Teen Evolution Iff Resource

See, think, make. Imagine

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Into Film is a trading name of Film Nation UK. Registered Charity number 1154030.

Teen EvolutionOur resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org

Teen EvolutionTeachers notes

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Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org

Teen Evolution Curriculum focusPSHE, PSE, English, media and film studies, moving image arts, health and wellbeing and social studies

Age range 1419

This resource is suitable for KS4 and KS5 in England, Wales and Northern Ireland as well as third and fourth level in Scotland. These flexible discussion starters, activities and worksheets can be used as they are, or adapted to suit your learners and your chosen Festival film.

About the festival

The Into Film Festival is an exciting and unique event for young people, taking place around the UK this November. The

Festival helps bring learning to life for 519-year-olds by inspiring young people to watch, make and understand film in

new and creative ways, as well as helping to build a lifelong passion for film. The thousands of free film screenings and

filmmaking workshops on offer have clear learning outcomes and our festival strands tie in with the curricula across

the UK to support education and personal development. Taking part in the Festival may be just the first step on a young

persons journey into film and we are here to support teachers and students along the way.

About this strand

Since the word was first coined in the 1940s and this significant phase of life acknowledged, teenage attitude, music and

fashion has notably defined the decades. Time travelling via Shakespeares 16th century and Austens turn of the 19th

century lovers, this Festival strand takes in the revolutionary 1940s, coming up to date with contemporary and futuristic

interpretations of adolescence. Through fiction and documentary, we track the evolution of the teenager on film. Films

in this strand include: Boyhood, Chronicle, Rebel Without A Cause and Enders Game.

For teachers of relevant subjects and for any educator who wants to give young people an opportunity to reflect on

teenage identity this resource supports learning about representations of young people on screen, with activity ideas

for before and after the screening. To see a full list of Festival films in this strand, and for related classroom resources,

see bit.ly/TeenEvolution.

Advice on using film in the classroom

If you want to explore more films back in the classroom, you can order DVDs for free through your Into Film Club

account. Not yet Into Film? Joining Into Film is easy and free go to the website to find out more and to register:

bit.ly/FilmClubs or email [email protected].

The Into Film website features a range of engaging resources that put film at the heart of children and young peoples

learning: bit.ly/IntoFilmSchoolResources. For advice on filmmaking with young people, see this helpful guide:

bit.ly/SecondaryFilmmaking and for a student-focused guide on storyboarding and planning a film, see this helpful

how to video: bit.ly/HowToStoryboard.

Teen EvolutionActivity outlines


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Before viewing: discussion starters

Summary: Students question their own, and others, perceptions of teenagers through a series of discussions and debates that will challenge their preconceptions and encourage personal responses.

Learning outcomes:

Students can interpret, evaluate and classify a range of depictions and opinions by drawing upon their own knowledge and experience of moving image texts.

Perceptions of teens

1. Write the word teenager on the board. Divide the class into groups, to represent different ages: e.g. a 7-year-old;

a 30-year-old; a 50-year-old; an 80-year-old. Give each group a large sheet of paper and ask them, in character,

to write down words or phrases that their group might use to describe teenagers.

2. Remaining in character, each group must voice their opinions on teenagers. What does each group think of

teenagers? What words or phrases do they use? Why do they think that?

Stereotypes

1. Introduce the definition of stereotyping. In pairs, students discuss films they have seen that are about teenagers and

list the types of stereotypical representations that they typically contain.

2. As a class, discuss whether these stereotypes are positive or negative and whether they are true to real-life teens.

Its a teenagers world

1. In this activity, students watch a range of trailers for films featured in this Festival strand from the US, UK and Europe.

Students create a mind map of the themes, stories and characters being portrayed:

Watch the trailers for these UK films featured in this Festival strand in the strand:

Here And Now and God Help The Girl.

Then watch these trailers for US films in the strand: Boyhood and G.B.F.

Finally watch trailers for films from Europe: We Are The Best (Sweden/Denmark) and This Aint

California (Germany).

2. Ask students to make links and highlight any themes that are represented more than once. Are teenagers greatly

different according to where they come from, or do they experience similar things whilst going through this

transition from childhood to adulthood? Would any of these films have a different storyline if they were set in

another country?



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Teen evolution

1. Watch this short interview with writer Jon Savage: bit.ly/BTSTeenage. The following phrases and statements are said

in this interview:

History of pop culture

if teenagers are defined as age 13-24

Teenagersdidnt always exist

You have to invest in youth

A lot of adults are scared of teenagers

2. In pairs, students discuss their understanding and opinion of each of these statements.

3. Join this into a class discussion: was there anything in this short film that students didnt know before?

Is there anything they would like to find out more about? Anything they disagree with?



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Before viewing: activities

Summary: Students examine a synopsis and trailer to identify how it speaks to a teen audience, before curating and promoting their own mini film festival aimed at an audience just like them.

Learning outcomes:

Students can interpret a written synopsis and translate this into a visual scene, discussing and deciding on the aspects they would expect to see in that film.

Students can research, select and organise information according to specific criteria, to produce an idea for an event and supporting materials to reflect real-world outcomes.

