Category Archives: Moving Image Education

Kibble Education and Care Centre – Moviemaker Project

Expected outcomes:

  • Young people , who would not normally participate or who are considered to be vulnerable or at risk of offending, are engaged in positive activities
  • Young people build their confidence and self-esteem, and develop positive behaviours
  • Young people develop confidence in their skills and develop aspirations for further learning and development.

Project Description

The project is aimed to engage young people who are in care at Kibble Education and Care in a film–making project.

The young people worked with a range of creative artists and staff from the Royal Conservatoire to develop a film script which reflected their experiences of being in care. All young people were involved in this stage, then had the opportunity to choose which element of film making they wanted to be involved in (music, camera, on screen, editing etc). Professional staff  were brought in to support each stage of the film, but young people were given freedom and encouraged to take responsibility for the finished product.
Through the project, young people also visited the Royal Conservatoire, and a  group also visited the Royal Ballet. This was a ‘first time’ experience for all of the young people, many of whom have had no opportunity to experience the arts or cultural organisations.


Young people, who would not normally participate or who are considered to be vulnerable or at risk of offending, are engaged in positive activities

16 young people participated in the project.  All of the young people are in care –  some are residential pupils at Kibble, some attend Kibble day school and one was a  care leaver (who had been residential pupil at Kibble and now lives in supported accommodation).

Many of the young people who attend Kibble display a range of challenging behaviours, including aggressive and self-harming behaviours. Many have a history of offending and are at risk of re-offending. This often means that they lack motivation, have low self-esteem or poor social skills, making them reluctant to take part in activities of this nature.

The Creative Arts Development Officer at Kibble recruited young people to the project. He targeted young people who had shown some interest in drama or young people who he though would particularly benefit from the experience.

The movie-making project ran over a 16 week period  and was delivered in evenings at weekends, providing opportunities for young people to engage in an ‘out of hours’ activity. All young people participated voluntarily and had to make a commitment to participation. For those who are residential, the project provided a positive and stimulating activity to do  ‘out of hours’ , but in some cases the commitment meant that young people had to give up weekend home visits to participate, other choose to forgo other activities with their friends to participate.

For those who live at home, they had to make  the commitment to staying behind after ‘school’ to participate and coming along at weekends to participate.

As a result the project has been successful in engaging young people who otherwise would not engage in arts activities, but also in providing the activity at times which have potentially diverted young people from anti-social behaviours

Young people build their confidence and self-esteem, and develop positive behaviours

Staff identified that all of the young people were very proud of their achievement but that for some young people, the project had had a profound effect. Although many of the young people have behavioural issues, there was evidence that participation in the project provided a focus for positive behaviours:

  • · Young people choosing to stay behind after school to participate
  • · Young people staying focused for a whole day of filming (many do not ‘stick‘ at anything)
  • · Some young people (many of whom do not have positive relationships with adults) developing enough confidence and trust to build relationships with the drama staff
  • · Young people making the decision to film very early on a Saturday morning to get the best light , even although that meant getting up really early to do so
  • · Young people resolving conflicts –  in situation which would normally result in argument , fights or young people absconding, young people were seen to resolve conflict in order to continue with the project

Young people develop confidence in their skills and develop aspirations for further learning and development.

As a result of the project, one young person has joined a local drama group in Paisley (PACE) and one young person has joined a drama group in Kibble.

2 young people applied to college (one for music and one for drama). While this outcome is not wholly attributable to the project, the project provided the young people with the purpose and focus to apply, and provided them with valuable experience for their auditions.

Case study

X is 16 years old and had been in care for many years. She is vulnerable and has history of offending and has spent some of her time in care in  secure units. She dropped out of formal education at age 14.

K is in residential care and got involved in the project  to give her ‘something to do in the evenings’ . She had done a bit of drama in the past, and had enjoyed it but had never followed it through.

K ended up playing  the lead role in the film and showed incredible commitment to the project. As a result of the project, she has had to make decisions and take responsibility for herself in a way that is often difficult for her. She committed to turning up in the evening  and at weekends – some weekends, she had to cancel home visits because of filming commitments.

