Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574538
Title: Movies teach movies : exploring what children learn about narrative from children's films
Author: Parry, Becky
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2011
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Abstract:
In this thesis I focus on children's engagements with moving image media in order to understand the role of film (and children's films in particular) in children's developing understandings of narrative. Using a collaborative and creative research methodology I invited six children in Year 5 to create stories in a variety of forms, including short films. I examined the children's understandings of narrative as expressed in their multimodal productions in the light of reader response and narrative theories. I also drew on data from interviews, the children's photography and a questionnaire to explore the role of film in the children's home and school identity and literacy practices. I demonstrate that the films the children encountered provided them with imaginative spaces in which they could create, play and perform familiar and unfamiliar, fantasy and everyday narratives. This narrative play was closely connected to identity and literacy practices (Marsh, 2005; Moje and McCarthey, 2002). Family was key to the support and encouragement of this social play (Marsh, 2005) and, at school, the playground was also key. However in the literacy classroom, some of the children encountered a discontinuity between their experiences of narrative at home and those that were valued in school. I present storied accounts of the developing identities of the children in the research group, in relation to film. I then demonstrate the distinct and complex understandings of narrative the children were able to express in spaces into which children's film and popular culture were explicitly invited. Here, I focus on children's understandings of both the characteristics of narrative across modes and on the kineikonic mode of film Burn and Parker (2003). Finally, I reflect on the challenges facing children whose primary experiences of narrative are embedded in moving image media when their experiences are not given opportunities for expression in the classroom
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.574538  DOI: Not available
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