Dissertations / Theses on the topic 'Motion pictures – Study and teaching – Canada'
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Yung, Yuk-yu, and 容若愚. "Teaching film as a space of interpretative interaction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B38628557.
Full textRyohashi, Aiko. "The progressive philosophy of Studio D of the National Film Board of Canada : a case study of To a safer place (1987)." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23360.
Full textIn the process, the place of the NFB within a politics of representation will be discussed, and its critical contribution to the constitution of a Canadian "national identity" will be examined. Finally, this study is part of an attempt to investigate characteristics of Canadian society, with respect both to the functioning of government and to the democratic use of film as a medium enabling culturally marginalized people to find their own voices.
McKenzie, Susan M., and n/a. "Canadian and Australian Feature Film Policy in Perspective: A Comparative Study from 1968 to 1998." Griffith University. School of Arts, Media and Culture, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040804.142852.
Full textWong, Wei-him Ivan. "Film Academy in Aberdeen." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949408.
Full textLester, Carole N. 1946. "Tinstar and Redcoat: A Comparative Study of History, Literature and Motion Pictures Through the Dramatization of Violence in the Settlement of the Western Frontier Regions of the United States and Canada." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278931/.
Full textLi, Suk-fong, and 李淑芳. "The use of film subtitles in teaching English to the junior form students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945119.
Full textSilva, Junior Nelson. "Ciência e cinema: um encontro didático pedagógico em Anjos e Demônios e O Nome da Rosa." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/2998.
Full textO Cinema enquanto forma de representar e perceber o mundo e o homem, além de importante linguagem artística, tornou-se elemento determinante para a comunicação de massa do século XX. Como tal passou a se apropriar das diferentes áreas do conhecimento, no intuito de criar roteiros e narrativas que aproximassem a poética artística cinematográfica dos fenômenos cotidianos da natureza e da existência humana, aproximando a Arte Cinematográfica de uma suposta realidade. Essa relação permite a criação de filmes que, além do puro e simples entretenimento, possibilitam o seu uso nas mais diferentes formas de aprendizagem. A partir dessa perspectiva, essa pesquisa teve como principal objetivo, desenvolver e apresentar uma proposta, na qual o Cinema de entretenimento, se configure como um instrumental para o ensino de Física e da História da Ciência. Para tanto foram utilizados os filmes Anjos e Demônios (Angels & Demons - 2009) e O Nome da Rosa (The Name of the Rose - 1986), filmes de entretenimento, sucessos de público e que apresentam entre seus temas principais a História da Ciência e as relações entre Ciência e Religião. Cada um dos filmes trabalha narrativas que envolvem o Conhecimento Científico. Essa pesquisa propõe que o Cinema seja entendido em sala de aula como uma linguagem artística, com suas especificidades e não como uma simples forma complementar para um tema ou um conteúdo. Nossa proposta está centrada numa análise fílmica que apresenta a obra cinematográfica como um instrumento de aprendizagem da Ciência, em especial, da História da Ciência. Assim, metodologicamente, a pesquisa ocorreu a partir de dois eixos principais: a análise fílmica a partir da teoria apresentada por Erwin Panofsky em seu livro Significado nas Artes Visuais (2007), denominado metodologia panofyskiana, iconológico ou histórico social e o estudo historiográfico na História da Ciência, apresentado pelo professor Ubiratan D’Ambrósio (2004). A pesquisa contribui, de forma inédita, para que o Cinema ou filmes feitos para o Cinema, possam ser entendidos como linguagem artística que possibilita aos atores envolvidos num processo de Ensino e Aprendizagem, usufruir dos recursos dessa linguagem como instrumento didático pedagógico para as aulas de Física ou Ciências.
The Cinema as a way of represent and perceive the world and the man, besides important artistic language, became determining factor for mass communication of the twentieth century. As such, it started appropriate of the different areas of knowledge, in order to create scripts and narratives that approximate the cinematographic artistic poetics of the everyday phenomena of the nature and human existence, approaching the Cinematographic Art of a supposed reality. This relation allows the creation of movies that, besides of pure and simple entertaning, make it possible to use them in different forms of learning. From this perspective, this research had as a main purpose, develop and submit a proposal in wich the entertainment Cinema be an instrument of teaching Physics and the History of Science. For this purpose, the movies Angels and Demons (2009) and The Name of the Rose (1986), entertainment movies, audience hits that present among their main themes the History of Science and the relations between Science and Religion. Each one of the movies works narratives that involve the Scientific Knowledge. This research proposes that the Cinema be understood in the classroom as an artistic language, with their specificities and not as a simple complementary form to a theme or a content. Our proposal focuses on film analysis that present the cinematographic work as a Science learning tool, in particular, the History of Science. So, methodologically, the research occurred from two main axes: the film analysis from the presented theory by Erwin Panofsky in his book Meaning in the Visual Arts (2007), denominated Panofsky method, iconological or social history and the historiographic study in the History of Science, presented by the professor Ubiratan D’Ambrósio (2004). The research contributes, in a inedited way, so that the Cinema or movies made to the Cinema can be understood as an artistic language that make it possible to the subjects involved in the process of Teaching and Learning to use the resources of language as pedagogical and didactic instrument for the classes of Physics or Sciences.
