alireza khosravi; somayeh tajik esmaeili; sarv naz torbaty; leyla niromand
Abstract
Animation films are very popular all over the world, including in Iranian society, and have a large audience. Children learn many life and communication skills from different channels. Given the importance of life skills gained from the environment in which animations play a more effective role, the ...
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Animation films are very popular all over the world, including in Iranian society, and have a large audience. Children learn many life and communication skills from different channels. Given the importance of life skills gained from the environment in which animations play a more effective role, the question is how to display communication skills in animation, and how do the main characters react to events? To answer this question, let's move on to animation and use John Fisk's semiotics method and content coding on three levels; Appearance, technical and social have been studied. Among the four samples examined, the results of a sample of Iranian animation (Rostam and Sohrab) and a sample of non-Iranian animation (Coco) are given. The unit of analysis is animation sequences. The results indicate that in the Iranian and non-Iranian samples studied, apart from technical and technical issues, they are not different in terms of content and communication skills are well displayed in them. A set of socio-cultural implications implies relationships that are full of intimacy, support, and closeness to family members. The main character of the story voluntarily goes his own way to meet his desires and needs. In the non-Iranian example, the first character of the story, by deconstructing the story, proceeds to the forbidden subject of the story, but in the end, preserving the institution of the family is accompanied by preserving the institution of the family. In these representations, the child is not represented in its natural age position and is shown to be older than their age. Pride and emphasis on customs, national symbols, preserving the institution of the family, giving a role and paying attention to the child are among the good and suitable contents of animation.
mehrnoosh hedayati; mojgan kosha
Volume 7, Issue 1 , September 2017, , Pages 181-199
Abstract
To investigate the effects of the community of inquiry method on critical thinking of students in media literacy (animation), an experiment was designed and conducted in Tehran among 8th-grade students in academic year 2014-2015. The research population was all sixth grade elementary school students ...
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To investigate the effects of the community of inquiry method on critical thinking of students in media literacy (animation), an experiment was designed and conducted in Tehran among 8th-grade students in academic year 2014-2015. The research population was all sixth grade elementary school students in Tehran, among which 48 students were selected by cluster random sampling and were randomly assigned to two experimental and control groups. With 99% confidence, the findings showed that the participation of students in the community of inquiry affects their critical thinking skills. This effect was also significant on the skill of inductive reasoning, deductive reasoning, observational analysis of media messages, the power of trust, and hypothesis construction ability of student. Based on the findings of this study, it can be concluded that educational methods such as ‘community of inquiry’ that promote critical thinking, improve media literacy of students
