Didactics of Film and Audiovisual Education

Author(s):

Barbora Holubová(presenting / submitting)

Conference:

ECER 2017

Network:

29. Research on Arts Education

Format:

Paper

Session Information

29 SES 06 B, Audiovisual and Digital Media in Arts Education

Paper Session

Time:

2017-08-23

15:30-17:00

Room:

W2.05

Chair:

Judit Onsès

Contribution

The research aims at exploring the educational process of film education.

In the Czech Republic, as in other European countries, there has been a growing tendency to reflect the omnipresence of the audiovisual production in the educational process (Reia-Baptista, Burn, Reid, Cannon, 2014) - it should be mirrored in the learning processes and improvement of what has been lately called „film literacy“. At the same time, the creative process of any art form has been growingly considered a successful mean of learning (Slavík, Tvrz, Štech, 2013).

The situation of the film education in the Czech Republic is similar to those in other European countries (British Film Institute, 2012). The film education (Film and Audiovisual Education) is a voluntary subject with an existing curriculum - Framework Education Programme (Filmová/Audiovizuální výchova pro gymnázia, 2010) - worked out by the Ministry of Education of the Czech Republic in 2010. (This curriculum is to great extent similar to the Film Education Framework made by the British Film Institute in 2015 and recommended to European countries, but does have some specifics.) However, the film education is arguably taught on a very limited basis in the extent it exists in the Framework (Lipovská, 2015). As in other European countries, the film literacy education is often replaced by use of film as a didactic mean in other subjects (history, literature, foreign languages etc.). The probable reasons for this are the missing teachers´ education in the field as well as of the didactics of the subject, and possibly also an underestimation of the subject.

In my PhD studies, I focus on elaborating of the didactics of the film education on high schools. My research then focuses on analysing of the existing strategies in film education lessons in the context of the official curriculum. The main research question is, which didactical strategies successfully fulfill the purposes of the Framework Education Programme for the film education. I enquire how the teaching process succeeds to convey the content of the film education and what is the effective use of the didactical possibilities (didactical analyse).

Method

The research is a qualitative one. The main research question is which didactical strategies successfully fulfill the purposes of the curriculum (Framework Education Programme) for the film education. I address the Prague high schools for the reasearch and I carry the reasearch out at the schools where the film education approaches the Film and Audiovisual Education as conceived in the Framework Education Programme. The multiple approach to the research should provide the data triangulation. Phases and methods of the research are these: 1. Survey among the teachers. I measure the extent to which they follow the conception of the subject in Framework Education Programme. I explore teacher´s opinion on different parts of its content and their purported didactical experience. 2. Structured interviews with selected teachers. I choose those teachers whose teaching most fulfill the content of Framework Education Programme. A more elaborated research of didactical experiences of the teachers. 3. Focused observation of the chosen teachers´ classes. I observe the didactical process of film education. 4. Survey among the pupils in the selected classes. I research pupils´ opinion on the didactical process of film education. 5. Analyse of these pupils´ works. I analyse selected works (scripts / shots / films) that were developed during the lessons of film education. 6. Data coding. 7. Analyse and interpretation of the data. 8. Elaboration of the final reasearch report.

Expected Outcomes

The assessment of the content of a subject - the didactical transformation – must be backed by the teaching practice, as well as the individual experience of the teacher´s didactical analyse must be studied, because „the lessons research is the most considerate way of its professional reflection“ (Slavík, Janík, Jarníková, Tupý, 2014, p. 722). I expect the research to bring important results regarding the possibilities of didactics of the subject Film and audiovisual education, and thus to help constitute a functional didactics of the subject. Based on my previous studies, I anticipate that the link between visual art education and film education, which has been suggested mainly because of the strong role of the art education at schools, is overrated, and the inspirations coming from literary education can be more fruitful in the teaching process. I expect that a considerate teaching of the dramatic/narrative structure of film will be proven to be crucial for the success of the didactical process in the subject.

References

British Film Institute. A Framework for Film Education. London: BFI, 2015. British Film Institute. Screening Literacy: Executive Summary. London: BFI, 2012. Filmová/Audiovizuální výchova pro gymnázia. Metodický portál RVP [online]. 2010 [quot. 2016-09-28]. Available at: http://clanky.rvp.cz/clanek/c/gk/9953/FILMOVAAUDIOVIZUALNI-VYCHOVA-PRO-GYMNAZIA.html/ FOREJTOVÁ LIPOVSKÁ, Alexandra. Soudobé snahy o prosazení filmové výchovy ve všeobecném vzdělávání. Soudobé snahy o prosazení filmové výchovy ve všeobecném vzdělávání / Alexandra Forejtová Lipovská ; thesis supervisor Tereza Czesany Dvořáková ; thesis opponent David Čeněk [online]. 2015 [quot. 2017-01-21]. REIA-BAPTISTA, V., A. BURN, M. REID a M. CANNON. Screening Literacy: Reflecting on Models of Film Education in Europe. Revista Latina de Comunicación Social [online]. 2014, (69), 354-367 [cit. 2017-01-21]. DOI: 10.4185/RLCS-2014-1015en. ISSN 11385820. SLAVÍK, Jan, Vladimír CHRZ a Stanislav ŠTECH. Tvorba jako způsob poznávání. Praha: Karolinum, 2013. ISBN 978-80-246-2335-1. SLAVÍK, Jan, Tomáš JANÍK, Jitka JARNÍKOVÁ a Jan TUPÝ. Zkoumání a rozvíjení kvality výuky v oborových didaktikách: metodika 3A mezi teorií a praxí. Pedagogická Orientace [online]. 2014, 24(5), 721-752 [cit. 2017-01-22]. DOI: 10.5817/PedOr2014-5-721. ISSN 12114669.

Author Information

Barbora Holubová (presenting / submitting)

Faculty of Education, Charles University

Prague

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