Pearson, Fiona Elisabeth. "Learning English through film: a case study of the effect on S4 students' attitudes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4517653x.
Full textCandéo, Manuella. "Alfabetização Científica e Tecnológica (ACT) por meio do enfoque Ciência, Tecnologia e Sociedade (CTS) a partir de filmes de cinema." Universidade Tecnológica Federal do Paraná, 2013. http://repositorio.utfpr.edu.br/jspui/handle/1/1435.
Full textA educação escolar deve ir além dos ensinamentos básicos, e é preciso que as escolas e universidades formem cidadãos capazes de compreender as relações sociais da ciência e da tecnologia. Por este motivo, o presente trabalho propõe a utilização de filmes para trabalhar com estudantes do ensino médio e técnico à luz dos pressupostos teóricos e filosóficos do enfoque CTS (Ciência Tecnologia e Sociedade). Sob uma abordagem metodológica qualitativa de natureza interpretativa, analisa-se e se interpretam o objeto de estudo: filmes como estratégia de ensino para a promoção da ACT (Alfabetização Cientifica e Tecnológica). A análise do objeto é analisado indutivamente. O estudo foi desenvolvido em duas etapas: 1- seleção de filmes, análise e elaboração do roteiro, que faz parte do produto pedagógico desta dissertação, elaborado pela pesquisadora; e 2- aplicação com professores participantes do PARFOR (O Plano Nacional de Formação dos Professores da Educação Básica) O ambiente imagético foi a fonte direta para a coleta de dados e o pesquisador foi o mediador. Utilizou-se o filme como texto, imagem e som e buscou-se apresentar os estudos que os justifiquem como estratégia de ensino e aprendizagem na sala de aula e que proporcionem reflexões sobre as relações sociais da ciência e da tecnologia. Os principais resultados evidenciaram que utilizar filmes de cinema é uma estratégia de ensino eficiente para trabalhar com o enfoque CTS.
School education must go beyond the basic teachings, and it is necessary for schools and universities to form citizens capable of understanding the social relations of science and technology. For this reason, this work proposes the use of films to work with high school students and technical staff in the light of the theoretical and philosophical approach STS (Science Technology and Society). From a qualitative approach of interpretive nature, we analyze and interpret the object of study: film as a teaching strategy for the promotion of ACT (Scientific and Technological Literacy) . The analysis of the object is analyzed inductively. The study was conducted in two stages: 1 - movie selection, analysis and preparation of the script, which is part of the educational product of this dissertation, prepared by the researcher , and 2 - application of the participating teachers PARFOR ( The National Teacher Training Basic Education ) the environment of the images was the direct source for the data collection and the researcher was the mediator . We used the film as text, image and sound, and sought to present the studies that justify as a strategy for teaching and learning in the classroom and providing reflections on the social relations of science and technology. The main results show that using feature films is an effective teaching strategy for working with the CTS approach.
Petrocelli, Heather Oriana. "Portland's "Refugee from Occupied Hollywood": Andries Deinum, his Center for the Moving Image, and Film Education in the United States." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/608.
Full textShintani, Emi. "Teaching film to enhance brain compatible-learning in English-as-a-foreign language instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2403.
Full textHayman, Graham Peter. "An analysis of some variables of in-camera editing of anthropological video: a case study." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1002887.
Full textLam, Hei Lawrence, and 林晞. "Hong Kong Film Academy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31982906.
Full textFerreira, Mário Cézar Alves. "Ensinando história: produção de uma sequência didática sobre as representações do negro no Brasil." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1392.
