8 MINUTES
8 M:NUTES Creative Learning Resource
Discussion.png

SUGGESTIONS FOR DISCUSSION OR WRITTEN WORK

  SUGGESTIONS FOR DISCUSSION OR WRITTEN WORK      Film icon: Watch the film ‘ The Creative Process’  and use the following prompts to inspire discussion or written work with your class.  •    Can you describe what a choreographer does? •    Can you describe some of the things a scientist does? •    Can you pick out any of the scientific ideas Alexander used as inspiration for 8 Minutes? •    Can you describe the stages of Alexander’s creation process?  •    Can you describe Hugh’s process? •    Can you identify any similarities between the two processes?  •    Have you ever used a similar process when approaching a scientific experiment in school? Or the making of some dance material in PE?    

SUGGESTIONS FOR DISCUSSION OR WRITTEN WORK

 

Film icon: Watch the film ‘The Creative Process’ and use the following prompts to inspire discussion or written work with your class. 
•    Can you describe what a choreographer does?
•    Can you describe some of the things a scientist does?
•    Can you pick out any of the scientific ideas Alexander used as inspiration for 8 Minutes?
•    Can you describe the stages of Alexander’s creation process? 
•    Can you describe Hugh’s process?
•    Can you identify any similarities between the two processes? 
•    Have you ever used a similar process when approaching a scientific experiment in school? Or the making of some dance material in PE? 

 

 Film icon: Watch the film  Meet the Team  and read the interviews on pages X to X of this resource pack. Use the following prompts to inspire discussion or written work with your class. •    We can see that a production as big as 8 Minutes involves a great many artistic collaborators – each with their own distinct role to play. Can you remember what other artists were involved and what their contribution to the piece was?  •    Are any of these roles new to you? Research other people working in a similar field and share your findings with your class.  •    Are there any similarities between the ways the collaborators each approach their work?  •    Which role sounded the most interesting to you? Why?   

Film icon: Watch the film Meet the Team and read the interviews on pages X to X of this resource pack. Use the following prompts to inspire discussion or written work with your class.
•    We can see that a production as big as 8 Minutes involves a great many artistic collaborators – each with their own distinct role to play. Can you remember what other artists were involved and what their contribution to the piece was? 
•    Are any of these roles new to you? Research other people working in a similar field and share your findings with your class. 
•    Are there any similarities between the ways the collaborators each approach their work? 
•    Which role sounded the most interesting to you? Why?

 

 Film icon: Watch the film  Creative Spaces . Use the following prompts to inspire discussion or written work with your class. •    Hugh and Alexander both talk about the creative spaces within which they do their work. Can you remember what type of spaces these were?  •    How do they both prepare before starting work? •    How do Alexander and Hugh remember their ideas from one day to the next? •    Can you remember what tricks and techniques they use if they get stuck and don’t know what to do next?    

Film icon: Watch the film Creative Spaces. Use the following prompts to inspire discussion or written work with your class.
•    Hugh and Alexander both talk about the creative spaces within which they do their work. Can you remember what type of spaces these were? 
•    How do they both prepare before starting work?
•    How do Alexander and Hugh remember their ideas from one day to the next?
•    Can you remember what tricks and techniques they use if they get stuck and don’t know what to do next? 

 

 Film icon:  Watch the film Critique and Peer Review  •    Can you describe some of the benefits Hugh and Alexander both mentioned for having someone feedback on your work?  •    Do you think it’s easy to hear people’s opinions on your work? Can you remember some of the ways Alexander deals with this?   •    What do you think Hugh means by ‘constructive’ feedback? •    Can you share an example of when you have had feedback on your work which has made it better? Was the feedback easy to hear when you first received it?       

Film icon: Watch the film Critique and Peer Review
•    Can you describe some of the benefits Hugh and Alexander both mentioned for having someone feedback on your work? 
•    Do you think it’s easy to hear people’s opinions on your work? Can you remember some of the ways Alexander deals with this?  
•    What do you think Hugh means by ‘constructive’ feedback?
•    Can you share an example of when you have had feedback on your work which has made it better? Was the feedback easy to hear when you first received it? 

 

 

 Film icon: Watch the film  Collaboration and Teamwork  •    What kind of examples did the artists give of working ‘better together’?  •    What qualities do you think you need in order to work successfully in a team? •    Can you describe a time when you have worked in collaboration with someone else? What skills did you need to use to make this work well?       

Film icon: Watch the film Collaboration and Teamwork
•    What kind of examples did the artists give of working ‘better together’? 
•    What qualities do you think you need in order to work successfully in a team?
•    Can you describe a time when you have worked in collaboration with someone else? What skills did you need to use to make this work well?