Kay Kinder, Megan Jones, Pippa Lord, John Harland, Cary Bazalgette, Mark Reid, John Potter
01 October 2007
An NFER study, conducted in partnership with the BFI and sponsored by Creative Partnerships, investigated nine case-study projects across England which involved some aspect of moving image work. The aim was to find out the outcomes for pupils when they engage in film and moving image projects and to explore the extent to which these were ‘special’ effects when compared with the outcomes from other arts-education projects in visual art, dance, drama and music.
- enjoyment, film knowledge and skills (especially skills and techniques) and social skills (e.g. working together) were often reported as areas of impact for pupils
- the ‘special’ or distinctive effects from moving image were found in the combinations of effect that film education promotes - the kinds of moving-image education seen in the nine case studies had outcomes for children that other artforms do not provide
- like visual art, film education generated specific practical skills and techniques; like drama, it reflected working together and social skills outcomes; as with music, moving image education projects covered a narrower range of outcomes.