Full textEste trabalho tem como objetivo principal apresentar a produção e a aplicação de uma sequência didática como produto educacional, para a apropriação do conhecimento de professores e de estudantes sobre as relações étnico-raciais no Brasil, no ensino de História. Os conceitos de representação, apropriação e práticas culturais da Nova História balizaram a construção deste objeto de análise. No que diz respeito às representações do negro, buscou-se, durante a aplicação do produto educacional, discutir as teorias raciais, construídas no século XIX, a fim de identificar mudanças e permanências dessas representações nos dias atuais. Buscou-se, também, discutir o processo de exclusão social dos ex-escravos, que gerou implicações para os afro-brasileiros, a fim de esclarecer as causas da pobreza que afeta mais a negros do que a brancos. Para tanto, os alunos analisaram e discutiram as representações do negro no cinema nacional, com base em filmes realizados em diferentes períodos da História do Brasil, buscando superar as visões estereotipadas e discriminatórias dessas representações. A pesquisa foi realizada em uma escola pública de Londrina/Paraná, com uma turma de trinta e cinco estudantes do terceiro ano do ensino médio. De natureza qualitativa, nesta pesquisa-ação, os dados foram coletados mediante atividades escritas, orais e por meio de videogravação das aulas. Para a elaboração dos planos de aula que compuseram a sequência didática, foram selecionados como documentos o quadro Redenção de Cã (1895), a música A favela vai abaixo (1928) e quatro filmes, sendo eles: O Despertar da Redentora (1942), um trecho de Orfeu do Carnaval (1959), um trecho de Rio Babilônia (1982) e o filme Besouro (2009). Antes da elaboração dos planos de aula, foi necessário revisar a literatura sobre as especificidades linguísticas desses documentos, para a elaboração do material didático em questão. A preparação dos planos de aula partiu do seguinte problema: como as sequências didáticas de História, desenvolvidas com base em diferentes linguagens, podem contribuir para a desconstrução do preconceito racial no ambiente escolar? O fulcro das atividades, portanto, foi desvelar as origens do racismo e as estereotipias sobre o negro, aprimorar o olhar crítico dos estudantes sobre os discursos fílmicos e promover a discussão e a leitura histórico-social da contribuição dos negros para a cultura brasileira. Os resultados da pesquisa permitiram observar o quanto é produtivo para a aprendizagem trabalhar de forma problematizada e com diferentes fontes, estabelecendo uma relação entre presente e passado. Os estudantes puderam identificar as permanências de teorias racistas, construídas ontem, nos dias atuais, estabeleceram relações entre a exclusão social dos escravos e as causas da pobreza no Brasil. Foram também capazes de identificar, de modo geral, os arquétipos pelos quais o negro é representado no cinema nacional, identificando também uma valorização da apresentação do negro e da sua cultura no filme Besouro.
This work aims to present the production and application of a didactic sequence as educational product for knowledge appropriation of both teachers and students on ethnic-racial relations in Brazil, happening while teaching History. The concepts of representation, appropriation and cultural practices of the New History were used as guidelines for the construction of this analysis. With regard to the issue about the representations of black people, it was sought, during the implementation of the educational product, to discuss the racial theories built in the nineteenth century in order to identify changes and continuities of these representations nowadays, as well as the social exclusion process of former slaves and its implications for Afro-Brazilians today, in order to clarify the causes of poverty that affects more black than white people; analyzing and discussing the representations of black people in the Brazilian cinema from films made in different periods of the Brazilian History, seeking to overcome the stereotypical and discriminatory views of these representations. The research was conducted in a public school in Londrina / Paraná, with a group of thirty-five students of the third year of high school. Being of qualitative nature, in this action-research data were collected through written and oral activities and video recording of classes. For the elaboration of the lesson plans that composed the didactic sequence, the painting Redenção de Cã (1895), the song “A favela vai abaixo” (1928) and four movies, namely: “O Despertar da Redentora” (1942), a section of “Orfeu do Carnaval” (1959), and “Rio Babilônia” (1982) and the movie “Besouro” (2009) were selected. Before the elaboration of the lesson plans, it was necessary to review the literature on linguistic specificities of these documents, to the elaboration of involved didactic material. The elaboration of the lesson plans came up from the following issue: How can didactic sequences of history, developed from different languages, contribute to the deconstruction of racial prejudice in school environment? The focus of activities was therefore uncovering the origins of racism and stereotypes about black people, improving the critical view of the students about the filmic discourse and promoting discussion and the socio-historical reading of black people´s contribution to Brazilian culture. The results of the research allowed observing how productive the work with different sources by a problematizing way is to the learning process, establishing a relationship between present and past. So, the students were able to identify permanence of racist theories built yesterday, nowadays. They established relationships between social exclusion of slaves and the causes of poverty in Brazil; and they were able to identify, in general, the archetypes by which black people are placed in the national cinema, also identifying an appreciation of the representation of black people and their culture in the movie Beetle.
Rosewell, Susan Tilden. "Examination of Narrative Point of View Through Production by Two Media." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500621/.
Full textBorba, Edilce Maria Balbinot. "O uso de filme como recurso pedagógico no estudo das epidemias: possibilidades na aprendizagem significativa." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1613.
