as portrayed in
the film
- recognise and re-tell key
messages
Camera /
image design
- describe the image design
of a still picture and establish
a connection to the visual
message
- differentiate key shot types
and establish the relationship
- differentiate between film
genres with reference to some
specific features
- distinguish between different
film genres because of their
narrative, design and operation
- analyse important elements
of the narrative of selected
film samples (e.g. characters,
conflict, narrative, story, plot,
key scenes)
- develop interpretations of the
film's content and key
messages and compare them
with those of other films
- discuss the actions,
behaviours and motivations of
the characters against the
background of different
reference systems (e.g. your
own reality, cinematic reality,
genre references)
- describe the model of the
dramatic three-act structure
- describe important rules of
shot composition and their
effects with examples
- recognise, present and
analyse the interactive design
elements of the camera, its
Film
aesthetics
Language of
film / filmmaking /
design
Film
categories
- analyse the elements a film’s
narrative, discuss its
implementation and effect in the
context of film-making and in
comparison with other film
examples
- interpret the results of the
analysis of the film narrative,
discuss different ways of reading
the film (text)
- analyse and compare the
function and effect of different
narrative forms and structures
- analyse the effect of lighting
style and of colour palette
choices
- name special design elements
from the camera area and assess
their functions and effects (e.g.
between the shot type and
the visual message
- differentiate camera angles
and simple camera
movements and investigate
their effect
functions and effects
- determine the sources of light
(artificial light, natural light
sources) and the direction of
light in a scene and investigate
their effect
hand-held camera, in focus - out
of focus, focal length, zoom)
- describe individual film
frames (e.g. foreground,
middle ground and
background, positioning of
figures and objects, setting,
props) and their significance
and effect
- perceive and describe the
different effects of sounds,
music and language
- identify important features
of the sounds of language
and music with simple
examples
- analyse the importance and
impact of individual elements
of the mise-en-scène, and their
interaction in various settings
and sequences
- discuss and assess the design of
the mise-en-scène, in
conjunction with other design
elements as well as content and
statements of the film
- compare and discuss mise-enscène of films of different styles
- analyse, discuss and interpret
the acoustic design of a film
Montage /
Editing
- on the basis of imageimage combinations and
simple image sequences,
understand the importance of
montage as a key design
element of film
- examine the basic principles
of montage in a sample
sequence
- describe function and effect
of selected montage patterns
Film history
- describe the difference
between a historical (e.g.
silent film) and a
contemporary film
- describe the basic
cinematic illusion of
movement based on
"playful" pre-cinematic
devices (e.g. the flipbook)
- describe relevant factors of
historical development on the
basis of selected films
- examine the differences and
similarities between film and
new developments in virtual
worlds/media
Mise-enscène
Sound
design
Film theory
- explain the function of
atmosphere, sounds, music and
language
- describe image-sound
relationships
- discover the meaning of
sound levels for the reception ?
(the German for this doesn’t
really make sense to me... is it
referring to loudness of sound
for audiences?)
- understand the particular
importance of the montage as a
fundamental film-making
element through close-reading of
film sequences
- Discuss and rate the different
uses of montage on the basis of
exemplary sequences in relation
to the overall artistic concept of
the film
- use of film history for closeviewing and reception
- represent periods of film
history with the example of
selected films
- compare films from different
eras with the same topics
- analyse and discuss the mutual
influences between film and new
developments in virtual
worlds/media
- check/examine selected film
theories for plausibility and
relevance
Area of competence: film use
The competent use of film covers the critical use, as well as the deliberate exploitation of the diverse potential of
the cultural area of film.
The students select films consciously, and with the consideration of alternatives and in the context of other media
products, and deal actively with their own film reception. They reflect on the influences and effects of films, and
develop their taste and assessment criteria from/based on a broad knowledge base.
Sections
Competency expectations
Year 4
Competency expectations
Year 10
Use
- describe your own film
use and your motivations
for it
- talk with others about
individual films and your
own film experience
- choose films according to
interests and needs, as well
as appropriate to a situation
(use recommendations, e.g.
film age certification, film
tips)
- describe different
reception situations (e.g.
individual film use at
home, in the cinema,
children's film festivals,
film school events)
- compare cinematic
representations of
characters, conflicts and
conflict resolution with
their own living
environment and their own
experiences
(→ understand the
reference to the field of
film competency in the
media society)
Impact and
influence
- describe and explain
aesthetic and emotional
effects of the film
experience
(→ related to the
competency film analysis)
- describe influences of
films on your (see note next
column) own ideas
Formation
of taste and
judgement
- Describe various films
based on the knowledge of
their own likes and dislikes
and justify an example
- discuss your own film use and analyse
its motivations, also in comparison with
others
- discuss films with others, compare
different opinions and perspectives
- consciously use different functions of
the medium film when it comes to
interests and needs in a situation-based
selection (such as entertainment,
information, documentation, experience,
appropriation of the world, aesthetic
experience) (this sentence seems very
complicated, as in the German original.
