ABSTRACT

This paper presents a case study realized in a Greek model high school as an extracurricular animation-making project during an after-school club. The student-participants were 20 volunteers between 16 and 18 years old. The researcher studied the affective function of moving image literacy, i.e. the feelings and emotions experienced by the student-participants during animation-viewing, animation-making as well as the affective engagement they wished to cause to their audience. Their creation was a short animation film entitled ‘The Society’, symbolically dealing with the issue of the Greek economic crisis from a social viewpoint. The affective function studied is considered as one of the benefits of moving image literacy, whether this literacy is applied within a subject of the curriculum, is taught as a subject per se or is applied in an extracurricular project addressing all age groups. So, this case study shows the range of feelings students can experience during an animation-making project and how their emotional involvement contributes to the success of the pedagogic process. Its aim is to encourage teachers to use moving image literacy as a means of affective involvement of their students with the subject taught, an aspect that has not been widely explored so far.

摘要

本文介绍了一个在希腊示范高中实现的案例研究，作为课外俱乐部期间的课外动画制作项目。学生参与者是 20 名 16 至 18 岁的志愿者。研究人员研究了动画素养的情感功能，即学生参与者在观看动画、动画制作过程中所体验到的感受和情绪，以及他们希望对观众产生的情感参与。他们创作的动画短片名为《社会》，象征性地从社会角度处理希腊经济危机的问题。所研究的情感功能被认为是运动图像素养的好处之一，无论这种素养是否应用于课程的某个学科，本身作为一门学科教授或应用于针对所有年龄组的课外项目。因此，本案例研究展示了学生在动画制作项目中可以体验到的各种感受，以及他们的情感投入如何有助于教学过程的成功。其目的是鼓励教师使用运动图像素养作为学生情感参与所教科目的一种手段，这一方面迄今尚未得到广泛探索。