Young film critics
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https://hdl.handle.net/10037/30277Dato
2023-05-15Type
MastergradsoppgaveMaster thesis
Forfatter
Seljeseth, Even TorbergsenSammendrag
This thesis explores whether teaching a group of 9th grade pupils basic film-related theory and
vocabulary has any impact on their written reflections about films. The thesis question is “Does
pupil reflection of visual narratives evolve with short-term teaching?”. To answer this question,
I initiated a qualitative intervention in a classroom, where I conducted three lessons about
various cinematic techniques and their effect on the film and the viewer. Before and after the
intervention the pupils watched a different short film and wrote a review for it. These reviews
were used as the data in a thematic analysis to detect any difference in reflection and
vocabulary. The findings indicate that a few of the pupils who already reflected well had
improved reflections when they could incorporate how the film’s devices affected them and the
film. Other pupils who only wrote a summary for the first review now could incorporate their
opinion and reflection into their reviews. For the average pupils, there was a slight increase in
vocabulary use, but no found increase in reflection. Despite marginal findings, the study
thematizes the importance of working with film and film-related perspectives in English
teaching. Film is an increasingly important part of children's and young people's lives, and
heightened attention to visual and cinematic means and devices should form a central part of
what we consider modern literacy.
Forlag
UiT Norges arktiske universitetUiT The Arctic University of Norway
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