Questioning an animated film
Pedagogical activities, viewing advice and film selection grid
The toolkit, created with the support of the French Ministry of National Education and the CNC (National Center for Cinema and the Moving Image), offers questioning and analysis strategies, generic pedagogical activities and viewing advice.
How to create the conditions for the progressive acquisition of a method, of autonomy?
Also discover the pedagogical activities by subject, the Réseau Canopé pathways and the film lexicon.
Questioning an animated film
How to create the conditions for the progressive acquisition of a method, of autonomy, including by gradually making students aware of the existence of invariants in their observations?
While adapting to their age and level, it is the teacher's responsibility to invite students to reflect on the strategies they use to question, analyze and understand, so that they can critique them, assimilate them, and be able to appropriate them, reuse them and make them evolve.
The screening of an animated film should allow students to encounter a work, to question it, to formulate a critical judgment, to express an opinion, an argued point of view, to debate, to compare, to put into perspective, to build links with other works, other arts, other media that have grasped the same subject. It is thus an opportunity for students to acquire knowledge and build skills that they can put to the test at other times.
Anne-Marie Filho, honorary academy inspector, illustrates this with Risa Kimpara's film, Rain and Fish.
Generic pedagogical activities
List of activities and questions common to each film.
Discovering a film with children is a unique experience; playful, it allows working in class on all the targeted skills of school curricula and developing multiple abilities. The ability to understand and make oneself understood, to create mental images, to observe, classify, invent, communicate with others or to express oneself through movement, to be sensitive to rhythm and sound universes.
Films also invite children to recognise their emotions and understand those of others.
Some questions are common to each film; sometimes obvious to adults, they are not natural for all that, and each viewing with children will be an opportunity to ask questions that will become reflexes for exercising critical thinking and developing tastes. Many activities are also common to each film. The 'toolkit' offers a list of activities for all primary school subjects.
Selection grid and viewing advice
The selection grid, developed in collaboration with the association 3-6-9-12 and Serge Tisseron, patron of the Films pour enfants association, presents the criteria used to determine an age below which certain films would not be suitable due to elements that could harm the development or balance of the child.
Viewing time, theme, message, staging, characters, visual & aesthetic universe, sound universe…
The grid also allows each adult to decide whether or not to show a film.
The viewing advice is a proposal of themes in line with the intellectual, sensory, emotional and relational development of children.
What themes to address with children aged 3, 6, 9, 12 and 16?
Have you used the toolkit dedicated to education through animated images? Share your experience, your classroom activities, the children's reactions.
Have you created tools yourself as part of pedagogical activities dedicated to cinema? Share your tools and ideas with all teachers!