PEDAGOGICAL STRATEGIES FOR USING CINEMA IN ORGANIZING THE EDUCATIONAL PROCESS: THE EXPERIENCE OF THE USA

Abstract

Abstract. The article analyzes pedagogical strategies developed by American scholars for using cinematography in organizing the educational process in schools, colleges, and universities in the United States. It examines definitions commonly used in contemporary U.S. scholarly discourse: media education - viewed as a process aimed at developing an individual’s ability to analyze, evaluate, create, and interpret media texts of various formats; media literacy - defined as the outcome of effective media education, encompassing the ability to analyze and evaluate media texts; film literacy - interpreted as the ability to understand, interpret, analyze, and create moving images in various socio-cultural contexts; and pedagogical strategy - understood as a regulated psychological construct that supports the effective resolution of personal and professional tasks based on actualized knowledge, skills, and experience. The main pedagogical strategies for using cinema in the educational process are characterized: combining media analysis and media production - which includes analyzing the context of film creation, genre features, narrative structure, stereotypes, as well as economic and political aspects of film production; the practical strategy - aimed at deepening students’ understanding of films, developing their personal viewpoints and reflection; the retrospective strategy - focused on using historical films as a means of developing historical consciousness and self-identity; the interdisciplinary strategy - integrating films into literature lessons and interdisciplinary projects; and the extracurricular strategy - revealing the potential of cinema in organizing out-of-class activities, including joint film viewing by children and parents. It is demonstrated that the effectiveness of a particular strategy depends largely on teachers’ level of preparation.