teacher’s resource: blackbirdripassetseu.s3.amazonaws.com/... · blackbird dir. jason buxton...

Teacher’s Resource: BlackbirdLevels S4+ / 15+Created by Andy McLaughlin Discovery Film Festival: Sat 19 October - Sun 3 November 2013discoveryfilmfestival.org.uk

© Dundee Contemporary Arts 2013With support from DCA Cinema and DCA Community & Education Team

Introduction

Discovery Learning Resources give you exciting classroom activities to enhance Curriculum for Excellence delivery. They are created by classroom teachers and education professionals. Each resource aims to:

• Support and extend working with film in the classroom

• Help prepare teachers for a class visit to a Discovery Film Festival film and to extend the impact of that visit for delivery of CfE

• Develop confidence in Moving Image Education approaches and working with 21st Century Literacy /moving image texts

Each resource is free and available to download from www.discoveryfilmfestival.org.uk/resources or via the Discovery Film Festival area on GLOW, which can be found within the Dundee 21st Century Literacy Group.

Blackbird: Curriculum for Excellence subjects / themesPSHE, Citizenship, Modern Studies

We do hope that you find this useful and enjoy your cinema experience with us,

- Discovery Film Festival team

01 / discoveryfilmfestival.org.uk

BlackbirdDir. Jason BuxtonCanada 2012 / 1h43m

Synopsis

Sean Randall, a troubled teen, seeks to protect himself from his college mates and issues a death threat online. Soon he is arrested and falsely accused by the media and the authorities of planning a Columbine shooting scenario. Sean’s only hope is to overcome his dark image and prove his innocence to his girlfriend Deanna while realizing that the worst prisons are often the ones we create for ourselves.

Before the film

You can watch the official theatrical trailer: http://youtu.be/bGKjcOWGYV8


Labels & Stereotypes (part 1)

• Watch the scene from 10 Things I Hate About You where a new kid at school is being intro-duced to the various “cliques”. (The clip is available on YouTube at http://youtu.be/hc_UUofTKag from 3:45 to 5:26).

• Have the pupils write down all the labels that are used to group together pupils at the school and write a short description for each to help new members of the school identify each group – fashion, music, lifestyle etc may all contribute to these descriptions.

I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them. HWB 4-02a

I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circum-stances. HWB 4-03a

I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others be-have. HWB 4-04a

I know that friendship, caring, sharing, fairness, equality and love are important in building posi-tive relationships. As I develop and value relationships, I care and show respect for myself and others. HWB 4-05a

I understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. I know that it is not always possible to enjoy good mental health and that if this happens there is support available. HWB 4-06a I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support. HWB 4-08a


After the film

Understanding Our Digital Footprint

Sean finds himself in his trouble due to his online posts combined with his general demeanour. People often make judgements based on circumstances and stereotypes.

For instance, a highly-trained train driver with many years of experience has been put in charge of a brand new high speed train. He uses Twitter to share his news and promote the speed of this train, writing: ‘We’re at the limit, 200kmph. You can’t go any faster than this!’• What is your reaction to this post? Does it sound impressive? Does it make you want to try

this new train?

Two months later, the train driver is in charge when the train derails at high speed killing dozens of people and injuring hundreds more.Read the driver’s tweet again. How do you feel about the driver now? The driver has been charged with negligence and manslaughter. His tweet will be used as evidence against him in court.• When else might our social media updates be used against us?

During the London riots, social media was used to organise copy-cat riots. Two Dundee teenagers were arrested for trying to start a riot. They claimed in their defence that their facebook page was just a joke. Give your pupils a copy of this guardian article to read (N.B. There are a couple of expletives quoted): http://www.guardian.co.uk/technology/2011/dec/12/dundee-teenagers-jailed-riots-facebook

Tone is notoriously difficult to get across on a screen. Have you ever written something as a joke only to upset someone?

