EDUCATIONAL FILM LITERACY
School bullying - Diversity
PRECIOUS director by Paul Mas
PRECIOUS
by Paul Mas
Recommended ages: 9-12
Julie doesn't fit in at her school. This changes when Emile,
an autistic child, joins the class.
Subjects:
School bullying - Friendship - Education - Disability-Autism -
Real inclusion - Self-determination - Fundamental rights - School - Daily life - Solidarity - Child - Diversity
Nurturing essential life skills in children is no small feat, and among them, compassion remains both elusive and indispensable. The ability to not only recognize another’s suffering but to feel moved to act is a rarity—even among adults. In Précieux (Precious), Paul Mas’ evocative, award-winning short, this delicate virtue is examined through the eyes of a young outsider, offering a poignant meditation on belonging, empathy, and the quiet resilience of childhood.
Watch the film:
Précieux ⎪Paul Mas⎪César 2022 I Psaroloco Educational
Discussion
Watch the film and discuss the 5Ws as an introduction. This way your students process the information from the film and then delve deeper into the topic.
The 5Ws:
What is the story?
Who is the main character or protagonist?
Are there other characters?
Is there an antagonist or counterpart to the main character?
What is the plot?
Where does the story take place?
What can you say about the location?
When does the story take place?
Is it set in a specific time period? How can you tell this?
Why or why does the story take a sudden turn?
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Task
The U(nie)NO empathy assignment is related to the aspect of social interaction in children with autism. Through this immersion task, several students experience what it means to not belong when you do not understand the social rules.
During the task, the students play the well-known UNO® board game, but with different rules. These new rules of the game are not explained to all the students. Students who do not know the rules of the game do not fully understand what is happening and therefore feel like the odd one out.
Create small groups and ask one student from each group to go outside. the intention is that they do NOT hear the explanation.
Give this explanation to the students who are still in the class: Do you all know the UNO® game?
What we are going to play today is not UNO®, today it is called U(nie)NO! The children who went outside do not know and we are not going to tell them! The game rules for our U(nie)NO are as follows: There will be no talking during this U(nie)NO! There must be absolute silence during this game!
You cannot place 2 identical cards on top of each other (e.g. you cannot place a yellow 7 on a yellow 7, you cannot place a +4 card on a +4 card). If an 8 is laid, you must laugh out loud (8 = laugh).
If a 1 is laid, you must cry out loud (1 = cry).
+ 2 = you take 2 cards from the deck and give them to someone else, you can choose who. Whoever gets rid of all their cards first loses.
Otherwise, all the game rules are the same as in regular UNO®. Each participant receives 7 cards. Taking turns (clockwise), you can place one card on the discard pile. This card must have either the same number or the same color as the top card in the discard pile. Anyone who cannot lay down takes a card from the face-up pile.
Once everyone understands the rules of the game, let the “excluded” students return and let the teams play independently.
Debriefing
Afterwards, discuss how they experienced this with the following questions:
To the students who do not know the rules of the game:
What was your feeling?
What did you do?
To the entire group:
What went wrong during your game?
What would it be like if this happened all day long?
What could help you in such a situation?
How could you link this to someone who has autism?