SHORT FILM IN PROGRESS: Perfectly imperfect Multi-level activity #LiteracyAproach #coteaching #performativearts The use of language as a performative art

Drama can add up plenty of soft and hard skills to us, as ESL teachers, and to our students' Education. Typically, language teaching is perceived as a scientific discipline prioritising subject knowledge and procedural techniques, however, teaching needs a re-thinking and as we follow new trends and innovative methodologies, we truly believe it should also be conceived more as a performative art in its vehicular conception (that is to say, language is a means to work on every other field), requiring students to develop a variety of skills, among which, that of a performer should be highlighted. Think of all the role-plays we use in class to enact learning situations in which the student gets a "real" context. Undoubtedly there are similarities between teaching and performance, not least the fact that teaching involves dealing with human beings and therefore it requires a physical, mental and emotional engagement and bond between them. This co-teaching activity introduces again, as, it was previously introduced in all the #storytellers series of activities carried out in the past, drama techniques in the classroom effectively

Our student ESO2, Carla Salomé, wrote a script last year, Perfectly Imperfect. It was about time we started filming. Before one starts filming, we do not only need a script but also time to finish up ongoing projects and that is the main reason why it took us so long to start. 

You'll be surprised by Carla's story. It's a really good screenplay. No spoilers allowed! 

Filming a short film can be a fun and creative process, but it can also be challenging, really challenging if the students are not familiar with the filmmaking process. 

1. They first planned their shoot: they decided on the locations, actors/actresses, and props they would need. 
2. They created a shot list and storyboard to help them visualise how the film would look like.
3.  Since they didn't have access to professional equipment, their smartphone worked pretty well.
4. They set up their shots: Using the shot list and storyboard to help Carla, the director, created the shots she needed. 
5. They filmed their scenes: making sure they got enough coverage of each shot, including wide shots, medium shots, and close-ups. This gave them more options when editing.
6. Once they had filmed everything, it's time to edit. For that, they imported their footage into a free editing software/app and started putting their short film together, cutting together the shots Carla wanted, adding music and sound effects, and colouring or correcting the footage.
7. Finally, once they had finished editing, they exported their film and shared it with us, The teachers (Raquel García and Marina Hurtado) via Google classroom. 

The most important part of making a short film is to have fun and be CREATIVE! And I think they both fulfilled these two goals!