Students can examine and interpret film trailer images, infer appropriate sound and suggest their own ideas on music and dialogue to create an appealing effect on a teen audience.

Predictions

1. Organise students into groups and direct them to bit.ly/TeenEvolution to search for a synopsis for their

chosen Festival film. If you do not have Internet access in the classroom, source this synopsis beforehand and

distribute copies.

2. Students use the synopsis to predict two or more scenes they would expect to see in the film.

3. In groups, they create these scenes as frozen pictures or tableaux and when ready, share with the class. If cameras

are available, students photograph these frozen pictures to create a slide presentation of the scenes.

Extension: as students present each tableau, say individuals names, signalling them to speak. They should voice something they think the character might be thinking or saying at this point in the action.

Trailer soundtrack

1. Find a trailer for the film you are going to see online (try a site such as bit.ly/FindAnyFilm or bit.ly/IMDbSite) and play

it to students with the sound off, at least twice.

2. In pairs, students write the script to accompany the trailer and decide on an appropriate music soundtrack.

3. Students could then play their chosen soundtrack over the visuals of the original trailer and voice their lines of

dialogue.

4. Introduce students to the idea that copyright law applies to most commercial music. They should watch this short

animation to help them: bit.ly/HowToLegal. Direct them to a website that hosts copyright free music, such as

bit.ly/LegalMusic or bit.ly/MusicArchive and challenge them to find an appropriate, alternative, copyright-free track,

to re-perform their trailer.

Extension: students reflect on the challenges presented by this task, exploring the concept of Intellectual Property and copyright in terms of film music, and the film industry more widely. For further ideas, see bit.ly/CMMResource.



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Film festival marketing

1. Ask students to take on the role of curators of their own teen-friendly, film festival. In pairs, they must research and select

three films they would screen, using the Into Film website catalogue to guide them: bit.ly/FilmsCatalogue. They must select

films according to the following criteria:

One film made before 1985

One film in a foreign language

One film from the last three years.

2. Students make notes on their findings on the Research and marketing worksheet on page 10 of this resource. They should start their research by looking at the full list of Festival films in this strand see bit.ly/TeenEvolution.

3. Students then produce a poster, aimed at teenagers, to publicise these films and their film festival. Encourage

students to use their imagination about when, where and why the films might be screened, as well as giving the

festival an appropriate title. For further ideas about film festival posters designs, see bit.ly/FestivalPosters and the

Preparing your film festival poster worksheet on pages 11 to 13.



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After viewing: activities

Summary: Inspired by their cinematic experience, students investigate and debate some of the wider topics, themes and issues raised by teen films through documentary filmmaking and role play.

Learning outcomes:

Students are able to describe their personal response to the film, listening to the opinions of others and explaining their own points of view.

Students can identify film industry job roles, interpret their contribution to films and demonstrate this understanding through role play and responding to questions.

Students compare and contrast teenagers through history by planning and producing a mini-documentary in a historically relevant style.

Students can research, plan and debate issues, explore both sides of an argument and evaluate the strengths and validity of verbal responses.

Developing a personal response

1. At the cinema, ask students to film vox pops with each other to record their immediate response to the film. If

cameras arent available, they could write their response on an exit slip. This can be compared later on with their

classroom responses, after they have had to time to reflect on the film.

2. In the classroom, when you see students after the Festival screening, give them a few minutes at the start of the

session to think about their responses to the film and then to discuss these with each other.

3. It is a good idea to move students around the room at this stage so they can share their thoughts and opinions with

as many other people as possible. You could stick agree and disagree signs around the room, read statements

about the film aloud and ask students to stand in relation to how strongly they agree/disagree.

4. How would they review the film they have seen? Use the Into Film Guide to Writing Effective Film Reviews

Secondary to get students reviewing the film: bit.ly/SecondaryReview.

Movie chat show

1. Students watch a selection of examples of press junkets (interview clips with stars and experts from the film industry)

here: bit.ly/IntoFilmBTS.

2. What kinds of questions are asked, and what sorts of answers are given? How should questions be phrased to elicit

the most interesting answer?

3. Arrange students into groups and explain they are going to role-play a film review show, focusing on the film they

have just watched. Give groups the following roles:

programme host

an actor from the film

the films director

the films costume director



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5. Explain that the host will interview individuals about the film. Students should prepare questions and answers together

and have time to rehearse their discussion, before filming it or performing to the rest of the class. They should show their

understanding of the different roles they are playing as well as knowledge about the film.

Age of the teenager?

1. Show students this short British Path public information-style film from the 1950s when the term teenager was

first becoming common: bit.ly/TeenagerPathe.

2. What are the key themes of the film? Are they still relevant today?

3. After watching, students create their own public information film about teenagers today, using a similar style.

Students script, storyboard and present their ideas in a similar format to that used in these films.

Extension: students film ideas and edit to create a black and white, archive film effect. For more ideas of public information in a similar style, see: bit.ly/TeenagerPathe2.

Debate

1. Organise students into two groups and explain they will be debating the motion: These days, teenagers have got it

too easy! Give one group the task of finding arguments to support this motion; the other group finds arguments to

challenge it. If Internet access is available, allow time for research. Encourage students to include evidence from the

film they have seen to support their ideas as well as their own experiences and other research.