Full textEssa pesquisa surgiu da busca por uma metodologia de ensino que valorizasse o conhecimento científico com o uso de um recurso pedagógico atrativo - filmes comerciais -, que motivasse a aprendizagem significativa. Para tanto, apresenta uma análise de como os estudantes estabelecem relações do conhecimento científico com as imagens fílmicas e as possibilidades de contextualização acerca do tema “epidemia”. A metodologia de pesquisa envolve uma abordagem qualitativa, com alguns dados quantitativos das impressões dos estudantes em relação aos filmes de modo geral e sobre eles e a aprendizagem. Na pesquisa qualitativa, utilizou-se a categorização segundo Bardin (2011), para organizar as unidades contextuais produzidas pelos estudantes nas atividades educativas, e fazer a análise com base nos pressupostos da Teoria de Ausubel (2003) e Ausubel, Novak e Hanesian (1980). A partir da exibição do filme intitulado “Contágio”, utilizado como organizador prévio, buscou-se, nas dúvidas apresentadas pelos estudantes, identificar os conhecimentos prévios sobre o assunto. Por meio dessas dúvidas emergiram os subtemas, que foram categorizados em: epidemia, agente causador, incubação, transmissão, sintomas, prevenção e imunidade. Essas categorias serviram de elementos para a análise de indícios de aprendizagem levando a concluir que as narrativas fílmicas ajudam na formação de pontes cognitivas colaborando com a aprendizagem subordinada derivativa e correlativa, diferenciação progressiva e reconciliação integrativa, promovendo a assimilação e a retenção dos conhecimentos científicos. No referencial teórico utilizado para investigar os filmes como recurso pedagógicos é apresentado as considerações dos autores Rosália Duarte , Milton Almeida, Maria da Graça Setton, Marcos Napolitano, José Manuel Moran, entre outros. Como produto dessa pesquisa, elaborou-se um guia com outras propostas pedagógicas possíveis de trabalhar o tema “epidemia” utilizando filmes comerciais como organizadores prévios e para contextualização. O guia também apresenta uma linha do tempo sobre cinema e educação e um catálogo com filmes e seriados abordam o tema “epidemia”.
This research arose when searching for a teaching methodology that would value scientific knowledge with the use of an alluring pedagogical resource – commercial movies – to encourage meaningful learning. To this end, it provides an analysis of how students establish relations of scientific knowledge with movie images, and the possibilities of contextualization on the topic of “epidemics”. The research methodology comprehends a qualitative approach, including some quantitative data of the students’ impressions regarding movies in general, and about the movies and learning. The categorization according to Bardin (2011) was used in the qualitative research to organize the contextual units produced by the students in the educational activities, and to conduct an analysis based on the assumptions of Ausubel’s Theory (2003) and Ausubel, Novak and Hanesian’s Theory (1980). From the showing of the movie entitled “Contagion”, used as an advance organizer, we tried to identify prior knowledge on the subject through questions raised by the students. Those same questions brought up the subtopics, categorized as epidemics, causative agent, incubation, transmission, symptoms, prevention and immunity. These categories served as elements for the analysis of learning evidence, leading to the conclusion that movie narratives help in the creation of cognitive bridges while contributing to derivative and correlative subordinate learning, progressive differentiation and integrative reconciliation, as well as promoting assimilation and retention of scientific knowledge. The theoretical background used to investigate the movies as a pedagogical resource presents the considerations of authors such as Rosália Duarte, Milton Almeida, Maria da Graça Setton, Marcos Napolitano, José Manuel Moran, among others. As a product of this research, a guide with other pedagogical proposals that make it possible to work with the topic of “epidemics” was developed by using commercial movies as advance organizers and for contextualization. The guide also shows a timeline of cinema and education, as well as a catalog with movies and series that deal with the topic of “epidemics”.
Ernst, Priscila. "Cinema e ensino: a produção de cinema de animação para o ensino de ciências por meio do enfoque Ciência, Tecnologia e Sociedade (CTS)." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2723.
Full textEste trabalho apresenta a análise e os resultados de um estudo desenvolvido com alunos de uma turma de 7º ano de um colégio estadual público de São João do Triunfo - PR, Brasil, em relação ao tema Cinema e Ensino. O objetivo da pesquisa foi verificar as contribuições de se ensinar Ciências (conteúdo de vírus e bactérias) em um enfoque CTS - Ciência, Tecnologia e Sociedade; visando a Alfabetização Científica e Tecnológica - ACT, utilizando como estratégia didática a produção de Cinema de Animação com a técnica Stop Motion. O Stop Motion é um processo de animação onde é feita a captação de fotograma a fotograma, usando uma máquina fotográfica e uma fonte de luz. A abordagem metodológica foi qualitativa de natureza descritiva com observação participante. Durante o estudo os alunos e a professora de Ciências da turma, participaram de aulas de Ciências com enfoque CTS, pesquisas sobre os temas abordados e oficinas de produção dos vídeos. Os alunos criaram personagens a partir de materiais como massa de modelar, desenhos, recortes de revistas e pequenos objetos, para dar vida e movimento nas animações. Os principais autores que fundamentam esse estudo são: Lorenzetti (2000), Gowdak; Martins (2015), Bazzo (2014), Silveira (2005), Santos e Auler (2011), Chassot (2011), Delizoicov (2015), Fresquet (2013) e Duarte (2009). Ao final do estudo, observou-se que a pesquisa trouxe contribuições para a Educação em Ciências e a promoção da Alfabetização Científica e Tecnológica. Os alunos demostraram mais segurança para falar sobre o tema abordado, mostrando interesse e motivação. Também se percebeu que os alunos analisaram os assuntos discutidos durante as aulas de Ciências de forma mais crítica, fazendo questionamentos e relacionando o conteúdo estudado com suas próprias vidas. Os estudantes se preocuparam com questões como: o surgimento das vacinas, as doenças negligenciadas no país, bactérias na produção de plástico, alimentos que ajudam na imunidade do corpo, entre outros assuntos de relevância para o processo de reflexão e desenvolvimento do senso crítico dos mesmos.
