Film education fosters, in educational communities, many possibilities for knowledge, critical thinking, emotions and empathy, through creative expressions and experiences. Many programmes explore these dimensions (BFI, CCAJ, CinEd, Moving Cinema, National Film Plan in Portugal), but still with a great dependence on the physical presence of film tutors and resources in schools, and most activities located in urban contexts. The need to reduce these inequalities by reaching peri-urban and rural regions and including more school communities in film education programmes led to Insert, a free online and open access programme of 20 videos and 1 pedagogical notebook, combined with 13 hours of specific teacher training to guide their pedagogical usage.
A test-implementation of Insert involved 5 peri-urban schools and 55 teachers, who were asked to use freely Insert’s resources after participating in Insert’s training. Four months later, we conducted a survey to teachers and focus-groups with school boards and some students from each school. Most teachers claimed that Insert gave them more knowledge in film theory and practice and motivated them to develop more film educational activities with their students. Most students valued having more film activities in classes and Insert’s resources contribution to them. School boards observed greater motivation and collaboration among teachers and students through the film activities developed from Insert, thus hoping to continue them in the future. In this paper, we will explain the design and test-implementation of Insert, explore the feedback received from all participants, and discuss the main impacts of the project.

Authors:
Pedro Alves, Universidade Católica Portuguesa, Portugal

About the Presenter(s)
Professor Pedro Alves is a University Assistant Professor/Lecturer at Universidade Católica Portuguesa in Portugal

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