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1.1 Animation "Matti’s Secret"
1 Animation "Matti’s Secret"
Instructional sequence
The film is to be watched and discussed together with the children. It can be paused at key passages so that one can discuss the scene with the children or introduce creative work with the characters and subjects. The exploration of the subject is as much about how the characters feel as it is about what they do. In the lesson about Matti and his secret, the core teaching method lies initially in group discussion. The children learn to be aware of their feelings as well as those of others, and verbalise and consider how to deal with those feelings. The lesson deals with trust, friendship and the fact that people make mistakes sometimes, and how to deal with that.
Key passages where the film can be paused (with time code)
- Matti trusts Flo with his secret. (01:05)
- Flo tells the secret to her family. (01:50)
- Jo teases Matti in the playground. (02:25)
- Flo defends Matti against the other children. (03:00)
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Flo apologises to Matti
. (03:35) > This is the most important key passage in the film – pause here by all means.
- Matti comes along to the farm. (04:00)
- Flo and Matti are at the farm together. (End)
The lesson is designed to teach children that they often have several options on how to behave in uncomfortable situations and that they are not powerless to act. This is illustrated by the scene in the schoolyard, for example, where Jo makes fun of Matti in front of all the other children. Here the class can discuss the emotions of the participants and their actions as well as the options of the other children.
A few possible questions:
- Why does Jo make fun of Matti in front of the other children?
- How does this make Matti feel?
- How does this make Flo feel? She told Jo that Matti doesn't know how to ride a bike.
- What do the other children think? Why do they laugh at Matti?
- Why does one child not laugh, but instead step up to defend Matti?
- Does Jo eventually regret being mean to Matti?
Afterwards, the children should be encouraged to transfer the teachings of this lesson into their own daily lives. Here they may offer examples from their own experiences and feelings (on a purely voluntary basis) as well as put forth ideas on how to deal with secrets, friendships, and making mistakes.
Background knowledge for leading the conversation
The teacher should take care to ask open-ended questions when leading the conversation so that the children are given the opportunity to offer up their own perspectives. The closer a connection this story has to their own lives, the more they can learn from it. The teacher should therefore not ask closed-ended questions but welcome differing interpretations and ideas. Voicing their comments will help the children to summarise the most important messages of the lesson.