This paper presents the results the study developed with students of the secondary education in a group of the 7th grade of a public school in São João do Triunfo - PR, Brazil, in relation to the theme Cinema and Teaching. The aim of of the research was to verify the contributions of teaching Science (content virus and bacteria) in a STS approach - Science, Technology and Society, aiming at the Scientific and Technological Literacy, using as a didactic strategy the production of Animation Cinema with the Stop Motion technique. Stop Motion is an animation process where frame-by-frame capture is performed using a camera and a light source. The methodological approach was qualitative of a descriptive nature with participant observation. During the study the students and the classroom science teacher participated in science classes with a STS approach, Research on the topics covered and workshops for the production of videos.The students created characters from materials like modeling mass, drawings, magazine clippings and small objects, to give life and movement in the animations.The main authors that base this study are: Lorenzetti (2000), Gowdak, Martins (2015), Bazzo (2014), Silveira (2005), Santos and Auler (2011), Chassot (2011), Delizoicov (2015), Fresquet (2013) and Duarte (2009). At the end of the study, it was observed that the research brought contributions to Science Education and the promotion of Scientific and Technological Literacy. The students demonstrated more confidence to talk about the topic addressed, showing interest and motivation. It was also noticed that the students analyzed the subjects discussed during the science classes in a more critical way, questioning and relating the content studied with their own lives. Students are concerned with issues such as: the emergence of vaccines, diseases neglected in the country, bacteria in the production of plastic, foods that help immunity of the body, among other issues of relevance to the process of reflection and development of the critical sense of the same.
Hawley, Memory Rose. "Educators' perspectives on the utilization of additional material on DVDs to enhance the teaching of film study." Thesis, 2008. http://hdl.handle.net/10210/590.
Full textMrs. Catherine van der Merwe Mr. David Robinson
"The cultural construction of child images: a study on films in Hong Kong from the 60s to the 90s." 2003. http://library.cuhk.edu.hk/record=b5896102.
Full textThesis (M.Phil.)--Chinese University of Hong Kong, 2003.
Filmography: p. 182-183.
Includes bibliographical references (leaves 184-189).
Abstracts in English and Chinese ; appendix also in Chinese.
ABSTRACT --- p.2
論文摘要 --- p.3
ACKNOWLEDGEMENTS --- p.4
CONTENTS --- p.6
Chapter Chapter 1 --- Introduction
Chapter 1.1 --- Empirical Puzzles and Theoretical Concerns --- p.10
Chapter 1.2 --- Overview of The Thesis --- p.17
Chapter 1.3 --- Literature Review --- p.17
Chapter 1.3.1 --- Understanding the Image Construction of the Minorities through Films
Chapter 1.3.2 --- How the Images of the Blacks Get Represented - Blacks' Imagesin Films
Chapter 1.3.3 --- How Women Get Represented under the Male Gaze 一 Gender Representations in Films
Chapter 1.3.4 --- Childhood ´ؤ A Socially Constructed Concept
Chapter 1.3.5 --- How the Child Images are Constructed? - Literature Related to the Construction of Child Images
Chapter 1.4 --- Theoretical Framework - Foucauldian Concepts in Understanding Child Images --- p.33
Chapter 1.4.1 --- Double Marginalization - Children as Victims
Chapter 1.4.2 --- Disciplinary Power over Children - Children as Moral Agents
Chapter 1.4.3 --- The Multiple Network of Power - Children as Anonymous Objects
Chapter 1.4.4 --- Care of the Children - Children as Protagonists
Chapter CHAPTER 2 --- Methodological Design and An Overview of the Hong Kong Film Industry
Chapter 2.1 --- Casing the Films ´ؤ Introduction to Methodological Design --- p.44
Chapter 2.1.1 --- Content Analysis
Chapter 2.1.2 --- Ideological Approach
Chapter 2.2 --- The Development of the Hong Kong Film Industry and Its Relatedness with the Changes of the Child Images --- p.51
Chapter 2.2.1 --- Formative and Developing 50s Film Industry - Time for Exploration
Chapter 2.2.2 --- The Golden Year of the 60s Film Industry - Time for Early Harvest
