THE METHOD OF WATCHING A FILM

V sodobni družbi so mediji postali eden izmed ključnih dejavnikov razvoja otrok in mladostnikov. Med najbolj vplivne medije spada televizija, ki je v obdobju odraščanja ključna socializacijska institucija. Po televiziji vsakodnevno predvajajo veliko različnih stvari: od političnih oddaj do resničnostnih šovov, od risank do filmov … V tej diplomski nalogi smo se posvetili filmu in filmski vzgoji. Spoznali smo, kaj je filmska vzgoja, kako je vključena v učni načrt v prvem triletju devetletke, spoznali smo primere dobre prakse in jo primerjali z didaktiko mladinske književnosti. Ugotovili smo, da so metode književne didaktike do neke mere uporabne tudi za spodbujanje razumevanja in vrednotenja filma ter da lahko te metode uporabimo tudi za filmsko didaktiko. Na podlagi tega smo v okviru te diplomske naloge razvili in preverili za potrebe filmske vzgoje oblikovano metodo, in sicer metodo dogajalne premice s hkratno uporabo metode fokusiranja na filmske osebe. Podatke za eksperiment smo zbrali s pomočjo kvalitativne tehnike. Izdelali smo posebej za ta eksperiment potreben vprašalnik, ki je realen pokazatelj rezultata. Izvedli smo ga v 4. b-razredu OŠ Mladika. Postopki obdelave podatkov so potekali po sledečih korakih: analiza vprašalnikov, ki so jih učenci rešili po prvem gledanju filma in vstavljanje rezultatov v tabelo, analiza vprašalnikov, ki so jih učenci rešili po uporabi metode dogajalne premice s hkratno uporabo metode fokusiranja na filmske osebe in vstavljanje rezultatov v tabelo, primerjava rezultatov obeh preverjanj znanja. Z eksperimentom smo potrdili glavno hipotezo, da bodo učenci po rabi metode dogajalne premice s hkratno uporabo metode fokusiranja na filmske osebe zaznali več filmskih signalov, film bodo poznali bolje in kvalitetnejše, kot po prvem gledanju filma.In our modern society, the media have become one of the key factors in the development of children and adolescents. One of the most influential media is television which plays a crucial role in socialisation of adolescents. Every day television programmes broadcast various shows, from political and reality shows to cartoons and films, etc. This diploma paper focuses on film and film education. We defined film education and its role within the curriculum of the first triad of a nine-year elementary school. We also found examples of good practice and compared them to youth literature didactics. We established that literature teaching methods can to some extent be used for enhancing the understanding and critical evaluation of a film and that these methods can also be applied to film didactics. Based on this premise, a new method has been developed and tested for the purpose of this diploma paper on film education, namely the timeline analysis method in combination with the method of focusing on film characters. The data for our experiment was collected by using the qualitative research method. We then designed a specific questionnaire clearly showing the results of our experiment. The questionnaire was distributed to fourth grade pupils at the Osnovna šola Mladika elementary school in Ptuj. The data analysis was conducted as follows: we analysed the questionnaires filled out by pupils after watching the film for the first timethe results were then inserted in a tablenext, we analysed the questionnaires filled out by pupils by using the timeline analysis method in combination with the method of focusing on film charactersthese results were also shown in a tableand finally, we compared the results of both questionnaires. The main hypothesis was confirmed by our findings. When using the timeline analysis method in combination with the method of focusing on film characters, pupils would notice more details in the film and they would gain a more thorough understanding of the film than after watching it for the first time