Black International Cinema Berlin
The initiatives Black International Cinema Berlin (BICB), together with Fountainhead® Tanz Theatre and the Collegium - Forum & Television Program Berlin gather an international, intercultural community of persons engaged in achieving increasing understanding and cooperation between individuals and groups in support of democratic procedures and the elimination of violence, religious, ethnic and gender persecution, youth exploitation, homophobia and racial hatred through the process of art, education, culture and dialogue.
The utilization of this philosophical basis is the departure point for the presentation of an annual, intercultural film and video festival, weekly television programs, publications and artistic presentations.
Awards given in recent years:
- Best film/video: by a Black filmmaker
- Best film/video on matters relating to the Black Experience / Marginalized People
- Best film/video by a German filmmaker or a filmmaker residing in Germany
- Best children's film/video
- Best film/video in the Fine Arts Disciplines
- Best film/video documentary production
ENGAGE learning project
ENGAGE (European Network for Growing Activity in Game-based learning in Education) is an international portal on game-based learning, financed by the EC LLP program, where such innovative approaches can be shared with other practitioners. The portal also fosters dialogue amongst teachers and practitioners, game-design students and game industry around the topic of game-based learning.
FWU - Institute for Film and Picture in Science and Education
The FWU (Institut für Film und Bild in Wissenschaft und Unterricht - Institute for Film and Picture in Science and Education) is a leading producer of media for schools and other educational organisations in Germany. It keeps as stock of about 2,000 titles for almost all school subjects and cross-area education, as well as fictional movies for children and youth.
Große Gefühle: Bilder, Musik und Sprache im Film
Children and youth won’t stop watching TV because of critical media education. This age group hates nothing more than following orders when it comes to choosing a TV channel or a programme. Because of that, this text introduces three projects which take an action-oriented and not an analytical approach to the topic of “picture, language and music on screen”. Pupils get the chance to develop their own standards and simultaneously learn to be more aware of other standards. By producing their own soap-opera, by re-dubbing a sequence of a movie or by turning music into video they get the chance to experiment freely with both picture and sound.
Introduction: Fascination of TV – turning pictures and sound into emotions
Project 1: There are also “Gute und schlechte Zeiten” in our lives – creating a “photo-soap”
• Introduction: short history about soaps
• Daily soaps in children’s daily lives: media-educational classification
• Didactical-methodical practice
• Overview of the lessons
• Descriptions of the lessons
• Results and experiences
• Technical requirements
Project 2: Re-dubbing – the significance of language on screen
• Media-educational classification
• The foreign-language original in class – didactical-methodical practice
• Overview of the lessons
• Tabulated view of the class schedule and the respective working sheets
• Technical requirements and resources
• A new approach to teaching foreign languages: experiences and results
Project 3: “Pacific 231” – turning programme music into film
• Creating new worlds with pictures and music – media-educational classification
• Video clips in music class – didactical-methodical practise
• Tabulated view of the class schedule
• Turning sound into pictures – course of the class and accompanying resources
• Technical requirements, resources and media
• Experiences and results
Video in der schulischen Sprecherziehung
The writer mentions the objectives of speech pedagogy in school, points out the use of video as a means of teaching speech and introduces evaluation criteria for the assessment of the videos. Furthermore, possible problems are thematized.
Goals of speech pedagogy in schools
Basics of using video in speech pedagogy
• Speech-pedagogical evaluation criteria to analyze videos
• Body-lingustic interpretation possibilites
Problems in the use of video in speech-pedagogy
• Cognitive-emotional level of speech anxiety
• Physiologic level of speech anxiety
• Behaviorist level of speech anxiety
Ways to practice
Videoaufzeichnungen als methodische Grundlage zur Förderung der mündlichen Argumentationsfähigkeit in der Sekundarstufe
Video recordings can be an important means of fostering the ability to debate in school. The writer offers curriculum goals, thoughts about the complexity of debates, suggestions and reasons for the use of video recordings in class. The step-by-step instructions for developing a “debating curriculum” help putting that process into a structure.