Chapter 2.2.3 --- Discontinuity of the Prosperity of the Film Industry in the 70s - Time for Reconstruction
Chapter 2.2.4 --- Golden Years in Both 80s to 90s - Time For Innovation and Globalization
Chapter CHAPTER 3 --- Double Marginalization - Children as Victims
Chapter 3.1 --- Subordinating to the Adults ´ؤ Child Images as Sufferers in the Social Margin --- p.59
Chapter 3.1.1 --- Great Devotion (1961) - Children in Extreme Poverty
Chapter 3.1.2 --- Father is Back (1962) -Two Siblings Struggled for Survival without Parental Care
Chapter 3.1.3 --- A Lily in the Storm (1962) ´ؤ A Boy Who was Mistreated by His Stepmother
Chapter 3.2 --- Acceptance for Children as a Separate Entity? ´ؤ An analysis of the Child Images in the Subordinating Context in Films --- p.66
Chapter 3.3 --- Absence of Child Images in the 70s - A Turn of the Child Images --- p.74
Chapter 3.4 --- Concluding Remarks --- p.78
Chapter CHAPTER 4 --- Disciplinary Power over Children - Children as Moral Agents
Chapter 4.1 --- Sacrifice and Respect - The Typical Child Images in the1960s Melodramas --- p.81
Chapter 4.1.1 --- Filial Piety (1960) - Children Sacrificing Themselves for the Family
Chapter 4.1.2 --- Filial Piety that Moves Heaven (1960) 一 Children Saved Their Parents through Adventurous Experience
Chapter 4.1.3 --- The Seven Kids (1961) - Appropriate Training for the Children to Become Independent
Chapter 4.1.4 --- Little Artists (1962) - Showing Respect and Gratitude to the Teacher
Chapter 4.2 --- Child Images as Moral Agents under the Influence of the Disciplinary Power --- p.87
Chapter 4.3 --- "The Recurrence in the 1980s and Unapparent ""Moral Occult"" in the 90´ةs" --- p.94
Chapter 4.3.1 --- Daughter and Father (1981) - Repaying the Indebtedness to the Adoptive Father
Chapter 4.4 --- Social Context for the Rise of the Child Image as Moral Agents --- p.98
Chapter CHAPTER 5 --- Victimization and Objectification - Children as Anonymous Objects
Chapter 5.1 --- "Defining Objectification - Children were Objects Portrayed as ""Something""" --- p.101
Chapter 5.1.1 --- Goodbye Mammie (1986) - How Orphans Led Their Life in the Orphanage
Chapter 5.1.2 --- All about Ah Long (1989) - An Dilemma for Children who were Placed between Parents
Chapter 5.1.3 --- The Story of my Son (1990) 一 To Show the Extreme Suffering of the Children
Chapter 5.1.4 --- The Son on the Run (1991) - A Child was Born without Father or Mother
Chapter 5.2 --- Objectification of Child Images 一 Hidden Power over the Fate of Children --- p.114
Chapter 5.3 --- Concluding Remarks --- p.122
Chapter CHAPTER 6 --- Weapons of the Weak - Children as Protagonists
Chapter 6.1 --- Introduction to the Films Selected --- p.124
Chapter 6.1.1 --- Siu Chong Yuen (1961 - The Child who Judged the Critical Moment
Chapter 6.1.2 --- "Little Detective (1963) - Adult Mind, Child Body"
Chapter 6.1.3 --- "Daddy, Father, Papa (1991) - The Hong Kong Version of Home Alone"
Chapter 6.2 --- How Children Empower Themselves? --- p.135
Chapter 6.2.1 --- Sporadic Show Time for Children
Chapter 6.3 --- "Room for Having Dialogue, Resistance and Subversion ´ؤ How Children were Portrayed as Protagonists" --- p.140
Chapter 6.3.1 --- A Protagonist - Direct Dialogue and Resistance to Redefine the Boundary
Chapter 6.4 --- Concluding Remarks - Complex Relational Network of Power --- p.144
Chapter CHAPTER 7 --- Conclusion
Chapter 7.1 --- Four Categories - How Children were Getting Represented in the Hong Kong Films --- p.147
Chapter 7.1.1 --- Children as Victims
Chapter 7.1.2 --- Children as Moral Agents
Chapter 7.1.3 --- Children as Anonymous Objects
Chapter 7.1.4 --- Children as Protagonists
Chapter 7.2 --- What is More? --- p.151
Chapter 7.2.1 --- A Possible Supplement for the Foucauldian Framework
Chapter 7.2.2 --- Theorizing the Construction of Child Images ´ؤ A Reconsideration of the Hong Kong Cultural Studies for Adding in the Age Dimension
Chapter 7.2.3 --- A Call for Reconsideration - The Predicament of the Current Hong Kong Cultural Studies
Chapter 7.2.4 --- The Need for Inserting the Age Dimension in Cultural Studies
APPENDICE --- p.162
FILMOGRAPHY --- p.181
REFERENCES --- p.183
Hadley-Miller, Linda D. "Enseñar cultura a través del cine español." Thesis, 2007. http://hdl.handle.net/1805/1054.