She also had to learn to deal with disagreements with other participants.  Her usual pattern is to ‘storm out’ of any situation where she finds herself in conflict or faced with a problem, but during the project  resolved a conflict with another participant which would have led to one or both of them ‘walking away ‘ from the project.

K reports that her focus has come from the fact that she has found something that she values and wants to do

“This is the first time that I really wanted to do something “

“ If I hadn’t been doing this, I’d be out doing crazy stuff, getting into trouble, getting drunk…….”

As a result  of the project, K decided to apply to college to study drama.

K’s key worker reported that this was the first time in her life that she had achieved something (she has no formal qualifications).  The project had been ‘great for her, providing her with a focus– in the past she would last about 20 minutes in a lass then she’d walk out –  and helping her to consider her behaviours.

“We’ve been using the project as an opportunity to get her to focus on her behaviours. She has found something she likes and she’s good at, and that has provided a focus for her. (Previously, she was very chaotic).  She’s been practicing for her college audition and has started to plan – for example planning not to go out on Friday nights when she had filming on a Saturday morning.”

Voice Of My Own (VOMO)

Background to the project

Voice Of My Own (VOMO) is a film-making youth project which works to empower young people in the Borders to make high quality films about issues that are relevant to them.

Purpose of the project

The Filmlink project has two elements:

Access and participation:

  • six local youth groups will be supported to write, develop, and create a short film which will form part of a larger single film.

Learning and progression:

  • four young people, who have an interest and some previous experience in film making (usually as participants of previous VOMO projects), will be employed by VOMO as trainee producers to support the development of the above films. The trainee producers will learn from the professional staff, but also get real work experience which will build their CVs and support their aspirations to work in the film industry.

Project delivery

VOMO identified groups of young people in six locations across the Borders. Workshops were held with each group to develop a concept and script for each groups contribution to the film.

Filming has taken place throughout the summer in locations across the Borders. The final feature-length film will be screened late in 2013.

The trainee producers have each taken a role in supporting one or more youth groups to develop their film. They have also worked as assistants on all film shoots, supporting the production of the film. They are learning through supporting the young people, but also by working alongside industry professionals in the making of the film.

Outcomes for young people

  • Access and participation

The work with youth groups has provided opportunities for young people from rural areas of the Borders to access and participate in high quality in film projects. This project provides new opportunities for participation in areas with a dearth of activities for young people, but also provides opportunities for young people to learn new skills, to develop confidence and their creativity.

Some participants had previous experience of drama and theatre projects, but recognised that they had learned new skills in acting for film.

“It takes patience to get it right.”

“This is a chance to do more acting, in a different way.”

“I’ll maybe do both, film and drama.”

“It’s a bit less pressure, filming, than being on stage.”

Young people also reported that they had learned about the various roles available in film-making.

“Filming is so much better for people who don’t want to be on stage – there’s so much more you can do behind the scenes in a film.”

Some had changed their career goals as a result of taking part in the film-making programme:

“you don’t have to do everything, but there’s lots of interesting things you can do in film that I didn’t know about.”

“After next year, I want to do a college course in film making.”

Some participants also reported that they had learned more about the technical aspects of working in film:

“I’ve learned how to work in film. I’ve learned how to use the camera, how to use the equipment. I’ve definitely come away with lots of new knowledge.”

One young person taking part in the project has cerebral palsy and uses a wheelchair. The young people worked to identify a role in the film which he could play, allowing him to take part fully in the project.

“This is a great opportunity for X, a chance to take part in something which is accessible for him. The script has been adapted to allow him to have a full part.”

Outcomes for the trainee producers

Learning and progression

Each of the young persons selected to be trainee producers were identified as having skills and potential, but were also recognised as requiring some additional support to enable them to move into the film-industry.

The trainee producers have received a wealth of support and have developed their skills, in film making and but have developed their employability skills.

The trainee producer role includes supporting the larger youth groups to create their films. This has been quite challenging, as the producers are required to take control of a group of young people and ensure that the group work towards the completion of their film. As a result, they have gained confidence and self–esteem.

“I’m much more confident now. I can speak to a group of young people. I’d never have been able to do that before”

“I’ve got better at speaking up and joining in the discussions when we plan what we’re going to do”

The trainee producers are responsible for the administration of the film projects, which involves arranging permission to film, liaising with local groups and business owners. This has increased their planning skills and their communication skills.

