Recommended age group: 14–19
Time required: one to two 45–60 minute sessions
Equipment: internet for research, regeneration concept and filming activity sheets, filming equipment, Mandeville place apples information and activity sheets (optional).
Thinking about regeneration
Encourage the students to spend time thinking about all the different kinds of change that the Olympic and Paralympic Games brought about, including, for example:
Environmental change such as the building work at the Olympic Park and other venues, or the use of gardens and planting to create sustainable ecosystems. Students could look in detail at the creation of Mandeville Place orchard and the new variety of apple grown there – ParaDICE Gold – using the Expressive arts apples information and activity sheets.
Personal change such as the way that individuals have grown and transformed through living the Olympic and Paralympic Values; this could be related to an athlete or could be about a change that has happened in the student's own life, perhaps as a result of being part of the Torch Relay, attending or watching the Games or a special Get Set project that has inspired them
Community regeneration such as the ways that communities worked together and volunteered to welcome the world to London and venues across the country, or who came out on to the streets to welcome the Flame during the Olympic and Paralympic Torch Relays.
The symbolism of regeneration
What are the symbolic emblems, colours and images of regeneration, new growth, rebirth, nature, evolution?
Inspiring a generation – to what extent have the events of the Olympic and Paralympic Games created new attitudes and possibilities for individuals and communities as we look to the future?
Together as a nation
Do the students feel that the Games regenerated a sense of national pride? Has the achievement or attitude of particular athletes inspired them, or made them more determined to succeed with something they are aiming for? Can the students suggest ways of incorporating these words and ideas into their films?
Treatment and storyboard
Once the students have explored initial ideas about how they want to interpret the regeneration theme, they can work together in groups to produce a brief treatment for their film. This should explain the tone, look, feel and creative approach.
Students can then start to imagine their film visually, sequence by sequence, by creating a storyboard. They can use the activity sheet, 'Regeneration concept' to guide them through this task.
Filming and editing
The amount of guidance required with the filming and editing processes will depend on the experience levels of the students. The activity sheet, 'Regeneration filming' provides tips and practical information on filming, editing and sharing films.