scholarly journals PEDAGOGICAL DESIGN OF CHILDREN'S CREATIVE TEAM ACTIVITIES: FROM IDEA TO MODEL

2021 ◽  
pp. 7-7
Author(s):  
I.A. Terenteva ◽  
T.Y. Dimitrova
Keyword(s):  
Pedagogical Design ◽  
Creative Team

Accessible Filmmaking and Media Accessibility

2020 ◽  
pp. 323-353
Author(s):  
Pablo Romero-Fresco
Keyword(s):  
Production Process ◽  
Film Studies ◽  
Film Industry ◽  
Theoretical Framework ◽  
Potential Solution ◽  
Creative Team

Despite their importance in the reception and distribution of films, translation and accessibility have traditionally been neglected in the film industry. They are regarded as an afterthought, which results in translators being isolated from the creative team and working in conditions that hamper their attempts to maintain the filmmaker’s original vision. As a potential solution to this problem, accessible filmmaking (AFM) aims to integrate translation and accessibility into the production process through the collaboration between the creative team and the translator. This chapter outlines, firstly, the theoretical framework that underlies AFM, drawing on both translation/media accessibility and film studies and incorporating the notion of the global film. It then reviews the application of AFM in the filmmaking industry through the collaboration between accessible filmmakers and directors of translation and access. Finally, it introduces a new engagement-based approach to media accessibility that has resulted from AFM and compares it to the comprehension-based approach that has traditionally been used in this area.

The Producers and Hairspray

2019 ◽  
pp. 589-611
Author(s):  
Dean Adams
Keyword(s):  
Original Work ◽  
Movie Stars ◽  
Creative Team ◽  
Audience Demographics

Marketability is the focus of this chapter on The Producers and Hairspray, movies that were based on stage musicals that were originally based on low-budget, largely nonmusical movies. The chapter compares the two movie adaptations, noting that Susan Stroman restaged her original work for film, and many of the original creative team (including costume designer William Ivey Long) reprised their Broadway visual contributions for film, while the producers of Hairspray selected Hollywood professionals instead of the original Broadway creative team to supervise the making of the film. In another contrast, the 2005 film of The Producers is 134 minutes long to Hairspray’s 116, and The Producers used its Broadway stars rather than using the latest Hollywood names; Hairspray chose movie stars. With these contrasting strategies, and their relationship to the audience demographics for cinema today, it is unsurprising that Hairspray was a hit on the screen and that The Producers was a flop.

scholarly journals A favorable moral and psychological climate of children’s creative team as a condition for determining students’ social identity

2021 ◽  
Vol 10 (3) ◽  
pp. 279-282
Author(s):  
Svetlana Sergeevna Smirnova
Keyword(s):  
Social Identity ◽  
Psychological Climate ◽  
Identity Problem ◽  
Creative Team

The paper characterizes the contribution of domestic and Western scientists to the study of social identity problem (A.V. Averchenko, I.V. Baryshnikova, L.V. Kalinina, A.V. Nechaev, D.P. Sidorenko, H. Arendt, J. Ranciere, H. Tajfel). The role of childrens creative team and favorable moral and psychological climate of childrens creative team in determining students social identity are outlined. The paper contains the results of the study of psychological climate of childrens creative team of the Russian folk instruments orchestra. The author also characterizes relations in the collective and students perception of themselves in the collective as members of the Russian folk instruments orchestra. The author also presents a process of formation of moral and psychological climate of childrens creative team in the context of value-meaningful and contextual approaches realization to create conditions for students social identity search and definition. The author has proposed types of lessons (informational, problem-based, discussion, double lecture, reflective, exploratory) and methods of educational and extracurricular creative activities that contribute to students social identity search and definition.

scholarly journals CASE TECHNOLOGIES IN BILINGUAL TRAINING OF SOCIAL SPHERE SPECIALISTS

2021 ◽  
pp. 240-251
Author(s):  
Nataliia Seiko ◽  
Svitlana Sytniakivska ◽  
Nadiia Pavlyk
Keyword(s):  
Social Workers ◽  
Professional Training ◽  
Social Sphere ◽  
Pedagogical Design ◽  
Different Types ◽  
History Of ◽  
Case Technologies ◽  
Bilingual Learning ◽  
Information Personalization

The purpose of the study is to characterize the content and possibility of using bilingual case technologies in future social workers training. To achieve this goal, methods of theoretical analysis of the scientific literature on the content, objectives, structure of case technologies; pedagogical design of a bilingual case; classification of case-types depending on the educational purpose are used. The article describes various aspects of the problem of design and implementation of case technologies social workers’ professional training. The history of the origin of cases as a learning tool is clarified. The interconnection of case studies with other methods of teaching and professional training is substantiated. The leading tasks of the case method (motivational, cognitive, communicative, and reflexive) are determined. A conclusion about the specifics of the characteristics of the language case, the problematic nature of the situation, the implicitness of the case problem, the appropriate amount of information, personalization, and professional orientation are formulated. The field structure of the case (informational, essential and technological areas) is analyzed. Features of bilingual cases and cases for future social workers’ bilingual training are outlined. Examples of different types of cases are given: cases - episodes without ending, case-essays, cases-chronicles and diaries, as well as cases for bilingual learning - motivational, cognitive, communicative and reflective ones. The author's development of a case for social workers’ bilingual training is presented and proposals for the implementation of several other cases of different types are given. 

scholarly journals Pedagogical Design of Digital Coursewith the use of LMS Moodle Tools

2021 ◽  
pp. 51-61
Author(s):  
Mykola A. Semenov ◽  
◽  
Vladyslav D. Krotkykh ◽  
Keyword(s):  
Learning Outcomes ◽  
Time Use ◽  
Assessment Tools ◽  
Digital Learning ◽  
Second Stage ◽  
Pedagogical Design ◽  
Competency Based ◽  
Support Methods ◽  
Research Show

Introduction. The introduction of a competency-based approach in Ukrainian higher education made it possible to update educational standards that define a set of general and professional competencies and learning outcomes, as well as introduce new pedagogical technologies and systems for monitoring the quality of education. Changes in the organization of digital learning largely depend on a competency-based approach. LMS Moodle is a platform that provides standard tools for implementing a competency-based approach. Purpose. To research the possibilities of LMS Moodle for the pedagogical design of the digital course and implementation of a competency-based approach in digital learning. Results. At the first stage, the summary of pedagogical design of a specific digital course built upon flip peddles on sequence is provided and a scheme is formed in which competencies, learning outcomes, and forms of assessment are defined. At the second stage, the process of designing a digital course based on the methodology of pedagogical design and tuning is researched, there an attempt is made to implement the course based on the competence approach using LMS Moodle tools of version 2.7 and version 3.3. As a result, a developed curriculum and framework are added to it, which allows observing the implementation of the learning outcomes in a convenient format. Conclusion. The results of the research show that in order to implement a competency-based approach with the use of LMS Moodle, the following requirements are essential: the scheme with linked competencies, learning outcomes, learning activities, and assessment tools. each activity has clearly indicated form, result, support methods, and estimated time. use of rubrics with all criteria aligned to learning outcomes. According to the results of the study, there are differences between LMS Moodle 2.7 and 3.3. In versions of Moodle later than 3.1, it is more convenient to analyze the achievement of learning outcomes for multiple digital courses by creating a hierarchy of competencies and learning outcomes; it is easier to conduct monitoring of the progress made towards the achievement of learning outcomes.

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