“I had never done anything like that before. I was quite nervous about calling people, and tried to put it off when I could – but after you do it a few times, you can just do it”

Staff also reported that the trainee producers had developed better self-management (timer-keeping, planning, time-management etc.’

“One has got much better at managing her own day – turning up on time, eating at mealtimes to make sure she doesn’t ‘slump’ – she’s learned how to do that on her own.”

Finally, the producers had also significantly improved their technical skills in working with cameras, sound equipment, and editing software:

“I’ve learned so much about different aspects of film making, that you need to do it over and over again”

“I’m finding that I know how to use all of the equipment now, and I didn’t before”

“I’m getting better at doing stuff automatically. I suddenly realise that I’ve been adjusting the settings for the best image, without even thinking about it.”

The work experience also helped the trainees to develop new ideas about what they would like to do next. In some cases, the real-life experience of working with VOMO staff members had helped them to identify the specific areas they found interesting about film:

“I was always interested in the technology. That’s what made me apply for this opportunity. But now I’m really thinking about doing an audio technician course at college – and VOMO has helped me get there.”

“I wasn’t sure what I wanted to do. But it’s been really interesting, seeing the kind of options that there are. Working with adult film makers”

The producers were all young people with little or no work experience. Being employed by VOMO has given them a chance to build their cv and work history, demonstrating to future employers that they have experience of working full time. All the trainee producers felt that they had improved their employability through being a trainee producer.
Cashback investment: £29,540

Eden Court with Cameron Youth Centre – Dance Music Video

Background to the project

Eden Court delivers a range of creative arts activities for young people across the Highlands through its Cashback funding. Eden Court works in partnership with youth organisations to enable them to engage with young people from across the vast Highland area.

This project was delivered in partnership with the Cameron Youth Centre.

Purpose of the project: Access and participation

The purpose of the project was to provide access opportunities for young people who otherwise would not participate in arts activities.

Project delivery

Eden Court worked with Cameron Youth Centre on two projects:

  • Initially Eden Court delivered a programme of activities leading to a dance music video in late autumn 2012
  • 6 week sessions with dance, music and film where the young people made a film.

The project introduced the young people to all aspects of film-making through taster sessions. The tasters were useful as many of the young people had pre-conceptions about different roles (e.g. some of the boys were scornful of the drama element, but later got involved in things that they had originally dismissed). Young people then decided which element they wanted to be involved in and worked in teams on the different elements of the film.

The group produced a film which was screened at Eden Court.

Outcomes for young people

This project displays a very high level of additionality – the majority of the young people who attended had not had any previous involvement in arts activities.

The project also provided opportunities for sustained engagement – three of the young people on the original dance /music video project progressed onto the second project.

The young people learned lots of new skills: camera skills, editing, creating scripts for film, and some were also involved in music production. Participants also gained in confidence from the experience.

“most of them had never had the opportunity to touch that kind of equipment”

At the end of the project, participants were invited to a screening of their film at Eden Court. This was a positive experience, both in terms of validating their achievement, but also widening access for young people, as “a lot of the kids at this school don’t have the money to go to Eden Court normally”.

What has happened as a result

The success of the project has resulted in the development of sustainable arts activities for young people at the Cameron Centre. The Centre has now employed the Eden Court dance instructor (on a sessional basis) to run a weekly dance class to the end of the year. They are hoping to provide on-going activities for the existing group but also to attract different groups of young people to come to these activities.

The Centre is also applying for funding to develop an active youth club – doing dance, film, music, drama.

The project has also built an interest and demand for creative activity among the young people (most of whom attend Inverness Academy.) Previously, there was no dance or drama club at the school, but as a result of the success of the music/dance/video projects the Cameron Centre has persuaded the school to enter the Rock Challenge. Many of the young people from the project became part of the core of the Rock Challenge group.

The Rock Challenge® is a performing arts competition for secondary schools. The focus of this friendly and vibrant competition is on young people leading healthy lifestyles and being their best without the need for tobacco, alcohol and illegal substances.

