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Bachelor-Verteidigung

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Folien zu der Verteidigung meiner Bachelor-Arbeit ("Die Darstellung von Angst und Furcht im Kinderfilm"

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Bachelor-Verteidigung

  1. 1. Verteidigung der Bachelorarbeit Wolfgang Ruge Student der Medienbildung, 6. Fachsemester | Matrikelnummer: 175611 mail@wolfgang-ruge.name | http://www.wolfgang-ruge.name Otto-von-Guericke-Universität, Magdeburg | 23.09.2008
  2. 2. Gliederung <ul><li>Fragestellung </li></ul><ul><li>Methodik </li></ul><ul><li>Ergebnisse </li></ul>Fragestellung Methodik Ergebnisse
  3. 3. 1. Fragestellung <ul><li>Wie werden Angst und Furcht im Kinderfilm dargestellt ? </li></ul><ul><ul><li>Kontext des Angst- und Furchterlebens </li></ul></ul><ul><ul><ul><li>Narrative Rahmung </li></ul></ul></ul><ul><ul><li>Filmsprachliche Darstellung von Angst und Furcht </li></ul></ul>Fragestellung
  4. 4. 1. Fragestellung <ul><li>Wie werden Angst und Furcht im Kinderfilm dargestellt ? </li></ul><ul><li>Welche Bildungspotenziale liegen in der Struktur der Angst- und Furchtdarstellung begründet? </li></ul>Fragestellung
  5. 5. 2. Methodik <ul><li>Klärung wichtiger Begriffe </li></ul><ul><li>Herausarbeiten von Mustern der Angst-und Furchtdarstellung </li></ul><ul><ul><li>Filmauswahl durch theoretisches Sampling </li></ul></ul><ul><ul><li>Strukturale Filmanalyse </li></ul></ul><ul><ul><ul><li>Kategorisierung anhand narrativer Rahmungen </li></ul></ul></ul><ul><ul><ul><li>Filmsprachliche Inszenierung der Angst/Furcht </li></ul></ul></ul>Fragestellung Methodik
  6. 6. 2. Methodik <ul><li>Klärung wichtiger Begriffe </li></ul><ul><li>Herausarbeiten von Mustern der Angst-und Furchtdarstellung </li></ul><ul><li>Exploration von Bildungspotenzialen </li></ul><ul><ul><li>Vier Dimensionen der Medienbildung </li></ul></ul>Fragestellung Methodik
  7. 7. 3. Ergebnisse Fragestellung Methodik Ergebnisse
  8. 8. 3.1.1 Angst-Furcht-Transformation <ul><li>Gegenspieler in „geschützter Sphäre“ = Personifikation kindlicher Angst </li></ul><ul><ul><li>Geschütze Sphäre = Von der Alltagswelt des Kindes klar abgegrenzter Ort </li></ul></ul><ul><li>Polarisierte Personenkonstellation </li></ul><ul><li>Angst: sich ängstigendes Kind </li></ul><ul><li>Furcht: </li></ul><ul><ul><li>Betonung der Überlegenheit des Furchtbaren </li></ul></ul><ul><ul><li>Audiovisuelle Codierung von Gut und Böse </li></ul></ul>Fragestellung Methodik Ergebnisse
  9. 9. 3.1.2 Permanente Bearbeitung und 3.1.3 Mutprobe <ul><li>Permanente Bearbeitung </li></ul><ul><ul><li>Zwei sich komplementär ergänzende Außenseiter erschaffen sich eine Traumwelt </li></ul></ul><ul><ul><li>Traumwelt fungiert als formbarer Gegenentwurf zur Realität </li></ul></ul><ul><li>Mutprobe </li></ul><ul><ul><li>Handlungsumfeld durch „männliche Sozialisation“ geprägt </li></ul></ul><ul><ul><li>Hauptperson muss Mutprobe bestehen, um in der Gesellschaft anerkannt zu werden </li></ul></ul>
  10. 10. 3.1.4 Heldenreise und 3.1.5 Gegenspieler <ul><li>Heldenreise </li></ul><ul><ul><li>Handlungsrahmen: Konzept der Heldenreise nach Campbell / Vogler </li></ul></ul><ul><ul><li>Aufbruch -> Initiation -> Rückkehr mit höherem Status </li></ul></ul><ul><li>Genrespezifische Gegenspieler </li></ul><ul><ul><li>Grundmuster: Kind und Gegenspieler konkurrieren um ein Objekt </li></ul></ul><ul><ul><li>Die Art des Gegenspielers ist genreabhängig </li></ul></ul><ul><ul><li>Genreübergreifende Gemeinsamkeiten </li></ul></ul>Fragestellung Methodik Ergebnisse
  11. 11. 3.2 Bildungspotenziale <ul><li>Wissensbezug </li></ul><ul><ul><li>Codierung von Gut und Böse auf Stufe des Lernens I </li></ul></ul><ul><ul><li>Differenziertere Darstellung in „Brücke nach Terabithia“ ist ein Sonderfall </li></ul></ul>Fragestellung Methodik Ergebnisse
  12. 12. 3.2 Bildungspotenziale <ul><li>Wissensbezug </li></ul><ul><li>Handlungsbezug </li></ul><ul><ul><li>Heldenreise als permanenter Entscheidungszwang </li></ul></ul><ul><ul><li>Permanente Bearbeitung: Erprobung von Handlungsoptionen in Fantasiewelt </li></ul></ul><ul><ul><li>Mutprobe: Keine Hinterfragung der Mutprobe </li></ul></ul>Fragestellung Methodik Ergebnisse
  13. 13. 3.2 Bildungspotenziale <ul><li>Wissensbezug </li></ul><ul><li>Handlungsbezug </li></ul><ul><li>Grenzbezug </li></ul><ul><ul><li>Permanente Bearbeitung: Thematisierung der Grenze zwischen „objektiv-wahrnehmbarer“ und „subjektiv-gefühlter“ Realität </li></ul></ul><ul><ul><li>Kann zu Bildung II führen </li></ul></ul>Fragestellung Methodik Ergebnisse
  14. 14. 3.2 Bildungspotenziale <ul><li>Wissensbezug </li></ul><ul><li>Handlungsbezug </li></ul><ul><li>Grenzbezug </li></ul><ul><li>Biographiebezug </li></ul><ul><ul><li>Angst-Furcht-Transformation: Reflexion über Identitätsbildung im märchenhaften Modus (Bettelheim) </li></ul></ul>Fragestellung Methodik Ergebnisse
  15. 15. Ende der Präsentation <ul><li>Vielen Dank für Ihre Aufmerksamkeit </li></ul><ul><li>Diskussion: </li></ul><ul><ul><li>Offene Fragen? Kritik? Anregungen? </li></ul></ul><ul><ul><li>Metalogik bei Musterbezeichnungen </li></ul></ul>Fragestellung Methodik Ergebnisse

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