Dolores Álvarez-Rodríguez

5.3 Deconstruction and Film Heritage in Pre-Service Teacher Training (Paper)

Dolores Álvarez-Rodríguez – Faculty of Education, University of Granada, Spain

Ángela Barrera-García – Department of Musical, Plastic and Corporal Expression Didactics, University of Granada, Spain

Abstract:

Given the complexity of audiovisual narratives in the digital era and the challenge of developing analytical and reflective skills in the classroom around audiovisual consumption, this project uses filmic defragmentation from a new collaborative perspective as a resource for educational artistic creation for future teachers. Defragmentation, understood as the process of deconstructing and re-generating the visual and sound narrative, is explored from a collaborative and interactive approach, where participants question the multiple layers of meaning present in a film work and allow them to co-author a collaborative video essay. The project is part of the pre-service teacher education of Primary Education with a significant sample of students who have worked under an a/r/tographic methodological approach in teams to generate three different video-essays with the aim of fostering creativity and placing them in an active role in creating their own works. In addition, it also develops their analytical and reflective skills. To this end, a current audiovisual reference has been used as a starting point to provide the necessary aesthetic and conceptual keys to promote and explore new perspectives on our cultural and filmic heritage. As a result of the integration between film theory and the visual arts, an aesthetic and conceptual quality is observed in the resulting works, also motivated by the position of the film as a tool for the development of the visual arts.