The centre has used the interest in arts activity which was demonstrated by this project to persuade the school to enter the Rock Challenge for the first time (Inverness Academy will perform in the Rock Challenge in February 2014 at Eden Court).

The intention is that the development of the Rock Challenge will encourage more arts activity in the school in general – dance and video.

“all of that has come about as a result of letting the kids see how good dance / film / music can be”.

Cashback investment: Eden Court £50,000 (this is only one of the many projects delivered by Eden Court)

Eden Court with Outfit Moray – outdoor learning and filmmaking

Background to the project

Eden Court delivers a range of creative arts activities for young people across the Highlands through its Cashback funding. Eden Court works in partnership with youth organisations to enable them to engage with young people from across the vast Highland area.

This project was delivered in partnership with Outfit Moray, an award winning outdoor education charity based in Lossiemouth. Outfit Moray works with schools, youth agencies and youth groups (and works predominantly with vulnerable and disadvantaged young people) to develop the potential of young people through outdoor education.

Purpose of the project

The project aimed to provide opportunities for young people, who otherwise wouldn’t have had the opportunity, to participate in a unique programme of exciting outdoor activities and film –making.

Access and participation:

  • provide opportunities to young people who wouldn’t otherwise get the opportunity to participate;
  • develop confidence and team work skills through outdoor education;
  • develop new skills (both in outdoor skills plus filmmaking).

Project delivery

Outfit Moray worked in partnership with two Youth Cafes; one in Elgin and one in Cullen. The Youth Café’s identified young people who will benefit from the opportunity, and provided transport to the activities (as many of the young people in more remote areas are excluded from participation through the distance/cost and inaccessibility by public transport).

Young people spent two days carrying out exciting outdoor activities – kayaking, surfing, abseiling, climbing with experienced instructors from Outfit Moray. They filmed their activities using helmet-mounted cameras.

The final day of the course involved film-making – each young person learned how to make a film and music track to their film. This element of the programme was delivered by Eden Court’s digital media and music production staff.

The final element of the programme was a showcase event at Eden Court. The young people’s films were shown at a special screening at Eden Court cinema, to which family and friends were invited.

Outcomes for young people

The programme aimed to engage young people who wouldn’t otherwise have the opportunity to participate in arts activity.

Most of the young people (who had been engaged in the programme through their local youth cafés) commented that they had done some outdoor activities in the past, but that the combination of outdoor activities and film-making had attracted them. Most had no previous experience of film-making.

Young people reported that they had enjoyed the programme, and that they had learned new skills and built their confidence.

Comments from parents highlight also highlight the impact on building the confidence of young people.

“Huge thanks for the amazing opportunity for X to work with Eden court and yourselves she absolutely just loved it, all this outdoor stuff has given her such a confidence boost as she was such a shy wee girl last year, it’s great to see her feel comfortable with others and socialise more easily now.”

A youth worker from Cullen Youth Café reported that one young person who had taken part in the programme had very low self-esteem. However, through the programme, he found that he really excelled at the film-making element, and this had boosted his confidence and inspired him to get involved in another film-making project.

Making a film of their achievements had obviously added to participants pride and self-esteem:

“I’ve done outdoors stuff before, but I hadn’t done filming – to be able to film what you are doing was pretty cool. When people ask what I’ve done over the summer, I can show them.”

One boy had shared the film with friends on twitter.

The showcase is an important element of many of the Creative projects. The young people have the opportunity to ‘showcase’ their work and report a sense of achievement and pride in so doing.

One young person commented

“I’ve been to Eden Court before, but never to see my own film. I’m quite nervous about that.”

For the staff at Outfit Moray

“The screening of the films at Eden Court was really successful – it really gave young people an opportunity to reflect on their achievements, but also to share their success with their parents/carers.”

“It’s also a great opportunity to introduce the young people to Eden Court which is a great venue – but many of the kids had never been, so it’s opening their eyes to different opportunities and expanding their comfort zones too.”

