Browsing by Subject "Films"

Now showing 1 - 4 of 4
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    Panorámica de la trilogía cine, historia y educación en España (1995-2020)
    (Universidad de Murcia, Servicio de Publicaciones, 2020) Fuentes-Moreno, Concha; Ambrós-Pallarés, Alba
    Se realiza una síntesis analítica de las principales líneas de trabajo que se han gestado en los últimos 25 años sobre el cine y el aprendizaje de la historia. Se revisa la literatura desde una perspectiva histórica mediante el uso de bases de datos, organizando las salidas en tres categorías. En la primera categoría, historia y cine, se agrupan las investigaciones relacionadas con la aceptación del cine como fuente histórica y como testimonio de una época. Una segunda categoría concentra los trabajos sobre historia, cine y educación, englobando las siguientes temáticas: cine y currículum escolar; cine de ficción y no ficción y cine como constructor de identidades. La tercera categoría se focaliza en el uso del cine en el aula de historia considerando aspectos didácticos relevantes. Los resultados demuestran que las recientes investigaciones reivindican el cine como instrumento de análisis y reflexión sobre el pasado como otra fuente histórica más, así como vía para fomentar el análisis crítico y empático propios de la competencia ciudadana. Del mismo modo, existe una tendencia que defiende la inclusión de la educación mediática y la alfabetización cinematográfica dentro de la educación formal y la formación inicial y permanente de todos los docentes.
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    Sexopolíticas del cine marginal de los años 70 en España
    (Murcia: Servicio de publicaciones de la Universidad de Murcia, 2017) Berzosa Camacho, Alberto
    El espacio cultural que se creó en el Estado español durante los años setenta en los márgenes que delimitan el underground gay, lésbico y trans* determina hoy el marco apropiado para una aproximación a las particularidades de la creación marginal. Directores de cine tan diversos como Pedro Almodóvar, Pierrot, José Romero, Esteve Rovira o el colectivo Els 5 QK’s convivieron en ese ambiente trabajando además en formato súper 8, lo que ahondaba en el carácter marginal de sus films. Su obra durante los años setenta ofrece un amplio surtido de estrategias políticas que ofrecen al mismo tiempo propuestas de acción y fórmulas de resistencia frente al poder heteropatriarcal. A través de una aproximación al cine de estos directores se delimitarán algunas características de la creación desde los márgenes y se definirán las bases de una sexpolitique cinematográfica en la España de la transición.
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    The emotional experience of films: does Audio Description make a difference?
    (Routledge. Taylor and Francis Group., 2015-01-25) Ramos Caro, Marina; Traducción e Interpretación
    Experiencing emotion is one of the main reasons why we watch movies, go to the theatre or expose ourselves to different audiovisual manifestations. Audio Description attempts to provide the visually impaired with an experience similar to that offered by audiovisual formats such as cinema, dance or theatre. This paper focuses on Audio Description of films, with the aim of discovering whether there are differences between the emotional experience of films as whole audiovisual texts, films without the visual component (only music, sounds and dialogue) and films with Audio Description. We designed a study to measure the emotional experience in sighted and in visually impaired audiences. More specifically, we worked with three basic emotions (disgust, fear and sadness) and 15 film scenes that had been previously validated as effective stimuli in the psychological literature. Employing a Likert questionnaire (PANASX) and heart rate measurement, we compared the emotional impact of these scenes in three different versions (normal films, films without images and films with Audio Description) for 70 sighted and visually impaired subjects. Results showed statistically significant differences between the three stated versions for disgust and fear, but not for sadness.
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    The use of films in the teaching of English as a foreign language: a systematic literature review
    (SpringerOpen, 2023-04-03) Monroy Hernández, Fuensanta; Sánchez Auñón, Estefanía; Monroy Hernández, Fuensanta; Férez Mora, Pedro Antonio; Monroy Hernández, Fuensanta; Métodos de Investigación y Diagnóstico en Educación
    Background:Especially over the last decades, the use of cinema in the English as a foreign language (EFL) class has been gaining momentum. Although this interest has resulted in a complex body of research, no review to date had aimed to systematically map out (i) the pedagogical guidelines available for English teachers to implement films in class; (ii) the perceptions of EFL teachers and learners on the educational use of films; and (iii) the impact of cinema‑based EFL on students’ learning, pertinent aspects as they contribute to deactivate instructors’ reported reluctance to use films as a proper teaching material. Thus, a systematic literature review has been conducted along the three previously‑mentioned research questions with the aim of highlighting in a com‑prehensive manner the robust pedagogical value of cinema in EFL contexts.Methods:A systematic search was carried out in Web of Science, ERIC, MLA Interna‑tional Bibliography, Education Database, and Scopus, which were last consulted on 2 December, 2022. Inclusion and exclusion criteria were applied, which covered journal papers written in English, peer‑reviewed, published in open‑access, and focusing on the exploitation of films for the teaching of English as a foreign language. Following the search and selection stages, a coding scheme was established, and the authors conducted a thematically based qualitative analysis to answer the research questions. Reliability was tested to check the agreement rate among the researchers.Findings:Of the 416 sources found, 44 were eligible. Twenty‑five percent of the selected references consist of theoretical or practical methodological orientations for the implementation of films in the EFL class, 16% of the sources explore EFL teach‑ers’ and students’ perceptions on the educational use of films, and the remaining 59% of the references tap into the impact of cinema‑based EFL on students’ learning. The results revealed that more informed guidelines on the exploitation of this resource are needed, that both instructors and teachers have a great attitude towards this method, and that films provide EFL learners with linguistic, intercultural, and motivational benefits.Interpretation:On a general note, scholars have adopted a narrow focus when exploring cinema‑based English teaching since they only address some of its benefits and they have mostly concentrated on the University educational context. Specific research gaps are highlighted in relation to each research further research are proposed. Finally, pedagogical implications for the educational use of cinema in the English class are provided., and avenues for