1. Examine a photograph or production still
Encourage students to focus on the appearance of the characters and the location and place in time. For example students can discuss a photograph like one of these examples or a video cover.

Click the thumbnails for full size images and student worksheets you can print.

Explore questions such as:

• What can you tell about the characters from how they look and what they are doing?
• Who are they?
• What sort of people are they?
• What can you tell about the relationships between the characters in the scene?
• Where are they?
• What era is it?
• What else can you see in the frame that gives information about these characters, their lifestyles, culture, socio-economic status?
Students can view segments from the productions later to check their responses.

2. View a program extract
Select a short two or three minute extract from a television or film program to introduce students to the main techniques of television and film production.
Without too much preliminary discussion, ask students to watch the clip carefully and to be ready to talk about it afterwards. See viewing strategies for some tips on preparing to view videos.

Selecting program extracts (clips)
The opening scene is often a good place to start, as a great deal of information must be communicated to the viewer in a short time. Designed to keep the viewer watching, the opening sequence introduces settings, characters and situations. It sets up expectations and possibilities, introduces themes and issues, and establishes genre.
It can be useful to freeze frame a scene and look at all the visual elements before considering other elements such as editing, music and sound.

Highly dramatic or tension-filled scenes are also useful for analysis of different television and film features as many elements are involved.
Choose short clips and replay them several times with discussion in between.
It can sometimes be useful to use a program students are unfamiliar with. However, as students will be viewing and analysing the film text in such a different way from passive recreational viewing, using a familiar text can highlight how much they can miss.

Viewing strategies
Establish a clear purpose for viewing by outlining a specific viewing task prior to the screening.
Repeat viewing is an important strategy to allow time for further absorption of the narrative and issues or to focus on key details and techniques. Re-watch the program or selected scenes as many times as necessary for the students to listen and observe and discuss in more detail.
It can sometimes be useful to play a clip firstly without the soundtrack to focus students' attention completely on the visual aspects of the text.
Use the 'pause' button occasionally to stop a segment and look at detail in a frame, giving students time to think about, question, comment and respond to the material.

3. Class discussion
Discuss the clip using questions such as:
• What is the story about?
• What do you think will happen next?
• Who are these characters?
• What are they doing?
• What sort of people are they?
• What can you tell about the relationships between the characters in the scene?
• Where is it set?
• Why has the film/program maker chosen this particular background or location?
• What does it mean for the story?
• How does it relate to the story?
• Look at the props - how are they relevant to the story?
• Are any props of particular significance?
• How do you know?
• List all the features used by students to find out this information - such as sound, acting, props, camera work, colour, location music etc.
• Discuss this list and encourage students to add to it if they can think of other ways in which meaning can be communicated through television and film.

4. Individual work
Older students might complete an analysis chart that summarises the film elements used to tell the story. The analysis chart organises this technical information in a logical fashion.

5. View the whole program and take notes
Students individually select one of the key categories from the chart. Screen the clip again, with each student focusing on how the program/film makers have used the selected element in the scene, and making notes. These observations can be shared within small groups and further technical information about the different categories can be added to the chart. The clip can be screened again to give the class the opportunity to note some of the technical aspects highlighted in the discussion.

6. Assessment or extension work (for older students)
Students view a program of their choice at home and complete an analysis chart.
They make an oral report to the class or to a small group within the class. The report explains how the film makers used the various filming elements to tell their story.