Cashback investment: Eden Court £50,000 (this is only one of the many projects delivered by Eden Court)

Screen Education – mentoring and training in film and drama

The pathways

Screen Education trains tutors in its model for developing young people in drama. The model combines learning through watching, understanding and making films. As well as the core tutors, Screen Education have recruited some of the older young people from previous CashBack projects to work as trainee tutors on the projects. These are paid traineeships, not only providing work experience but also paid employment opportunities for young people from areas of deprivation.

Trainee tutors are being mentored throughout the project by Graham Fitzpatrick as part of an Artworks Scotland programme focusing on the development of their individual practice as artists in participatory settings.

4 young people from the previous group have progressed into trainee tutor roles.

Yutsil Martinez

Yutsil participated in the Cashback programme in 2011-12, and was involved in making many of the short films, particularly the Man with No Name, in which he was lead actor.

In 2012/13 Yutsil has returned as a trainee tutor. He is interested in studying film making but for some time could not access college courses because of his immigration status.

However, Yutsil has continued to be very active in film-making. Through links in the industry, Screen Education has found work experience placements for Yutsil– he has had some voluntary and some paid work experience working with a production company making commercial adverts, and has worked on a ‘Scottish Short’.

In September, The Screen Education film, ‘Man with no Name’ was nominated for The Chris Anderson Award for Best Young Filmmaker 2013 (sponsored by the National Youth film Academy). As a result, Yutsil has been awarded an acting scholarship at the National Film Youth Academy in London after picking up Best Actor award at the event.

“The project was really helpful and I gained more confidence in wanting to work in the industry, it was great to work with great professionals in the field such as Graham, Sarah and Steven. Participating in these projects and shoots has allowed me to find more opportunities and meet other filmmakers and professionals. Watching how the team works taught me that you have to be serious about it but at the same time you can have fun doing what you love the most which is filming. Sarah taught me how to keep your forms organised and keep track of budgets by keeping receipts. Graham taught me how to talk closely to an actor rather than shouting across the set at them, also helps them feel comfortable and confident while being filmed. And Steven helped on how to prepare the camera, checking adjustments and settings on the camera, DSLR filmmaking and white balancing, focus pulls and lighting.”

Digital Literacies


in secondary schools

From 2008 – 2010, the Digital Literacy programme in East Dunbartonshire schools enabled the formation of young digital creator clubs in primary schools, secondary schools and the wider community. Pupils, teachers and parents participated in practical digital media training and film making workshops using equipment and specialised training packages, and under the guidance of industry professionals employed through the programme.

The package which included the purchase of specialist equipment was offered at a subsidised rate of £180 per school (actual cost £750), and 24 schools in the authority took up this opportunity.

Through the programme, teachers, parents and arts professionals became the bearers of an inter-disciplinary approach to learning and skills development, using media technology combined with creative practices. The out of school workshops were designed in a way that enabled teachers could transfer the skills into the school and curriculum time. The project design also facilitated a process whereby parents and young people could learn together at home exchanging skills and knowledge.

Schools and the wider community were offered a platform to showcase their skills in the form of the Children and Young Person’s Film Festival. This took place in 2009 and 2010 with 50 film submissions from groups and individuals. The Film festival also provided an opportunity to recognise and celebrate young people’s achievements in creativity.

working together working with industry professionals


This was a new incentive for East Dunbartonshire and the purpose was to look at raising attainment and recognising achievement through moving image education.

The project aimed to establish the use of Moving Image in Education throughout East Dunbartonshire Council. This would increase participation in the arts, which in turn could impact on the broader curriculum.

Throughout different levels within the Curriculum for Excellence, young people had the opportunity to plan, participate and present their creativity in the expressive arts.


As a result of this initiative:

  • Some schools have now begun film clubs
  • others are creating social documents on their school using moving image
  • some schools and communities have created animation films looking at recent and historical events
  • a number of schools are now using the moving image to develop film as a form of evaluation

HMIe recognised the Digital Literacy success at most of the schools in East Dunbartonshire but in particular Douglas Academy



  • East Dunbartonshire Council
  • Primary and Secondary Schools

Levels and Stages:

  • First
  • Second
  • Third and Fourth
  • Senior Phase


  • Awards for All (Lottery)
  • Scottish Arts Council
  • East Dunbartonshire Council

For more information contact::

David Young, Cultural Co-ordinator on 0141 777 3092 or email

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