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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”

Preface: Greetings from the Colleagues Introduction Media Education Must Become Part and Parcel of the Curriculum Media Education Around the World: Brief History Basic Media Education Models An Outline of Media Education in Russia Theoretical Tenets: Russian Perspective Media Education in Russian Secondary Schools Media Study in the Classroom: Creative Assignments for Character Analysis Russian Teachers’ Attitudes to the Problem of Media Education of Pupils and University Students Classification of the Levels of Professional Development (knowledge and skills) Necessary for Teachers’ Media Education Activities Curricula on Media Education in Russian Universities: Comparative Analysis Media Education in Kurgan Film Education by Stal Penzin Media Education Model by Alexander Sharikov Russian Teachers’ Attitude Towards the Problem of Screen Violence Electronic/Digital Media and Russian Children: The Problem of Law Regulation Lists of Russian Media Education Literature and webs

• Executive summary • Introduction • Dimensions of media literacy o Access o Understand o Create o Conclusion • Barriers and enablers o Barriers o Enablers • Conclusion: filling the gaps • References

Preface Russian Cinematography and the Theme of Violence Russia’s Violent Television Programs Television, Film Repertoire, and the Problem of Violence on the Screen Russian Teenagers and Violence on the Screen Computer/Video Games: Media Violence and Russian Teenager Audience Media Violence & Youth Audience in the USA The short Comparative Analysis of American and Russian Studies about Media Violence and Children/Youth Appendices Short U.S. Media Violence History The Special Course “The Mass and Individual Terror and Terrorism in the Mirror of the Russian Cinema (The Feature Films of the Sound Period)” Organizations’ Internet Sites Bibliography (Suggesting Reading) About the Author

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

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

Goals of speech pedagogy in schools Basics of using video in speech pedagogy • Speech-pedagogical evaluation criteria to analyze videos • Body-lingustic interpretation possibilites Problems in the use of video in speech-pedagogy • Cognitive-emotional level of speech anxiety • Physiologic level of speech anxiety • Behaviorist level of speech anxiety Ways to practice