Not sure how quite to rephrase it
though...)
- reflect on legal aspects during
selection and use of film (e.g.
copyrights, youth protection regulations)
(→ understand the reference to the field
of film competency in the media
society)
- compare and assess different modes of
reception (e.g. cinema, festivals, school
film events, films on TV, film on the
computer, private film use alone / with
peer group)
- use and assess film and cinema-related
off-and online services for information
and communication (e.g. film sites, film
education portals, film forums)
- analyse and assess aesthetic and
emotional impact of films (→ related to
the competency film analysis)
- analyse the influence of films on their
your (in the line above this one, in the
category ‘use’, ‘your’ was used as if
talking to students directly. It strikes me
that it should be consistent throughout
the document, whether using ‘your’ or
‘their’) own behavior and value systems,
role models, concepts, understanding of
the world
- criteria-led assessment of a wide-range
of films, from artistically challenging
works to the popular films’
- reflect and communicate
film tastes
- evaluate, compare, write and publish
film reviews
Competency
expectations
Year 12
- comprehensive and
differentiated discussion
of the importance of
using film to develop
your own personality also in comparison with
other media and arts
- analyse and assess the
effects and influences of
film on identity
formation, global
understanding, guidance,
standards and values
- criteria-led evaluation
of films, independent of
own likes and dislikes
- use film documents,
background information,
archival materials, etc. to
form judgment
Area of competency: film production and presentation
The students are to understand the production of a film as a planned group process with a variety of creative
possibilities and aesthetic experiences. They are to develop content, try out cinematic means, articulate their views,
use appropriate technology and present their films. They will plan, implement and publish film productions on the
basis of self-developed film ideas with consideration of legal frameworks.
Sections
Competency expectations
Year 4
Competency expectations
Year 10
Production
Planning
- develop simple film ideas
and plot outlines
- name different functions and
tasks during film production
and choose their (again
consistency issue here. should
we keep using ‘your’ or
switch to ‘their’?) own areas
of activities
- try out a simple recording
technique
- determine a time frame
Production
- stage-manage film ideas
under guidance
- handle recording technology
as a team
- select, with help,
appropriate locations and
props (→ related to the
competency film analysis)
- use simple cinematic
methods
(→ related to the competency
film analysis)
- develop film ideas and translate
them into a cinematic narrative
form (figures/characters, dialogue,
plot, dramatic arch)
- write/compose synopses,
treatments, scripts and storyboards
for short films
- differentiate diverse areas of work
in film production and select
appropriate activities for yourself
(here is ‘your’ again)
(→ reference to the competency
film analysis)
- master recording techniques as a
team
- do the casting and develop roles
- create a detailed timeline
/production schedule
- stage the script autonomously
- select locations and props, taking
into account economic
opportunities and legal provisions
(→ related to the competency film
in the media society)
- apply formal and functional
aesthetic design options
(→ related to the competency film
analysis)
- use recording technology
creatively to implement the script
(→ related to the competency film
analysis)
Image and
sound editing
- select material according to
the film idea and arrange it
- select music and sound
effects according to the story
- use basic editing techniques
Presentation
- present, under guidance,
your own films (e.g. in class,
at school events, PTA
- select images and sound according
to the film idea and edit together
- know and observe the copyright
conditions
- apply editing techniques
- know the appropriate computer
editing formats
- test and discuss
design/creative possibilities with
different editing options at on your
own product (→ related to
competency film in the media
society)
- investigate and rate online
opportunities for the dissemination
of your own productions
Competency
expectations
Year 12
- plan a film in a team
and develop interestsbased scripts, prepare
film production, calculate
production costs
- make a film applying
aesthetic awareness,
considering economic
opportunities as well as
ethical and legal
principles
(→ related to the
competency film in the
media society and the
competency film
analysis)
- reflect on shot footage
both technically and
aesthetically (critically)
- make conscious use of
different forms and
patterns of montage
(→ related to the
competency of film
analysis)
meetings, for competitions)
(→ related to the competency film
in the media society)
- present films in the appropriate
framework (such as advertising,
technology, presentation)
- know and assess film duplication
and distribution facilities (e.g. CDROM, DVD)
- participate in contests on your
own initiative
Competency: Film in the media society
Students can assess the significance of films for political awareness, the cultural understanding of society and the
development of norms and values. They discuss the potential of the film for the formation of a political opinion,
including the possibilities of abuse/misuse. They get an overview of the institutional, economic, legal and political
conditions of the film industry.
