The Teachers' Animation Toolkit

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The Teachers’ Animation Toolkit
WORKSHEET: THE GRAMMAR OF FILM LANGUAGE
Teachers’ note:
Begin the session by explaining the basic syntax that makes up 
the grammar of fi lm language. Just as literature comprises of a 
text-based grammar, fi lm has a grammar built upon image, sound 
and montage in order to create expression, thought and meaning.
Any fi lm is comprised of 
shots
that build into 
scenes
. 
Scenes 
are 
combined to create 
sequences
and these, in turn link to make a 
complete 
fi lm
.
There are three fundamental 
shot types
that you will always want 
to use in various combinations. Any combination of these three 
key shots will allow you to tell a story in moving images. A director 
normally chooses the shot type which best conveys a particular 
point, detail, mood or gesture to carry the story forwards. These 
examples were drawn by a group of 7-year-olds, and are stills from 
the short fi lm Bubbletown (see p. 97).
A WIDE SHOT will typically introduce and establish a 
location and time.

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Cineliteracy
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A MID-SHOT will allow you a more detailed or specifi c look 
at the action.
A CLOSE-UP will offer a detail that might carry a particular 
emotional or intellectual resonance.
Copy and circulate the Film Grammar Handout.
Screen a 1-minute clip from an animated fi lm. Ask the students to 
use the handout to count the number of wide, medium and close-up 
shots they see in the clip. There is unlikely to be a consensus, as 
many shots sit on the borderline between close-up and medium 
shot, or medium and wide. This doesn’t matter, as the point of the 
exercise is to take a fi rst step towards deconstructing the media text.
Now ask the pupils to select particular shots of each type, and 
discuss their impact on the viewer.

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The Teachers’ Animation Toolkit
Why did the director choose this type of shot at this moment?
What does this shot tell us?
What kinds of visual information can be seen in the 
composition?
How does it help to convey the story?
What kind of emotional impact does the shot have?
Finally, ask the group to imagine the next three shots in the story 
you were just watching. They must decide if these will be wide shots, 
medium shots or close-ups, then sketch them in the three boxes at 
the bottom of the handout.
Ask individuals to justify their choices. This will help the students 
to begin using fi lm language creatively and appropriately, and will 
provide a good foundation to any storyboarding they might do later.