A Take on a Gothic Poem: Tablet Film-Making and Literary Texts

Autor/inn/en	Bryer, Theo; Lindsay, Morlette; Wilson, Rebecca
Titel	A Take on a Gothic Poem: Tablet Film-Making and Literary Texts
Quelle	In: Changing English: Studies in Culture and Education, 21 (2014) 3, S.235-251 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2014.929284
Schlagwörter	Foreign Countries; Handheld Devices; Film Production; English Instruction; Drama; Student Teachers; Elementary School Students; Males; Preservice Teacher Education; Creative Activities; Technology Uses in Education; Poetry; Imagery; Editing; Literary Devices; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Filmproduktion; English langauage lessons; Englischunterricht; Schauspiel; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Male; Männliches Geschlecht; Lehramtsstudiengang; Lehrerausbildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lyrik; Poesie; Metaphorik; Redaktion; Textbearbeitung; Literaturarbeit
Abstract	This article focuses on a tablet film-making project involving a group of English and Drama student teachers, their university tutors and a class of boys in a South London school. We reflect on the potential for learning about aspects of the curriculum that emerged from the technology we were using and the approach that we took. We explore how the pupils responded to the process, developing their interpretations of a pre-twentieth century text with originality and creativity while drawing on their knowledge of wider culture. We analyse how the spontaneous and improvisational approach is facilitated by a structured stimulus and degree of prescription about the task. Our focus is on the features of tablet film-making that are prompted by the cultural location of the technology in the lives of young people. The ways that the students drew on the unexpected inspiration of their immediate context emerged as salient because they were able to view and evaluate their work throughout the process of making it. This offered a visual frame of reference (often overlooked in schools) that seemed to be key to the students' engagement and learning, suggestive of Berger's claim that "we never look just at one thing; we are always looking at the relation between things and ourselves" (Berger, J. 1972. "Ways of Seeing" London: British Broadcasting Corporation and Penguin, 9). (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01