Writer: Ioanna Balafa
Cinematography at a time of a rapidly digital evolving continues to exist to produce in many cases excellent results. At the same time the educational opportunities that can provide are endless and priceless. A film education that starts early can indeed provide to students (children and adolescents) a special education about realistic problematic life situations, making them practice their social perceptiveness, while giving them a strong ability of creative thinking and problem solving.
What we call animation is familiar to children of preschool age, therefore through
the films are able to develop their initially unconscious perception of cinematic
time and characters. The film education should not be limited but include from short
films and animations (suitable for analysis at an early age), film versions of
literary works that might have been studied within or outside the school, to documentary
for the adjusting of students in different surroundings, not familiar which will
gradually be transformed into a field of creative play and dialogue. Children
in the analysis of the films can play, draw, sing and even make a movie inspired
by their own unique dialogues and acting as a team.
A film education organized inside specially designed educational film laboratories, not necessarily expensive, but in a style combined with art forms such as photography and music, can provide students through discussion, the concept of hidden meanings and identify similarities and differences in the general environment in which they live, being educated and growing up, while taking unprecedented structures of language, emotion, sound, color and movement.
Overall, greek schools do not apply film education although there are remarkable individual efforts and some discussion is running about the positive results of a systematic teaching of cinema, its principles and history, in the context of world art history and aesthetic trends, harmonized with the needs of each classroom and of each social/cultural background in which children grow up.
A movie is not only a visual representation but also a dialectical relationship between sensory experience and creative thinking. A training method is productive when it helps students in deciphering words as an asset for the dealing of various phobic rhetorical conditions during their adulthood. Still, it may offer them an important psychoanalytic approach and interpretation of social situations such as censorship, fascism and racism, conditions which are present in everyday life while knowledge will allow them to identify these kind of problems before those multiply.
Moreover, children can write the best scripts and getting familiar with the dreamy world of realistic cinema should give them a good opportunity to create out-cinematic world as they wish, with equal doses of realism and dream, having a vision of the world in front and back from cinematic machines, searching and finding later their own truth. Learning should not be a static process but to involve a non-stop motion and rhythm as the film world does.
The Ministries of Education and Culture as well cultural institutions through the availability of digital means and tools can contribute to this effort by establishing formal institutions where teachers, filmmakers, students and people of the film industry in general, could build a properly structured program of film education based on moral and artistic criteria. Discussing everyday’s life issues and also talk about imagination, policy, bioethics, love relationships, love and family relationships. Getting familiar with the technical means and the cinematic language will evolve in harmony with their intellectual and social maturation.
What will be offered is a unique cinematic reading for every child, by no conflicts but by dialogue without threats of "a bad grade" as there are no right or wrong interpretations, but simply a different lesson about respecting diversity in all its life forms. The World Cinema educates and bonds us to the same cultural and social reality which unfortunately stumbles often in the numb bureaucracy, which persistently tries to stifle even the small efforts of creativity and spreading of valuable “flows” and ideas.
A film education organized inside specially designed educational film laboratories, not necessarily expensive, but in a style combined with art forms such as photography and music, can provide students through discussion, the concept of hidden meanings and identify similarities and differences in the general environment in which they live, being educated and growing up, while taking unprecedented structures of language, emotion, sound, color and movement.
Overall, greek schools do not apply film education although there are remarkable individual efforts and some discussion is running about the positive results of a systematic teaching of cinema, its principles and history, in the context of world art history and aesthetic trends, harmonized with the needs of each classroom and of each social/cultural background in which children grow up.
A movie is not only a visual representation but also a dialectical relationship between sensory experience and creative thinking. A training method is productive when it helps students in deciphering words as an asset for the dealing of various phobic rhetorical conditions during their adulthood. Still, it may offer them an important psychoanalytic approach and interpretation of social situations such as censorship, fascism and racism, conditions which are present in everyday life while knowledge will allow them to identify these kind of problems before those multiply.
Moreover, children can write the best scripts and getting familiar with the dreamy world of realistic cinema should give them a good opportunity to create out-cinematic world as they wish, with equal doses of realism and dream, having a vision of the world in front and back from cinematic machines, searching and finding later their own truth. Learning should not be a static process but to involve a non-stop motion and rhythm as the film world does.
The Ministries of Education and Culture as well cultural institutions through the availability of digital means and tools can contribute to this effort by establishing formal institutions where teachers, filmmakers, students and people of the film industry in general, could build a properly structured program of film education based on moral and artistic criteria. Discussing everyday’s life issues and also talk about imagination, policy, bioethics, love relationships, love and family relationships. Getting familiar with the technical means and the cinematic language will evolve in harmony with their intellectual and social maturation.
What will be offered is a unique cinematic reading for every child, by no conflicts but by dialogue without threats of "a bad grade" as there are no right or wrong interpretations, but simply a different lesson about respecting diversity in all its life forms. The World Cinema educates and bonds us to the same cultural and social reality which unfortunately stumbles often in the numb bureaucracy, which persistently tries to stifle even the small efforts of creativity and spreading of valuable “flows” and ideas.
(from tvxs.gr)
