Introducing the techniques

The techniques described in Teaching techniques 1-8 are designed to help you unravel the codes and conventions of the moving image, and enable you to use a wider range of moving image texts in the classroom. As you unpick the layers of meaning, you will help pupils develop their general skills as more critical and knowledgeable readers of the moving image.

The techniques aren't age-specific so you can use them with any age-group, depending on the topic, the moving image text you want to base them on, and how far you want to take each activity. You may feel that Techniques7 and 8 are inherently more sophisticated and thus more appropriate for Key Stage 4.

The first three techniques concentrate on the language of the moving image. They offer ways of encouraging pupils to see how everything in a moving image text is saying something, and contributes to its overall meaning. Technique 1. Freeze frame, concentrates on the visual language of moving images. Technique 2. Sound and image, helps pupils see how important sound is in the interpretation of moving image texts. Technique 3. Spot the shots, draws attention to the editing process. Any of these techniques can be used from time to time in very short sessions to build up pupils' critical awareness of how moving image texts work, and your confidence in using the technique.

Techniques 4. Top and tail, and 5. Attracting audiences deal with the ways in which moving image texts are produced and circulated to audiences. Whatever your subject area, it's important to point out to pupils that any moving image text need not necessarily be taken at face value. They should think about where a film or TV programme comes from and whose interests it may serve. You could use Top and tail quickly and informally whenever you use a video, to establish the habit of checking out a text's sources.

Techniques 6. Generic translations, 7. Cross-media comparisons and 8. Simulation offer more substantial classroom activities to explore ways to make changes to moving image texts and relate them to other media. In subject-specific contexts, these can form the basis of coursework pieces at Key Stage 4, or for class projects to explore an issue or topic.

Media jargon has been avoided as much as possible, but the techniques necessarily introduce some simple and useful technical terms, which are explained in the Glossary of media words. To use the techniques you will need, at minimum, a VCR with a good 'pause' facility that enables you to view single frames. A 'frame advance' feature would also be useful. Some of the follow-up activities also require ICT software that can handle moving image materials.