Some preliminary remarks as an assessment
Thoughts about curriculum goals
About the complexity of debates
Suggestions and reasons for the use of video recordings to improve the ability to debate
• Aspect of motivation and reflection about the pupils’ own linguistic pattern
• Aspect of interaction and action-orientation
• Aspect of reflection about language using recorded TV-shows
Steps for developing a “debating curriculum”
Berichterstattung im Fernsehen
Every day, pupils are subject to a whole load of information. TV and radio are still their most popular sources of information – especially so-called “infotainment” shows are watched a lot. The projects described in this text show the pupils how deceptive an apparently “objective” show can be. They learn actively how to use certain images and linguistic styles and how to analyze their effects. The detailed description of the respective lessons offers a lot of background knowledge and gives the instructors the chance to carry out similar projects in their own schools.
Introduction: Trust – Look – Who
Project 1: Sports coverage
• Introduction: Is a sportscast an entertainment show?
• Filmed reality? – media-pedagogic classification
• …and action! – didactical-methodical practice
• Overview of the lessons
• Descriptions of the lessons with working sheets
• Go girls – results and experiences
• It’s not that hard – resources and media
• Some technology: a stand-alone system for video-editing
Project 2: ZAP – TV-channels and news coverage
• Introduction: Bad news are good news – just because they make good stories?
• Zapping between channels – media-pedagogic classification
• Events cast their shadows ahead – didactical-methodical practice
• Overview of the lessons
• Description of the single lessons in the subjects German and art with working sheets
• The longer, the better - results and experiences
• Everything fine? – resources and media
Spielfilme im Unterricht. Didaktik, Anregungen, Hinweise
Movies picture current moods, atmospheres and developments. They use different ways of showing their own view of the reality. As they are entertaining, young people like movies a lot.
This text suggests ways of working with movies in Literature, Language, Religious Education and Art-classes both in a pedagogically motivated as well as in a didactically reasonable way. The movies can both be used in terms of content or as a subject to formal analysis. If teachers manage to use that medium without destroying its aura, they can build on existing media competency and can foster new, improved abilities when it comes to handling media.
Movies in class
Didactical use of movies in class
• Use of movies and copyright law
Comenius EduMedia Awards
The Society for Pedagogy and Information or 'Gesellschaft für Pädagogik und Information' (GPI), a scientific society for multimedia, educational technology and media didactics, awards the annual Comenius-EduMedia-Awards to outstanding products in the field of ICT-supported educational media. The awards were founded in 1995 and with the Comenius-EduMedia-Awards GPI supports pedagogically, creatively and in content outstanding ICT-supported educational media.
The Comenius-EduMedia-Awards is an honorary award that is open to participants from all European countries. The awards are usually, but not exclusively presented to publishing houses and educational institutions.
Film als Gegenstand fachübergreifenden und fächerverbindenden Arbeitens in der gymnasialen Oberstufe
From the point of view of the subjects German, Art, Literature and Music, the movie „Lola rennt (Run, Lola, run)” is used as the subject of a primary and continuing education. It is supplemented by a choice of additional resources as well as suggestions for the presentation of continuing education courses.
Film as an example for working interdisciplinarily and interlinkingly
Contributions of German, Art, Literature, Music to the topic “Film”
• Establishment of the medium of film in the subject curricula of German, Art, Literature, Music
• Using film for interdisciplinary and interlinking work
• The movie “Lola rennt (Run, Lola, run)” by Tom Tykwer as a subject to primary and continuing education
• Subject-specific contributions about film from the point of view of German, Art, Literature and Music
• “Preception and Reality” and its subject-specific dimensions – an essay
Tools for planning and structurizing interdisciplinary and interlinking classes
• Examples of teaching interdisciplinarily and interlinkingly
• Organisational tools for practical use
• Specific aspects of embedding the subject “Literature” into cooperation projects
Modules and ideas for the use in class
• Data about movie history
• Resources about the movie “Lola rennt”
o Commented sequence plan
o Structural models
o Common topic “Perception and Reality”
• Contributions of the subjects
• Examples for the extension of interdisciplinary and interlinking work
Stimuli for assignments in the German, Art and Music
Stimuli for school success reviews concerning interdisciplinary and interlinking work
• General assessment criteria
Ability to work independently
• Bibliography about methodology
Suggestions and tools for presentation
• Methodology of interlinking education in senior grammar school
• “Film” as a means for interdisciplinary and interlinking work in senior grammar school classes
• Interdisciplinary and interlinking work using the example of Tom Tykwers “Lola rennt”