Making the classroom a place open to creativity and the protagonism of the students is a challenge, since often the teacher feels trapped by the large amount of content he needs to teach the young people as by the traditional methods of teaching. The use of audiovisuals in school can be a good strategy for this.
Proposing different activities can bring great results for the student, creating interest in the contents and in the school, proactivity, self-esteem and understanding of what he is capable of doing. In fact, providing an environment in which the student exercises autonomy and has the right to make mistakes in the process of creating and learning is an important aspect of entrepreneurial education.
At the Olavo Bilac State Institute of Education, in Santa Maria (RS), the teacher of Literature and English, João Pedro Wizniewsky Amaral, decided to respond to the demand of the 3rd grade students that the school be a place where they could exercise their creativity.
Understanding that cinema is “a form of expression in which students can be free, active, cooperative, autonomous, creative and proactive”, he organized a joint filmmaking project, which earned him the Teachers of Brazil Award for 2018 in the High School, Southern Region category. Check out how the teacher put the audiovisual project into practice at school!
According to the teacher’s account, which can be read in the complete version on the award website, the classes showed great discouragement with any school activity and the time they spent in school. They complained that the school was demotivating and that they could not exercise their creativity there.
In an initial survey, John Peter investigated that the students consumed many audiovisual productions, but did not have the knowledge to analyze them. Moreover, they had not done any academic work of which they were proud.
For this reason, with the help of scriptwriters from TV Campus, linked to the Federal University of Santa Maria, and the support of the school’s management, the teacher decided to launch the Creation Studio project: film as a creative and transforming power. The goal was for the students to receive literacy in audiovisual languages, reframe the use of technologies and have the freedom to propose, collectively, creative short films.
The audiovisual project at school was designed in a similar way to the format of a script, that is, with introduction, problem, development, climax and outcome, designed to last 6 months. The introduction was based on the screening and analysis of short films and other audiovisual productions. At the problem stage, students should individually create a character, describing its physical, psychological and behavioral features.
In the next stage, ideas for scripts were collectively presented from the characters created. The climax was the choice of story, and the last phase was the recording of a short film for each room. There were three productions: Crooked Lines, The Candidate and All for Vengeance.
The filming was done inside the school itself, and the material for producing costumes and sets was brought from home by the students themselves. “They turned the school hall into a bank; a classroom became a prison cell; and the playroom of early childhood education became a fortune teller tent,” says the teacher.
The stages were planned to last a total of 6 months, but a strike by the state’s teachers and the desire of the students to hold a film exhibition open to the community, even counting on awards and jury panels, extended the project to 9 months.
According to João Pedro, as they realized that they could produce good quality audiovisual plays at school, the classes became more and more engaged, discussing the script, combining details of the recordings and making suggestions. Teamwork was a remarkable learning experience for all of them. Teachers from other subjects said that the students improved their interest, socialization and the protagonism in their classes as well.
“I would like, and I know it’s possible, for any teacher to replicate this experience I lived in different contexts. For this, will and planning are enough. […] any teacher can make an audiovisual production with a mobile phone, for example”, concludes Professor João Pedro in his account. How about adapting the model to your classroom and seeing how the creative potential of students can be developed from the audiovisual, this language so present in the daily lives of young people and teenagers?
The use of audiovisuals in school sharpens the creativity of students, one of the essential skills in today’s labour market and which, according to experts, will become even more relevant to the work of the future. Understand why it is as important as literacy and learn 5 lessons of creativity in education with Perestroika. And, to keep the audiovisual theme at school, get to know five movies that will change your idea of education.