Sections
Film as an
economic
factor
Political
function /
social and
cultural
Competency expectations
Year 4
- describe exemplary film
professions
(→ related to the competency
film production and
presentation)
- identify, with/from a
concrete example,
merchandising as a form of
marketing
- describe the cinematic
landscape in your own
environment
- explain how a cinema works
(look behind the scenes)
- describe film as a means of
appropriating the world,
discover new worlds with the
help of films
Competency expectations
Year 10
- discuss careers in the film
industry and their
requirements in the context of
your own professional
orientation
(→ related to the competency
film production and
presentation)
- give examples of forms and
importance of film funding
and film financing (e.g.
television co-productions)
- describe utilization levels
and forms of a film (including
merchandising, cross-media)
- study factors for the
economic success of a film
(e.g. cast, genre, style,
production budget, target
audience, marketing,
theatrical release date)
- compare the market share of
U.S. film productions with the
German and European ones;
discuss the impact of the
economic role of film on
culture and society
- investigate and judge the
situation of the cinemas in
your own environment
- reflect on your own role as a
media consumer and discuss
the possibilities of influence
- discuss the importance of
film to raise awareness and to
form political opinions
- analyse and evaluate
Competency expectations
Year 12
- discuss the importance of
film promotion as a cultural
and economic instrument
- discuss and evaluate
the role of television as a coproducer
- evaluate the role of
international production
companies within the global
film production and
distribution, and their cultural
influence
- explore new media
developments (e.g. films on
the Internet, on mobile
phones) in terms of their
economic impact
- show the situation and
problems of film and cinemas
in Germany, discuss the
opportunities and risks of
current developments (e.g.
digitization)
- analyse and review the
importance of film to raise
awareness and to form
political opinions
impact
- show and discuss with
others the importance of film
for the creation of role models
and idols - describe and
interpret ways in which films
offer conflict resolutions
(→ related to the competency
film use)
- describe forms and possible
effects of cinematic
depictions of violence (e.g. in
animated films)
example influences of films
on contemporary and social
phenomena (e.g. fashion, pop
culture and event culture)
- analyse stars and idols as a
media construct and draw
comparisons to your own
(real) life
- demonstrate the potential
abuse/misuse of film as a
means of propaganda and
manipulation with examples
(e.g. Nazi films, war films)
(→ related to the competency
film analysis)
- analyse cinematic depictions
of violence, and assess
potential individual and socioethical effects
Legal
Framework
Conditions
- know the age ratings of the
film industry and indicate
possible reasons for these
labels
(→ related to the competency
film use)
- discuss the relevant
provisions of youth media
protection (including film
classification) in terms of
their social function
(→ related to the competency
film use)
- identify and reflect on the
relevant provisions of
copyright laws
(→ respect? related to the
competency film use and film
production and presentation)
Glossary of Technical Terms
- didn’t translate properly
Fade (fade out)
The film goes into a monochromatic image viewing area on (usually black or white).
Fade (fade-in)
The film image is appears from? a monochromatic (usually black or white) image?.
Lighting Style
Normal style
Low-Key
- based on examples, examine
the influence of film on the
cultural and ethical-normative
self-understanding of society
- interpret and assess films as
an expression of zeitgeist
- represent and judge film as
an instrument of manipulation
and propaganda based on
historical and current
examples, especially under
conditions of digital
production
- to highlight the impact of
cinematic depictions of
violence, in particular for
children and adolescents,
based on current research
findings, discuss strategies for
avoidance
- discuss the backgrounds and
causes of the discussion about
violence and the media in
society and politics
High-key
The lighting of a scene can be significantly influenced by the amount of light. Light intensity and contrast have a
significant impact on the prevailing mood.
- In this case, the bright and dark areas are balanced in the picture
- It outweigh the shadows and poorly lit-weighted image parts in a scene
- Brightness dominates the visual impression
Imagery
The interaction of visual creative medium (size settings, camera angles, camera attach motion, framing, lighting,
etc.) in relation to a film.
Blue box in front of a blue or green background, an object is captured. The blue / green background can be replaced
by another image electronically (e.g. umbrella against blue blue is replaced by ► ► Sea beach umbrella stands in
front of the sea).
