Å lese film
DOI:
https://doi.org/10.5617/adno.5645Keywords:
film, literacy, lesestrategier, sjangerlære, eventyr, fantasy, kritisk tenkningAbstract
Mange lærere ønsker å bruke film i engelskundervisningen, men ser kanskje ikke umiddelbart hvordan dette kan forankres i læreplanmål eller hvilke arbeidsmåter man kan velge. Denne artikkelen ser på hvordan Kunnskapsløftet (2017) åpner for mer bruk av film og hvilke muligheter som ligger i å se elevenes forkunnskaper om visuelle tekster og sjangre som bidrag i byggingen av literacy-kompetanse. Det vises til forskning og utviklingsarbeid innen kunstfagene som fremholder viktigheten av at elever får utvikle språk til å fortelle historier basert på visuelle inntrykk (Bamford, 2008; Yenawine, 2014). Det beskrives videre hvordan lærere kan overføre lesestrategier fra disse fagene til engelskundervisningen for å gi elevene bedre rammer for å forstå og bruke film og andre visuelle narrative tekster i en språkfaglig sammenheng. Artikkelen ser nærmere på hvordan sjangerlære (Mjør et. al., 2006; Stafford, 2011) kan være et møtepunkt mellom film og skjønnlitteratur. Å integrere film bedre i engelskfaget kan også bidra til å styrke elevenes metakognitive kompetanse. Metodene som beskrives illustrerer hvordan visuelle tekster og kunnskap om læringsstrategier og forståelse for egne læringsprosesser i møte med slike tekster kan utløse mer kritisk tenkning og selvstendig læring.
Nøkkelord: film, literacy, lesestrategier, sjangerlære, eventyr, fantasy, kritisk tenkning.
Reading films
Abstract
This article addresses teachers who are looking to integrate film into their English syllabus and who are searching for related methods that will enable them to fulfil both subject and core curriculum aims (Kunnskapsløftet 2017). I explore methods and approaches for the utilization of Norwegian students’ extensive knowledge of visual texts and genres in the teaching of literacy and metacognitive competence. The discussion draws on research and teaching practices that demonstrate how arts integration into other subjects facilitates student output and metacognitive and higher order thinking (Bamford, 2008; Yenawine, 2014). My emphasis is on the combined use of reading comprehension and visual thinking strategies in the teaching of film in EFL courses and I propose genre-based teaching (Mjør et al., 2006; Stafford, 2011) as a viable approach to a more comprehensive literacy instruction, including both literary and film narratives. I also look at how encouraging the transfer of students’ prior knowledge of film and narrative patterns can contribute to greater learner autonomy.
Keywords: film, literacy, reading strategies, visual thinking strategies, genre-based teaching, critical thinking.
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