Reflections on The Cinema Hypothesis: A response to Alain Bergala
This article engages in debate with Alain Bergala's The Cinema Hypothesis. It selects four topics for discussion. The article agrees with Bergala's arguments for the importance of (film) art in education as a productively subversive practice, and that engagement with film should be a creative process, in the viewing and interpretation of film as well as in film-making. It disputes Bergala's opposition to language-isms, arguing for the value of multimodal semiotics as a way for students to understand the structures of the moving image. It also disputes Bergala's efforts to insulate film from other media, arguing that, in a world of proliferating transmedia narrative, educators and students benefit from exploring representations and structures between and across media.
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Document Type: Research Article
Publication date: June 1, 2018
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- The Film Education Journal is the world's only publication committed to exploring how teachers and other educators work with film, and to involving other participants - policymakers, academics, researchers, cultural agencies and film-makers themselves - in that conversation. It is a bi-annual, open-access, peer-reviewed journal sponsored by the UCL Institute of Education in partnership with the British Film Institute, the Centre for the Moving Image and Creative Scotland.
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