Ask your students to identify examples of each type of response while watching the video. For example:
FEELING: Toward the end of the video Nanavi says "My father told me to go to school and not to rest." The way you see Nanavi for a moment with her head down after she has stopped speaking is designed to let the viewer sense her sadness and feel for her.
THOUGHT: A little earlier, we see the machine that used to be the family’s livelihood and hear Nanavi say they the crankshaft is broken. It makes us think about how hard life must be if the family cannot afford to repair it.
ASSOCIATION: When we see a close-up of the writing tablet, it may remind many of us of images from history, from the way schools used to be a long time ago.
To help your students become aware of the relationship between their own responses to a video and the techniques used by its author, you might ask them to identify moments in another video segment that make them FEEL something.
You can then go back to that scene in the video and play it again, perhaps pausing at each shot, to examine what technique (frame, movement and sound) was used to trigger that feeling.
You can also ask them to identify scenes that make them think by bringing up an issue or idea, or scenes containing a lot of information, either visual (things you could not know if you heard it on the radio) or auditory (things you could not know if you saw the video without sound).