In this chapter, I argue for a documentary film pedagogy aimed at developing film and media literacy—that is the capacity to critically analyse, historicize and produce film, moving images and media. Through a workshop where the Swedish children’s documentary film The Quiet One (2011) is screened for two Swedish teenagers, a metamodal film pedagogy of iterations of seeing, talking about and making film is suggested. Metamodal as a concept is introduced to focus on how something can be explored through practice—in this instance, how the way that the camera expresses a certain point of view is investigated with the creative exploration of multiple views. The talking–seeing–creating pedagogy has been developed from a model championed by the Swedish Film Institute, ‘se-samtala-skapa’, and is here introduced under the English acronym of TASC. Considering the outcomes of the workshop, I suggest that working with the TASC film pedagogy develops the critical capacity to reflect on the constructedness of moving images while learning technical skills within the realm of moving image production. This approach also facilitates what Jenkins et al. call ‘civic imagination’, where the exercising of multiple viewpoints and perspectives constitutes an imagination of what a new possible future would look like and the belief that one can be part of such future.