Full textTitle from screen (viewed on June 6, 2007) Department of World Languages and Cultures, Indiana University-Purdue University Indianapolis (IUPUI) Includes vita. Includes bibliographical references (leaves 74-79)
Ballot, Jane Jennifer. "The role of "film study" within the English syllabus in White English medium secondary schools in the Transvaal : 1977-1990." Thesis, 1993. http://hdl.handle.net/10413/3555.
Full textThesis (M.A.)-University of Natal, Durban.
"Film as a medium for improving EFL students' English: a case study." 2002. http://library.cuhk.edu.hk/record=b5891159.
Full textThesis (M.Phil.)--Chinese University of Hong Kong, 2002.
Includes bibliographical references (leaves 123-126).
Abstracts in English and Chinese.
ABSTRACT (English version)
ABSTRACT (Chinese version)
ACKNOWLEDGMENTS
Chapter CHAPTER 1 --- INTRODUCTION
Chapter 1.1 --- Overview --- p.1
Chapter 1.2 --- Significance of the study --- p.3
Chapter 1.3 --- Organization of the thesis --- p.4
Chapter CHAPTER 2 --- LITERATURE REVIEW
Chapter 2.1 --- Introduction --- p.5
Chapter 2.2 --- Theory: Video and L2 acquisition --- p.5
Chapter 2.3 --- Selection and preparation of lesson materials --- p.8
Chapter 2.4 --- Film in the L1 classroom --- p.10
Chapter 2.5 --- Film in the L2 classroom --- p.11
Chapter 2.5.1 --- Listening comprehension --- p.11
Chapter 2.5.2 --- Oral skills --- p.14
Chapter 2.5.3 --- Writing --- p.15
Chapter 2.5.4 --- Critical thinking --- p.17
Chapter 2.5.5 --- "Language: Vocabulary, idioms, slang" --- p.21
Chapter 2.5.6 --- Communicative performance --- p.22
Chapter 2.5.7 --- Cross-cultural issues --- p.24
Chapter 2.5.8 --- Complementing literary works --- p.25
Chapter 2.5.9 --- Movie tie-in novels --- p.26
Chapter 2.6 --- The Hong Kong context --- p.27
Chapter 2.7 --- Conclusion: The need for further study --- p.30
Chapter CHAPTER 3 --- METHODOLOGY
Chapter 3.1 --- Research design: The case study approach --- p.33
Chapter 3.2 --- Research questions --- p.34
Chapter 3.3 --- Subjects --- p.35
Chapter 3.3.1 --- The course ELT 3104 --- p.35
Chapter 3.3.2 --- Instructor A --- p.37
Chapter 3.3.3 --- The students --- p.37
Chapter 3.4 --- Data collection --- p.38
Chapter 3.4.1 --- Questionnaire survey --- p.38
Chapter 3.4.2 --- Semi-structured interviews --- p.39
Chapter 3.4.3 --- Naturalistic classroom observation --- p.40
Chapter 3.4.4 --- Text analysis --- p.41
Chapter 3.5 --- The pilot study --- p.41
Chapter 3.5.1 --- Classroom observation --- p.42
Chapter 3.5.2 --- Pilot questionnaire survey --- p.43
Chapter 3.6 --- Conclusion --- p.44
Chapter CHAPTER 4 --- RESULTS
Chapter 4.1 --- Questionnaire survey --- p.45
Chapter 4.1.1 --- Pre-course questionnaire --- p.45
Chapter 4.1.2 --- Post-course questionnaire --- p.47
Chapter 4.2 --- Interviews --- p.48
Chapter 4.2.1 --- Instructor A's interviews --- p.48
Chapter 4.2.2 --- Brief student profiles and interview summaries --- p.50
Chapter 4.3 --- Classroom observation --- p.55
Chapter 4.4 --- Text analysis --- p.57
Chapter 4.4.1 --- Course syllabus and schedule --- p.57
Chapter 4.4.2 --- Lecture handouts --- p.57
Chapter 4.4.3 --- Presentation handouts --- p.58
Chapter 4.4.4 --- Final term paper --- p.59
Chapter 4.5 --- Conclusion --- p.59
Chapter CHAPTER 5 --- ANALYSIS AND DISCUSSION
Chapter 5.1 --- Revised research questions --- p.60
Chapter 5.2 --- Film and ESL: Students' past experience --- p.61
Chapter 5.2.1 --- Authentic and natural language --- p.62
Chapter 5.2.2 --- Benefits of using English captions --- p.63
Chapter 5.2.3 --- "Listening, speaking, and conversation" --- p.65
Chapter 5.2.4 --- Doorway to other cultures --- p.65
Chapter 5.2.5 --- Analytical and critical thinking --- p.67
Chapter 5.3 --- The course ELT 3104: Factors affecting the learning process --- p.68
Chapter 5.3.1 --- The instructor --- p.69
Chapter 5.3.1.1 --- "Personality, interest, philosophy, and approach" --- p.69
