Film is the universal and most popularized medium of motion picture and it plays a very big role in our society. But just like when the idea of film had just started, academic approach to film also didn't receive much attention and wasn't considered necessary when it was just beginning. It took a lo...
Film is the universal and most popularized medium of motion picture and it plays a very big role in our society. But just like when the idea of film had just started, academic approach to film also didn't receive much attention and wasn't considered necessary when it was just beginning. It took a lot of time for film to be recognized as an art. The same situation happened for Film Studies. It took a lot of time for it to be acknowledged in specific areas of education. However, with the introduction of audio-visual education, the educational value of film is gradually being recognized. Especially nowadays in this generation of video, it's been more convenient for students to read visual materials rather than to read books, writing email has become a daily routine rather than using a piece of paper to write letters, and trying to find data and information on the internet has been preferred rather than searching materials on the local libraries. With these characteristics offered by image and video, we can say that film can further provide educational opportunity that can show future generations healthy values. Also, a wider view towards the world as well as diverse cultures and new knowledge can be naturally unfolded through film education. While film was beginning to be recognized as a valuable educational tool, people's transition of perception towards it gradually began to emerge. These days, not only the independent film genre has been considered beyond the area of film as a tool of education and training. It's also been absorbed into other existing curriculum contents and it is being used to search for various approaches for film education. So how can we really define 'film education' that stands so close in between arts film and academic education. Prior to the formulation of the concept of film education, we need a deeper understanding of the basics of film as an art. In addition, to seek a definite concept of film education, researchers who wish to study the concept of film literacy should also be established. Cine-literacy can be conceptualized as the skills to analyze and converse about moving image and the creative potential that can lead to substantial technical experience and. Cine-literacy, a compound word from 'cinema' and 'literacy' means "the education that focuses on the skill of reading, writing, watching, and making films". There is one point in here that should be noted and that is one should know how to analyze, write, and watch a film to be able to make one. However, formation of new knowledge and world-view will be difficult just by simply watching a film. While watching movies, one should learn how to clear up and organize their thoughts to be able to gain new knowledge and a variety of perspective. For example, we should ask ourselves questions like what this movie is all about, what characteristics do the characters possess, what was the director's purpose of making a film like this, if I was the character how would I face a certain situation, and so on. We need such practice to help us with our elaborate thinking. Also, besides the conversation that you have with yourself, sharing of thoughts to others like stating opinions and finding out which parts of the film you agree and disagree on is also considered very essential. This study is based on a much more precise film screening applied to students with the intention to improve literacy on humanities. Through application method, activity sheets were distributed to students after the film showing. Then, with the activity sheets they filled out, they were divided into small groups and they were asked to talk to each other about the influence and interaction they experienced through the film. The film education that is currently being implemented is only focused on conducting practical oriented classes. Making films after being educated of writing, reading and studying about films might lead to a more systematic approach for both the school, teachers, and students as well. Thus, together with the definite approach regarding the education of film literacy we can see a new direction for the basics of Korean film education through a correlation study between film education and the culture and arts education in schools. In this paper, the research objectives and research methods were clearly defined in the Introduction and changes and trends in today's culture and arts education for the purpose of the concept of film education and arts education is defined and examined. As a research process, we can rely on some various literature books to define the concept and value of film education that could probably seem to be too overwhelming to some. Different forms of film education being conducted in the culture and arts education in schools (elective courses, discretionary activities, special activities) are clearly defined that is why the purpose of the topics are directly achieved. Through the analysis the researcher has made as an affiliated arts instructor in Jaecheon Digital Electronic High School, students are being taught the literacy education through appreciation of education and media characterization by analyzing, watching, and writing films. In this way, students are introduced to free thinking and self-expression, they are exposed to correct method of communication experience, and it helps them develop creative capabilities. The main focus of this paper is to seek a new direction to a more systematic lesson regarding film study through the combination of film study and film literacy education. In addition, this thesis is based on the development of new film study curriculum for film literacy education. This developed curriculum was applied in Jecheon Digital Electronic High School. And the result; even though the application of the new film education to the students was strange and overwhelming at first, through various activities and interactions, they became more interested in i
