| Abstract [eng] |
Cinema is an attractive and innovative educational tool that is increasingly used in lessons. Films are used to teach various disciplines: from history, geography, art subjects to medicine. In Lithuania, the term film education is not precisely defined, film education can mean watching movies, making films, discussing social topics using film or learning the film language. In Lithuania, films are increasingly used by teachers for the educational purposes. Many schools have computers, projectors, smart boards or tablets that is why using a variety of visuals for learning purposes is extremely convenient. Film educators and Lithuanian legal film platforms offer a variety of film content to schools. Due to the extremely wide possibilities of using films for education, a problem arises when the film educators who offers film content and teacher who use it might have different educational goals and expectations. The aim of this work is to reveal the process of adapting films to the audience of students in grades 5-12. Object of research: the process of adapting films to the audience of students in grades 5-12. Tasks: 1) To reveal the theoretical aspects of film education and adaptation of films to students; 2) To substantiate the characteristics of the adaptation of a film for educational purposes; 3) To substantiate the research methodology of film adaptation to the student audience; 4) To determine the peculiarities of adapting films to the audience of 5-12 grade students. Data analysis methods: For the data collection was chosen a semi-structured interview with educational subjects: teachers and film educators. Descriptive content analysis and qualitative content analysis. The results of the study revealed how educators and film educators adapt films to an audience of students in grades 5-12. The study revealed that educators and educators adapt films to student audiences differently. Teacher plan film screenings in advance and often are incorporated into their annual curricula. Films are most often used to develop social competencies. Teachers choose films according to the syllabus and relevant topics, as well as peer recommendations and personal assessment. The film integration process consists of three parts: planning, preparation for film screening, and structured viewing, which is prepared in collaboration with colleagues or on your own. Meanwhile film educators adapt films to the audience in three different ways – by creating a special film program, preparing methodological material and organizing discussions after film screenings. Structure of the work: The work consists of three main parts, the theoretical part of this work deals with the concept of film education in the Lithuanian and foreign context. Search and comparison terms and definitions of film education, areas of use of films in the educational process. After analyzing the theoretical part about the adaptation theory and the stages of film adaptation, a study is conducted to find out how educators and teachers adapt films to the audience. After the analysis of the literature and the definition of the concept of film education, a target sample of respondents is formed. The third part of the work is devoted to the analysis of the obtained results, conclusions and recommendations are presented. Research methods: Data collection methods: review of scientific literature, distance interviews. Data analysis methods: content analize. |