When you post online, do you think about who can see it? What happens to it once you’ve for-gotten about it? How do you control what happens to it next?Watch ‘Consequences’, a CEOP video for 11-16 year olds http://youtu.be/hK5OeGeudBM


I understand the importance of mental wellbeing and that this can be fostered and strength-ened through personal coping skills and positive relationships. I know that it is not always pos-sible to enjoy good mental health and that if this happens there is support available. HWB 4-06a

As I explore the rights to which I and others are entitled, I am able to exercise these rights ap-propriately and accept the responsibilities that go with them. I show respect for the rights of others. HWB 4-09a

I recognise that power can exist within relationships and can be used positively as well as nega-tively. HWB 4-45a


Labels and Stereotypes (part 2)

In Blackbird, Sean is regularly referred to as a ‘goth’, although he nevers refers to himself that way. Ask your pupils to identify the groups that they identify with themselves.

Show your class this anti-stereotype clip http://youtu.be/o7nxbULcaH4

• Why is it dangerous to label people?

Now watch the first part of this documentary report on Fort Dodge Correctional Facility in Northern Iowa http://youtu.be/NOmVGCfMZMY The report mirrors the film in many ways.

Challenge the pupils to identify the positives and negatives to “fitting in”.Now ask them to identify instances when it is better not to “fit in”.

Key questions:

• What pressure does “fitting in” put on young people? What are the dangers?• Have you ever misjudged someone?• Why can ‘not fitting in’ become alienating?• Why are gangs common among young people?• Why should we encourage individuality?• How can we encourage individuality?






I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support. HWB 4-08a


Follow up

Profiling: Reflecting & Goal Setting

Have pupils create an inventory of their personal strengths and weaknesses. This is an ideal starting point for future profile building (including UCAS personal statements, job applications etc). Some excellent step-by-step instructions on what is relevant and how to write the inven-tory can be found by following the links below:http://www.basic-life-skills-made-easy.com/ http://www.basic-life-skills-made-easy.com/personal-inventory.html


I recognise that each individual has a unique blend of abilities and needs. I contribute to mak-ing my school community one which values individuals equally and is a welcoming place for all. HWB 4-10a

I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others. HWB 4-11a

Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. HWB 4-13a

Create an anti-bullying video

Have your pupils create an anti-stereotyping, anti-bullying video, perhaps something like the one used in the Labels and Stereotypes activity above http://youtu.be/o7nxbULcaH4.

If your students do, please send a copy to the DCA so we can see the results of their work.







I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support. HWB 4-08a


I recognise that each individual has a unique blend of abilities and needs. I contribute to mak-ing my school community one which values individuals equally and is a welcoming place for all. HWB 4-10a

I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others. HWB 4-11a

Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. HWB 4-13a

Useful References/ resources

The Child Exploitation and Online Protection Centre: http://ceop.police.uk/ (CEOP videos also available on YouTube http://www.youtube.com/user/ceop)

BBC’s ‘WebWise site: http://www.bbc.co.uk/webwise/topics/safety-and-privacy/

Scotland’s Commissioner for Children and Young People – Rights of Young People: http://www.sccyp.org.uk/resources

Childline videos: http://www.childline.org.uk/Videos/Pages/Videos.aspx

Overview of Young People in Custody from UK Government: https://www.gov.uk/young-people-in-custody/overview

STV’s “Inside Barlinnie” report: http://youtu.be/WlI8_qmqe0E

Stonewall Scotland’s guide to the Hate Crimes legislation in Scotland: http://www.stonewallscotland.org.uk/documents/halt_hate_crime.pdf

Hate Crime legislation outlined by the Scottish Parliament: http://www.scotland.gov.uk/Topics/Justice/crimes/8978


Evaluating this resource We hope that you found this resource useful and appropriate. Please do send us film reviews, letters from your pupils, documentation of classwork and your feedback by e-mailing [email protected]

Would you make a good Discovery Film Festival Case Study?

We are seeking a number of simple Case Studies in how teachers have used or are using Dis-covery films in the classroom across Curriculum for Excellence and across the Levels.

Any case studies that we develop would be intended for presentation on GLOW, the Creativity Portal and on Discovery Film Festival websites. We have a simple template to be completed and are keen to have classwork and documentation included.

If you would like to be a Discovery Case Study please e-mail [email protected]


teacher’s resource: blackbirdripassetseu.s3.amazonaws.com/... · blackbird dir. jason buxton...

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