Barrett, M;
(2020)
Moving beyond the ‘shot-type list’ towards
the ‘Meaning Model’: Placing meaning at the
centre of film education.
Film Education Journal
, 3
(2)
10.14324/FEJ.03.2.08.
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Abstract
In 1990 Kress and Van Leeuwen’s Reading Images began a conversation based upon the practice of teaching image-orientated texts in Australian classrooms. Since then, however, little of this important conversation has been translated into meaningful pedagogical change for the teaching of kineikonic (moving image) texts in Australia. From state-run primary schools to national postgraduate film education institutions, the primary tool used to initiate students into the potential to create meaning through film – the shot-type list – has remained relatively unchanged. This article proposes an updated pedagogical tool – identified as the ‘Meaning Model’ – which draws from contemporary discourses around how films make meaning in seeking to bring understandings of the kineikonic mode into the classroom, in a practical and accessible way.
| Type: | Article |
|---|---|
| Title: | Moving beyond the ‘shot-type list’ towards the ‘Meaning Model’: Placing meaning at the centre of film education |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/FEJ.03.2.08 |
| Publisher version: | https://doi.org/10.14324/FEJ.03.2.08 |
| Language: | English |
| Additional information: | © 2020 Barrett. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | kineikonic, pedagogy, Kress, Van Leeuwen, shot type |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10124393 |
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