Film is the universal and most popularized medium of motion picture and it plays a very big role in our society. But just like when the idea of film had just started, academic approach to film also didn't receive much attention and wasn't considered necessary when it was just beginning. It took a lot of time for film to be recognized as an art. The same situation happened for Film Studies. It took a lot of time for it to be acknowledged in specific areas of education. However, with the introduction of audio-visual education, the educational value of film is gradually being recognized. Especially nowadays in this generation of video, it's been more convenient for students to read visual materials rather than to read books, writing email has become a daily routine rather than using a piece of paper to write letters, and trying to find data and information on the internet has been preferred rather than searching materials on the local libraries. With these characteristics offered by image and video, we can say that film can further provide educational opportunity that can show future generations healthy values. Also, a wider view towards the world as well as diverse cultures and new knowledge can be naturally unfolded through film education. While film was beginning to be recognized as a valuable educational tool, people's transition of perception towards it gradually began to emerge. These days, not only the independent film genre has been considered beyond the area of film as a tool of education and training. It's also been absorbed into other existing curriculum contents and it is being used to search for various approaches for film education. So how can we really define 'film education' that stands so close in between arts film and academic education. Prior to the formulation of the concept of film education, we need a deeper understanding of the basics of film as an art. In addition, to seek a definite concept of film education, researchers who wish to study the concept of film literacy should also be established. Cine-literacy can be conceptualized as the skills to analyze and converse about moving image and the creative potential that can lead to substantial technical experience and. Cine-literacy, a compound word from 'cinema' and 'literacy' means "the education that focuses on the skill of reading, writing, watching, and making films". There is one point in here that should be noted and that is one should know how to analyze, write, and watch a film to be able to make one. However, formation of new knowledge and world-view will be difficult just by simply watching a film. While watching movies, one should learn how to clear up and organize their thoughts to be able to gain new knowledge and a variety of perspective. For example, we should ask ourselves questions like what this movie is all about, what characteristics do the characters possess, what was the director's purpose of making a film like this, if I was the character how would I face a certain situation, and so on. We need such practice to help us with our elaborate thinking. Also, besides the conversation that you have with yourself, sharing of thoughts to others like stating opinions and finding out which parts of the film you agree and disagree on is also considered very essential. This study is based on a much more precise film screening applied to students with the intention to improve literacy on humanities. Through application method, activity sheets were distributed to students after the film showing. Then, with the activity sheets they filled out, they were divided into small groups and they were asked to talk to each other about the influence and interaction they experienced through the film. The film education that is currently being implemented is only focused on conducting practical oriented classes. Making films after being educated of writing, reading and studying about films might lead to a more systematic approach for both the school, teachers, and students as well. Thus, together with the definite approach regarding the education of film literacy we can see a new direction for the basics of Korean film education through a correlation study between film education and the culture and arts education in schools. In this paper, the research objectives and research methods were clearly defined in the Introduction and changes and trends in today's culture and arts education for the purpose of the concept of film education and arts education is defined and examined. As a research process, we can rely on some various literature books to define the concept and value of film education that could probably seem to be too overwhelming to some. Different forms of film education being conducted in the culture and arts education in schools (elective courses, discretionary activities, special activities) are clearly defined that is why the purpose of the topics are directly achieved. Through the analysis the researcher has made as an affiliated arts instructor in Jaecheon Digital Electronic High School, students are being taught the literacy education through appreciation of education and media characterization by analyzing, watching, and writing films. In this way, students are introduced to free thinking and self-expression, they are exposed to correct method of communication experience, and it helps them develop creative capabilities. The main focus of this paper is to seek a new direction to a more systematic lesson regarding film study through the combination of film study and film literacy education. In addition, this thesis is based on the development of new film study curriculum for film literacy education. This developed curriculum was applied in Jecheon Digital Electronic High School. And the result; even though the application of the new film education to the students was strange and overwhelming at first, through various activities and interactions, they became more interested in i
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