Digital tools have democratised the creation, publication, and sharing of content across the internet, with audiovisual media such as films and videos experiencing particular popularity. The vast range of topics available online serves various purposes, from inspiring viewers and promoting ideas or causes to, at times, advancing questionable agendas.
In this digital era, developing film literacy is essential. This goes beyond mere passive consumption; it requires actively analysing and critiquing a film's content, technical elements, and underlying messages. By honing this skill, viewers become adept at recognising persuasive and manipulative tactics, ultimately improving their media literacy and critical thinking.
Public Information Films (PIFs)
Public Information Films (PIFs) — videos produced by governments, NGOs, and community organizations — serve as valuable
audiovisual tools for promoting film literacy. These films present persuasive narratives that aim to raise awareness of and influence attitudes toward various social issues. By offering a
specific perspective, PIFs seek to shape viewers' opinions and encourage actions, such as supporting a cause or making a donation. Their concise format allows for repeated viewings in the
classroom, allowing thorough analysis and critical examination of their content and techniques. For more information on how
to use public service announcements, see my article Using Nonprofit Commercials to Teach English.
To effectively analyse a film's intended impact, viewers must have a basic understanding of its key elements. Public Information Films (PIFs) employ a range of persuasive techniques to convey messages and engage their audiences:
Visual: Elements of a PIF
In an effective persuasive film, visuals and sound are expertly combined to convey the message.
An example of analysing a public information film
The following PIF (2 minutes) can be used as a springboard for the topic of refugees, displacement and migration. It was published by Church World Service (CWS), a humanitarian organisation that works to provide assistance and support to communities in need around the world addressing issues such as hunger, poverty, displacement, and disaster response.
The video is also a good example of how audiovisual elements are employed to reinforce the message. In the following, a procedure consisting of various steps to analyse these elements is proposed.
Pre-Viewing Activities
Match the following words in bold with their definitions:
- refugee camp
- a refugee
- an (internally) displaced person
- a person who is forced to flee their home due to conflict or persecution
- to flee war, persecution, or natural disaster
- to witness acts of violence
- a person who is forced to flee their home due to conflict or persecution
- to escape
- cruel and unfair treatment of a person or group
- somebody who has been forced to move away from their home, but has settled somewhere else in the same country
-
to see something happening
- a temporary settlement for people who have fled from danger in their home country or region
While-Viewing and After-Viewing Activities
A
Ask students to watch the video without the sound and make notes on the following questions:
-
What is the topic of the video?
- What specific facts and figures are presented?
- How does the film make you feel?
B
After the debriefing, students watch the video again, this time with the sound turned on.
Questions:
- What is the core message of the video?
- How does watching the video with sound change your perception?
- In what ways do sound and visuals work together to reinforce the video's message?
Students then rewatch the film, with one group focusing on the colours, another on the types of images used, and a third on the auditory elements.
C
Then ask the students to answer the following questions:
- What is the video about and why was it made?
- Who is the target audience?
- How does the video try to convince its audience - by using facts and figures or by appealing to emotions?
- Creative task: In small groups, create a poster that shows the main aspects of the video.
Answers
Pre-Viewing Activities
- a refugee - a person who is forced to flee their home due to conflict or persecution
- to flee - to escape
- persecution - cruel and unfair treatment of a person or group
- an (internally) displaced person - somebody who has been forced to move away from their home, but has settled somewhere else in the same country
- to witness - to see something happening
- refugee camp - a temporary settlement for people who have fled from danger in their home country or region
While-Viewing and After-Viewing Activities
A
The video provides facts and figures about refugees. But it also creates an emotional impact by combining sound and visuals and closes with an appeal to viewers to support the cause of refugees.
B and C
The video, produced by CWS (Church World Service), introduces viewers to the organization and its mission of addressing hunger, poverty, displacement, and disaster. It effectively combines informative facts and figures about refugees with visual and auditory elements designed to evoke an emotional response.
Visually, the video utilises an infographic design style with simple animated graphics and kinetic typography. Cartoon characters are used to engage viewers and convey the message in a relatable way. The use of a stark black background in the beginning creates a sense of seriousness and urgency.
Throughout the video, a dramatic instrumental music score sets the tone and enhances the emotional impact. The opening scene featuring a child behind a chain-link fence immediately captures the viewer's attention. The ticking clock symbolises the constant displacement and upheaval faced by refugees, with a powerful voiceover emphasising the staggering statistics of the global crisis.
Two animated characters (a woman and a child) are seen running across the screen. The words "war, persecution, natural disaster" appear in red capital letters on a black background and the word "natural disaster" is broken up to show the destruction caused. We are then informed that
- 60 million people have been displaced
- This is the highest number since 1939.
- 20,000 people have had to leave their country
- 40,000 have been displaced within their own country.
- about half of them are children (plus other details)
The voice-over then explains that neighbouring countries of the countries from which refugees have been displaced "cannot do it alone". They need networks to meet their many needs. These needs are symbolised by coloured circles. The viewer is then informed that "there is hope". In the latter part of the video, the shift to pastel colours and more upbeat music signifies hope and resilience.
The video ends with a call to action: Let's respond like never before".
Visual: Overview of the video's content and film elements
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