this is a presentation which explores the ways in which film making can be adapted to education, and the connections between science curriculum and film making techniques.

1. How Film making fits into the world of student learning By Jay Cahill-EDUC1751

2. A Vision of K-12 Students Today Relevance to the student and subject area The film conveys the message that technology has transformed the lives of students. The use of children with a look of desperation symbolises that they want their voice to be heard. This inter-relates with the reality of today’s world and classroom. The needs of students are commonly ignored. Some teachers don’t have the capacity/skills to provide students with technologically based lessons.

3. Many students connect with the film’s focal message; technology is able to enhance their engagement within the classroom. Another feature which contributes to building connections- the use of close up camera angles to become personal with the children and music which creates a tense atmosphere. This engages students with the true reality that technology is a vital factor within learning and general life of today. Most relate to the needs of the students in the film

4. Relevance to subject area Repetition:- continuously showing cards which captures the inner voice of the student. This speaks to me as an aspiring science teacher. This is relevant to science as it enables me to address the technological demands of the science curriculum. Also enables me to create innovative measures in delivering course material. Science course depends on the use of technology and heavily caters for its use. The statement that science is widely based on technology interrelates with the films emphasis on its importance, seen through the presence of technological features throughout the film

5. Relevance to pedagogical area The emphasis of technology in the film can be readily used to improve the delivery of technologically based lessons. Teachers are able to gain a clear insight as to how they can better cater for their students. The quality and delivery of lessons can thus be improved by viewing this film. teachers are also encouraged to listen to and consider the wants and needs of students in their classrooms. This film reflects the transformation of the classroom in today’s world, showing that students are becoming highly dependable on technological use.

6. Viewers can clearly see that students want their voices to be heard; teachers must find a way to adapt to the modern needs of student within the classroom. This film can provides a view into the notion that teachers can provide new opportunities for students. The film basically conveys that if the teachers adapt to modern technology and use it to build strong and successful lessons, students will better engage themselves within class and as a result understand the content in a relatable format.

7. Forbidden Relevance to student and subject area The use of effective lighting and emotive music- interacts with the audience. Supports the context of the narrative, which explores the generations of women living under the same roof, caring for each other. This is a real world connection which successfully conveys a message to students. The effective use of filming techniques such as close-up shots and various camera angles. Enables the students to devise effective film making strategies to support the modern learning style.

8. Although this film is rather effective, it is difficult to establish connections with the science curriculum. The message conveyed and the plot holds little connection to scientific strategies, techniques and topics:- it is based on a fictional narrative which explores the heartfelt story of women living under the same roof caring for one another. In saying this however, it is not to say it is a bad film-it just doesn’t effectively connect with the science curriculum, based on the use of camera angles, and special effects such as music and lighting.

9. Relevance to pedagogical area Although little connection can be seen toward the film and science curriculum, the film is still most useful from a pedagogical perspective. Film making is an imperative aspect to the science curriculum, which can be used to achieve syllabus outcomes. Students can examine this film to gain an insight into the process of film making, and how to produce a well executed film. Techniques used in the production of this film, such as sound effects, camera angles, lighting etc, can also be readily applied to science-based films.

10. By readily examining these techniques, students are enabled to execute their own film. Such a task enables the student to be creative and innovative in their own ideas. This also suffices the common use of technology within the classroom to support 21st century learning techniques.