Titlebook: Children‘s Reading of Film and Visual Literacy in the Primary Curriculum; A Progression Framew Jeannie Hill Bulman Book 2017 The Editor(s)

ARCHE

An Overview of the Research Visits,rther progression. I therefore wrote and delivered an ‘intervention’ programme for the third year which would enable the children to explore film in a wider context and read it as a text in its own right.

抱怨

Progression in Reading Film: Visual Literacy, Knowledge of Camera and Film Production,ted, and children supported to transfer their knowledge within an asset model approach. This chapter begins to explore this through analysing the children’s progression in reading camera angles, shots, movement and duration, as well as the potential that film production in the curriculum may have to support their reading of film.

Promotion

Progression in Reading Film: Understanding Colour and Light, Sound and Editing Techniques,iated predominantly with camera use, into considering the other ‘tools’ at the film-maker’s disposal. The children had shifted from ‘viewing’ film to ‘reading’ film and were considering the combination of these, in order to apply the ‘grammar of film’ (Bearne and Bazalgette, . Leicester, UKLA, 2010).

beta-carotene

ALB

https://doi.org/10.1007/978-1-4020-6903-1different forms. Multimodal texts are regularly read in the primary curriculum, particularly still images and picture books. I make the case that a full range of multimodal texts should also be included in our assessment of reading.

impaction

Limited

火光在摇曳

Reading Film: Wider Considerations,o film production. Vocabulary progression is also an important factor if children are to fully engage with the ‘grammar of film’ (Bearne and Bazalgette, .. Leicester: UKLA, 2010) and is thus given separate consideration as a distinct theme.

生命

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