Chapter 5.3.1.2 --- The role of the facilitator --- p.70
Chapter 5.3.1.3 --- Students' views of Instructor A --- p.71
Chapter 5.3.2 --- The students --- p.73
Chapter 5.3.2.1 --- Cinematic sophistication --- p.73
Chapter 5.3.2.2 --- English proficiency --- p.74
Chapter 5.3.2.3 --- Personal interests --- p.75
Chapter 5.3.2.4 --- Grouping --- p.77
Chapter 5.3.2.5 --- Motivation --- p.80
Chapter 5.3.3 --- Student-centered approach --- p.83
Chapter 5.3.4 --- Choice of film --- p.86
Chapter 5.3.5 --- Cultural differences --- p.90
Chapter 5.3.6 --- Film knowledge covered --- p.94
Chapter 5.3.7 --- Workload and other classroom factors --- p.98
Chapter 5.3.7.1 --- Assignments --- p.98
Chapter 5.3.7.2 --- Classroom atmosphere --- p.99
Chapter 5.3.7.3 --- Lesson time --- p.100
Chapter 5.4 --- The effectiveness of the course --- p.102
Chapter 5.4.1 --- Students' self-assessment --- p.103
Chapter 5.4.2 --- Instructor A's comments --- p.107
Chapter 5.4.3 --- Students' term papers --- p.110
Chapter 5.5 --- Conclusion --- p.114
Chapter CHAPTER 6 --- IMPLICATIONS & CONCLUSION
Chapter 6.1 --- Summary of research questions and findings --- p.115
Chapter 6.2 --- Pedagogical implications --- p.116
Chapter 6.3 --- Limitations of the present study --- p.118
Chapter 6.4 --- Recommendations for further studies & conclusion --- p.121
BIBLIOGRAPHY --- p.123
APPENDICES --- p.127
Cronin, Paul J. "Exasperation and Curiosity: Alexander Mackendrick at the California Institute of the Arts." Thesis, 2014. https://doi.org/10.7916/D83B5X48.
Full textWinkel, Adam Lee. "Zones of Influence: The Production of Madrid in Early Franco Spain." Thesis, 2014. https://doi.org/10.7916/D86T0JN9.
Full textWieland, John A. "A Role for Film in Writing Pedagogy." Thesis, 2010. http://hdl.handle.net/1805/2105.
Full textThis thesis discusses the use of film in the composition classroom. It is divided into four chapters: The Argument, The Audience, Film as a Pedagogical Tool, and The Future. Chapter One (the Argument) discusses the different ideas about using media in the classroom, and how it is good practice to do so. New ideas on teaching from education expert Ken Bain (What the Best College Teachers Do) are presented. Bain suggests that as long as the instructor is confident in his or her subject, any innovative thing they do in class is all right. Malcolm Gladwell’s ideas from The Tipping Point are applied to the classroom: the Law of the Few, Connectors, Mavens, Salesmen, the Stickiness Factor, and the Power of Context. Presentations couched within a Gladwell frame can prove to be extraordinarily effective. Chapter Two (the Audience) analyzes the Millennial students, and discusses their views on learning and media. These students see learning as a commodity and view modern media with a bit of contempt. Therefore, to use media in the classroom the instructor must be innovative. Chapter Three (Film as a Pedagogical Tool) examines various different applications of film use in the classroom. It also looks in depth at using David Mamet’s films in the classroom, especially Glengarry Glen Ross, The Edge, and The Verdict, which use classical structure to persuade and argue. Chapter Four (The Future) looks at the work of Howard Gardner and his theory five minds: the Disciplined Mind, the Synthesizing Mind, the Creative Mind, the Respectful Mind, and the Ethical Mind and how we must prepare to teach to them all. In the conclusion I posit that the students of today and the students of tomorrow will require new and innovative techniques to be taught effectively, and that film is versatile and flexible enough to do it.
Ovbiebo, Osaigbovo Matthew. "Film : a supplementary aid in teaching adults about HIV/AIDS in Igueben (Nigeria)." Thesis, 2012. http://hdl.handle.net/10500/8743.
Full textCurriculum and Instructional Studies
D. Ed. (Didactics)