Film is an omnipresent medium that appeals to a broad range of audiences, young and old alike. Through its unique form, film captivates viewers and stimulates their cognitive faculties. However, if film viewing is followed by dialogue or discourse, the experience can have a more profound and comprehensive effect on the viewer, while offering opportunities for the exchange of ideas and perspectives.
Peer relationships are paramount for children during their formative years, particularly in early childhood and adolescence. Schools and teachers have a vital role in fostering positive peer relationships. There are various strategies for cultivating these relationships, although I focused on viewing the film and having workshops later in the empirical portion of this study, I investigate the efficacy of using film in workshops to improve peer relations and classroom climate.
The aim of this master's thesis is to analyze the experiences of teachers and students who have employed film as a medium to enhance peer relations and classroom climate. The empirical component features interviews with seven subject-level elementary school teachers, who describe their experiences planning film workshops and present examples of their teaching practices and the results they achieved. The second part comprises interviews with seven students from the same school, who recount their experience of watching films, engaging in conversations and workshops, and share their preferences for topics, content, and teaching methodologies. The study's central message is that film's use as a tool for achieving educational goals has a highly motivating, positive, and effective impact on students, but it is crucial to supplement film viewing with discussions and workshops to deepen their understanding of the film's content.
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