2. Groups choose representatives to propose and second the motion, and to reply on the other side.

3. Once these representatives are chosen, the other students are given a specific peer review speaking and listening

focus to evaluate the performance of the debaters. They listen to the debate, making notes according to their focus,

and then be ready to feedback on positives and areas to improve on in future.

4. At the end of the debate the class can hold a ballot to decide a winner.

Extension: one group of students is given responsibility to film the debate from a range of angles. The footage is then edited in groups to create different outcomes:

A documentary style piece about teenage development

A one-sided case either supporting or criticising teenagers

A clip for the school website showcasing student voices



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Extension activities

Summary: These activities challenge students to analyse the positive and negative representations of teenagers that they have encountered, and create their own cast of characters that challenge or reinforce the stereotypes found in teen films.

Learning outcomes:

Students develop skills to help them analyse representations of teen characters in film and apply these skill to a range of examples, using evidence to support their analysis.

Students can construct an original teen film by drawing upon their knowledge and understanding of genre conventions and audience demographics.

Representing youth

1. Using the Representing youth worksheet on page 14 of this guide, students reflect on the teenagers portrayed in their chosen Festival film and analyse how each is represented.

2. Can students think of similar or contrasting characters shown in other films? Which portrayal of their age group do

they most like, or identify with?

3. Using the Internet, magazines or newspapers, students source positive and negative representations of teen

characters in other films and create a mood board to illustrate their findings. When complete, display these around

the room and have a shared viewing of students work.

4. What is the balance between positive and negative representations? What advice would the class give to the British

film industry to promote more positive representations of young people? Students revisit their selection of films

for their own film festival, completed earlier: what three films would they now want to add in to show positive

representations of teens? They should provide a one- or two-sentence justification for each choice.

Casting call!

1. In pairs, students brainstorm ideas for a short teen film of their own, considering the narrative, character types,

themes and issues and settings. They could look at the Into Film catalogue to research features and shorts on that

touch on similar topics: www.filmclub.org/films. Shorts made by young people can be accessed at the Into Film

shorts youtube page. We would advise you to view these first to select appropriate examples for your students:

http://bit.ly/IntoFilmClubs-YouTube.

2. Students write a synopsis for their story, outlining the main action of their film.

3. They should then design the cast of characters that would be involved in the film. They should think of whether they

will use or challenge common stereotypes and create sketches of characters with annotations.

4. Students decide which real-life actors would play each role, and provide justifications for their choices.

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Teen Evolution

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Preparing your film festival posterUse the following prompts to help you focus your ideas about the content of your poster.

1. Title for film festival:

3. Text:

5. Where:

2. Slogan:

4. Weblink:

6. When:

Teen Evolution

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Preparing your film festival posterUse the following prompts to help you focus your ideas about the content of your poster.

7. Why:

9. Characters:

11. Iconography (signs and symbols):

8. Images:

10. Setting:

12. Branding/logo:

Teen Evolution

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Preparing your film festival posterThese prompts will help you plan and design a poster for your own film festival:

A FILM POSTER WILL USUALLY HAVE ONE

PROMOTIONAL PHOTOGRAPH OR STILL IMAGE FROM

THE FILM AS A BACKGROUND IMAGE FOR THE ENTIRE

POSTER

THE FILM TITLE WILL BE BOLD AND NOTICEABLE

SOMETIMES A QUOTE FROM A REVIEW OR A STAR RATING IS INCLUDED. NAME, Company

OFTEN THE LEAD CAST MEMBERS ARE CREDITIED ABOVE THE TITLE

THE DATE THE FILM IS OUT IN CINEMAS

AT THE BOTTOM YOU WILL FIND CREDITS FOR:

THE STUDIO NAME, PRODUCER, SCRIPTWRITER, LEAD ACTOR, FILM TITLE, MUSIC COMPOSER, COSTUME DESIGN, EDITOR, PRODUCTION DESIGN,

CINEMATOGRAPHER, EXECUTIVE PRODUCER, PRODUCER, STORY WRITER,

SCREEN WRITER AND DIRECTOR...

USUALLY ALWAYS IN THAT ORDER

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Representing youth Analyse each teenage character in the Festival film you have watched. You could find an image of the character and

annotate your analysis around the edge. Use these focus questions to help you get started:

ExtensionA mood board is a type of collage that visually represents ideas and concepts.

Based on your reflections, create a mood board to illustrate how teenagers are represented in teen films you have

watched. Try and choose a range of images that suggest how teenagers are represented, rather than literal illustrations

of characters, settings or props. Use the above questions to help you select the best ones.

Are the teenagers in the film represented negatively or positively?

Are they able to influence the world around them or do they just put up with it?

Are they conventional or rebellious?

Do they keep safe or take risks? Do you see any stereotypes?

Are male and female teenagers represented similarly? How does the representation of teenagers contribute to the films drama?

Teen Evolution Iff Resource

Documents

film festival

film studies

film website

orginto film

chosen festival film

selected film titles

film nation uk

film club account