Cadrage/framing
On the one hand, they are? called in technical terms, the aspect ratio of the visible image on the screen section (ratio
of image height to width) and on the other hand, in terms of aesthetics, the placement of objects and people in
cinematic space. This affects the emotional impact of film images and scenes.
Setting
This denotes a continuously recorded piece of film that is bounded by a cut.
Set sizes
Important variables are set: The set size indicates the magnification with which a person is shown in relation to the
picture frame around them. As a reference point for determining the most/rest? is the human body.
Far
- Shows a wide panorama (e.g. a landscape), in which the person is vanishingly small
Total
- Person shows in a wider area (e.g. people in front of a house), it dominates the surrounding area
- Only the posture is of? the person is available as a means of expression
a
Full Shot
- Person shows at full size in their immediate environment (e.g. people at a table in the room)
Medium close-up
- Person showns from the head to the knees in an indicated area
- As a means of expression is the person of the gestures available
American
- One person shows up from head to hip
Close
- A person shows from head to torso (bust)
Large (close up)
- Mainly shows a person's head
- Mimic of the person is at the center
Detail
- Only parts of the face (or even an object) can be seen
Exposé
Denotes an intermediate phase in the script development of idea and Treatment (5-10 pages).
Film genre
Is a fundamental category for distinguishing between different types of film.
Important film genres are: animation, documentary, experimental film, short film, feature film, educational film,
film, video clips, video art, film, but also mixed formats such as documentary fiction-drama.
Genre is a fundamental category for the description of fictional films.
The various genres and subgenres are defined here because of different characteristics, for example, because of
subject matter, narrative patterns, action types, design features.
Important genres including: Action, Adventure, biographical films, Coming-of-Age, Drama, Fantasy, History,
Comedy, Krie.g.s-/Antikrie.g.sfilm, fairy tales, melodrama, mystery, science fiction, thrillers, westerns.
Golden Section
The golden ratio is a way of framing. He referred to an asymmetric harmonic division. The total distance (a), is to
its larger part (b) such as the greater part (b) to a smaller amount (from) behaves.?
Camera movements are consist basically of two types of camera movement and swing away.
During the filming, the camera stays in one location and will be horizontal or vertical and rotated about a fixed axis
(pan).
However, the camera leaves through the camera movement leaves its location and moves around the room.
Zooms are optically generated in the motion picture. Also,in the zoom, the camera remains at the site. By changing
the focal length the setting is resized.
Camera angles: the camera can take in addition to the normal position (eye level), an elevated position (bird's eye
view) or a lowered position (lower/worm’s eye view?) and in this way influence the effect of the operations shown.
Normal perspective - camera at eye-level perspective of the action figures
Localization - camera angle from a vertical position increased - thus affect people / objects are often insignificant,
small or helpless
Worm's eye view - camera angle from a lower vertical position than the normal point of view - this act persons /
objects often powerful or threatening
Lighting design
The lighting design is the lighting direction of central importance because it influences the action of a person or an
object significantly. The light direction is defined as the direction from which the light is set to people or objects. A
distinction: front, side, lining and back light, light from above, light from below.
Mise-en-scène (staging / In-Place Scene)
Thus a central area of filmmaking is defined as intentionally stageing the picture structure and the corresponding
arrangement of figures and objects in space. The area includes several elements: setting (selection and design of
rotary or Handlungsort (setting?), props), actor / execution, costume and makeup, coloring / dramaturgy.
Assembly/editing
Important assembly patterns include: Assembly says/means the temporal organization of images and has the
technical co-operation of the cutting settings, scenes and sequences, the structure of the flow of the narrative. Thus
it contributes significantly to constructing meaning and effect of a film. Continuity, consistency and orientation in
space and time are guiding principles. While designed for most film narratives fitting the transitions between
settings, as well as the change of place and time as inconspicuously as possible, other forms of mounting/editing are
trying to emphasize more strongly the synthetic nature of the film.
important Einstellungskonjugationen/editing transitions during assembly/editing include hard cut, crossfade, and
fade On, Wipe.
Plan sequence - is a usually a very long, uncut shot of a completed action which will be shown without cuts
Intermediate section - is the interruption of a long shot by another short shot with the function to reduce raw
material to conceal errors or connection to concrete detail shots
Shot-reverse shot - is a sequence of shots, each of which is shown from the perspective of a another person
- By this sequence is the continuity of the plot gives / the continuity of the action
mediated by this sequence.
Language