Germany
Spielfilme im Unterricht. Didaktik, Anregungen, Hinweise
Submitted Thursday, February 12, 2009 - 16:35Description:
Movies picture current moods, atmospheres and developments. They use different ways of showing their own view of the reality. As they are entertaining, young people like movies a lot.
This text suggests ways of working with movies in Literature, Language, Religious Education and Art-classes both in a pedagogically motivated as well as in a didactically reasonable way. The movies can both be used in terms of content or as a subject to formal analysis. If teachers manage to use that medium without destroying its aura, they can build on existing media competency and can foster new, improved abilities when it comes to handling media.
Year:
2005
Length:
15 pages
Table of contents:
Introduction
Before didactics
Cinema, cinema
Movies in class
Didactical use of movies in class
• Resources
• Use of movies and copyright law
System requirements:
Adobe Reader
Film als Gegenstand fachübergreifenden und fächerverbindenden Arbeitens in der gymnasialen Oberstufe
Submitted Thursday, February 12, 2009 - 16:35Description:
From the point of view of the subjects German, Art, Literature and Music, the movie „Lola rennt (Run, Lola, run)” is used as the subject of a primary and continuing education. It is supplemented by a choice of additional resources as well as suggestions for the presentation of continuing education courses.
ISBN:
3-8165-2278-5
Year:
2000
Length:
150 pages
Table of contents:
Preliminary remark
Film as an example for working interdisciplinarily and interlinkingly
Contributions of German, Art, Literature, Music to the topic “Film”
• Establishment of the medium of film in the subject curricula of German, Art, Literature, Music
• Using film for interdisciplinary and interlinking work
• The movie “Lola rennt (Run, Lola, run)” by Tom Tykwer as a subject to primary and continuing education
• Subject-specific contributions about film from the point of view of German, Art, Literature and Music
• “Preception and Reality” and its subject-specific dimensions – an essay
Tools for planning and structurizing interdisciplinary and interlinking classes
• Examples of teaching interdisciplinarily and interlinkingly
• Organisational tools for practical use
• Specific aspects of embedding the subject “Literature” into cooperation projects
Modules and ideas for the use in class
• Data about movie history
• Resources about the movie “Lola rennt”
o Commented sequence plan
o Structural models
o Common topic “Perception and Reality”
• Contributions of the subjects
• Examples for the extension of interdisciplinary and interlinking work
Stimuli for assignments in the German, Art and Music
Stimuli for school success reviews concerning interdisciplinary and interlinking work
• General assessment criteria
• German
• Art
• Literature
• Music
Ability to work independently
• Competencies
• Bibliography about methodology
Suggestions and tools for presentation
• Methodology of interlinking education in senior grammar school
• “Film” as a means for interdisciplinary and interlinking work in senior grammar school classes
• Interdisciplinary and interlinking work using the example of Tom Tykwers “Lola rennt”
System requirements:
Adobe Reader
Situiertes Lernen mit Videos
Submitted Thursday, February 12, 2009 - 16:35Description:
Study about situated learning in the classroom
Year:
2005
Length:
6pages
System requirements:
Adobe Reader
Mediaculture Online
Submitted Thursday, February 12, 2009 - 16:35Description:
Site with a lot of information for making and using videos and learning with videos and other media
Deutscher Bildungsserver
Submitted Thursday, February 12, 2009 - 16:35Description:
Site with a lot of information (studies, tipps etc.) about education in general and beneath this learning with new media
youteach.de
Submitted Thursday, February 12, 2009 - 16:35Description:
Site with user-generated educational media (videos, photos, audios and e-books)
URL:
Man möchte einen Einblick in das Leben bekommen…
Submitted Thursday, February 12, 2009 - 16:35Description:
Daily soaps have been an important part of Germany’s television market for over 10 years and have been developing a large fanbase. Especially children and youth are watching the destinies of their soap heroes every day – this contributes considerably to the socialisation of the adolescents. How does school deal with that phenomenon? This text describes a project about youth working creatively with tv series and starting their own series production.
Year:
2001
Length:
17 pages
Table of contents:
About the significance of „daily soaps“ in the life of children and youth
“Daily soaps” – material of a subject or not?
“The future lies in the stars” - a project outline
System requirements:
Adobe Reader
Der Sound des Clips: Musikvideos
Submitted Thursday, February 12, 2009 - 16:35Description:
Nowadays, every song is accompanied by a video clip. What is it that makes videos (animated, cool, artistic, fictional or horroresque) that fascinating? Pupils are trying to answer that question in the course of the lesson. First, they are examining the editing sequences as well as the connection of content and text. After that, they analyze several video clips. Finally, the pupils are working with a text about the history of music television.
Table of contents:
Description of module
• Type of school
• Subjects
• Topic
• Curriculum reference
• Target audience
• Time involved
• Instructional formats
• Author
• Media involved
• Information for instructors
Preconditioned competencies
• Professional
• Methodical
Intended competencies
• Professional
• Methodical
Results
• Assessment
System requirements:
Adobe Reader, Microsoft Word
Talkshow im Klassenzimmer
Submitted Thursday, February 12, 2009 - 16:35Description:
In that lesson, pupils are working with the tv format „talkshow“. They are preparing their own show, record it and analyze it afterwards. Before that, discussion rules are established and simple argumentation techniques are practised. Pupils learn to discuss with each other, to slip into different roles, to argue and to criticise each other. This modul can be used flexibly –both as a whole as well as shortened according to the individual needs.
Table of contents:
Description of module
• Type of school
• Subjects
• Topic
• Curriculum reference
• Target audience
• Time involved
• Instructional formats
• Author
• Media involved
• Information for instructors
Preconditioned competencies
• Professional
• Methodical
Intended competencies
• Professional
• Methodical
Results
• Assessment
System requirements:
Adobe Reader, Microsoft Word
Große Gefühle: Bilder, Musik und Sprache im Film
Submitted Thursday, February 12, 2009 - 16:35Description:
Children and youth won’t stop watching TV because of critical media education. This age group hates nothing more than following orders when it comes to choosing a TV channel or a programme. Because of that, this text introduces three projects which take an action-oriented and not an analytical approach to the topic of “picture, language and music on screen”. Pupils get the chance to develop their own standards and simultaneously learn to be more aware of other standards. By producing their own soap-opera, by re-dubbing a sequence of a movie or by turning music into video they get the chance to experiment freely with both picture and sound.
ISBN:
3-403-03354-6
Year:
2000
Length:
80 pages
Table of contents:
Introduction: Fascination of TV – turning pictures and sound into emotions
Project 1: There are also “Gute und schlechte Zeiten” in our lives – creating a “photo-soap”
• Introduction: short history about soaps
• Daily soaps in children’s daily lives: media-educational classification
• Didactical-methodical practice
• Overview of the lessons
• Descriptions of the lessons
• Results and experiences
• Technical requirements
Project 2: Re-dubbing – the significance of language on screen
• Media-educational classification
• The foreign-language original in class – didactical-methodical practice
• Overview of the lessons
• Tabulated view of the class schedule and the respective working sheets
• Technical requirements and resources
• A new approach to teaching foreign languages: experiences and results
Project 3: “Pacific 231” – turning programme music into film
• Creating new worlds with pictures and music – media-educational classification
• Video clips in music class – didactical-methodical practise
• Tabulated view of the class schedule
• Turning sound into pictures – course of the class and accompanying resources
• Technical requirements, resources and media
• Experiences and results
System requirements:
Adobe Reader