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Titlebook: Children, Film and Literacy; Becky Parry Book 2013 Palgrave Macmillan, a division of Macmillan Publishers Limited 2013 children.film.liter

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書目名稱Children, Film and Literacy
編輯Becky Parry
視頻videohttp://file.papertrans.cn/226/225229/225229.mp4
圖書封面Titlebook: Children, Film and Literacy;  Becky Parry Book 2013 Palgrave Macmillan, a division of Macmillan Publishers Limited 2013 children.film.liter
描述Children, Film and Literacy explores the role of film in children‘s lives. The films children engage in provide them with imaginative spaces in which they create, play and perform familiar and unfamiliar, fantasy and everyday narratives and this narrative play is closely connected to identity, literacy and textual practices. Family is key to the encouragement of this social play and, at school, the playground is also an important site for this activity. However, in the literacy classroom, some children encounter a discontinuity between their experiences of narrative at home and those that are valued in school. Through film children develop understandings of the common characteristics of narrative and the particular ‘language‘ of film. This book demonstrates the ways in which children are able to express and develop distinct and complex understandings of narrative, that is to say, where they can draw on their own experiences (including those in a moving image form). Children whose primary experiences of narrative are moving images face particular challenges when their experiences are not given opportunities for expression in the classroom, and this has urgent implications for the te
出版日期Book 2013
關(guān)鍵詞children; film; literacy; culture; identity; production; research; childhood studies
版次1
doihttps://doi.org/10.1057/9781137294333
isbn_softcover978-1-349-45150-0
isbn_ebook978-1-137-29433-3
copyrightPalgrave Macmillan, a division of Macmillan Publishers Limited 2013
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Researching Film with Children,y literature review. Hart (1992) observes that in research, children are commonly subjects of formal, language-orientated methods:.Such research is met, by some children, with a resounding ‘culture of silence’ (Reason, 1994, p. 328). Gauntlett (2005) argues that relying solely on formal methods of d
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Film Identities in Practice, the playground. ‘You’re Darth Sidius! You’re Darth Sidius!’ said one boy to another who was lying on the ground with his arms raised into a triangle, holding his imaginary light sabre in an accurate re-enactment of a Jedi warrior character in .,, (Lucas, 2002). I made a mental note to add this to m
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,Film in Children’s Storytelling,His skill as a storyteller is exhibited in the slightly reverent, hushed tone he uses as he describes an opening title sequence. The idea sounds rather like the opening scene of ., (Newell, 1994), a film which he might well have seen. What he is able to read and then articulate explicitly is an impo
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in which they create, play and perform familiar and unfamiliar, fantasy and everyday narratives and this narrative play is closely connected to identity, literacy and textual practices. Family is key to the encouragement of this social play and, at school, the playground is also an important site f
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