Film-dialogic Curiosity
With “Film Dialogisk Nysgerrighed” we are inspired by the pedagogical method “dialogic reading”, and investigate how the film medium can be used as a focal point for a dialogue in kindergartens. Children’s interpretations of the film often give rise to more than “just” dialogue, and we further investigate how film dialogue and film pedagogy can contribute to pedagogical activities that strengthen education and learning in kindergartens. We have delved into the following questions;
1. What happens when children actively watch films in an educational context?
2. How can films be used as an impulse for play, creativity and movement?
Film-Dialogic Curiosity tries to contribute with culture around film that adds nuance to the screen debate. It is therefore important to ask yourself; why should children and adults watch films together in an educational context?
The project Film Dialog Curiosity demonstrates that dialogic film screening can be used systematically and with pedagogical insight to promote language development, creativity and inclusion among children in day care. By taking the potential of aesthetics and quality films as a starting point, meaningful film pedagogical processes and activities are created that both engage children and provide space for their own impulses and interpretations. An important experience is that dialogic film screening does not necessarily have to follow fixed methods, but should be based on a curious, investigative approach, where educators actively invite children to dialogue and reflection through open questions and shared interpretation. The creative processing, e.g. through crafts and stop-motion animation, supports both language and senses and gives children the opportunity to translate the film’s impulses into their own expressions and stories with ownership.
The project also highlights the importance of re-evaluating traditional notions of how to watch films with children. It is acceptable and pedagogically relevant for children to be active, move and react spontaneously during film viewing, which creates a more inclusive and dynamic learning space. In addition, the project points out that choosing films with varied aesthetic expression can create an equal starting point for experience and dialogue. The aesthetic form of the film can inspire subsequent creative activities that maintain the children’s interest and support continued language and play development.
The project also highlights the importance of re-evaluating traditional notions of how to watch films with children. It is acceptable and pedagogically relevant for children to be active, move and react spontaneously during film viewing, which creates a more inclusive and dynamic learning space. In addition, the project points out that choosing films with varied aesthetic expression can create an equal starting point for experience and dialogue. The aesthetic form of the film can inspire subsequent creative activities that maintain the children’s interest and support continued language and play development.
Interviews:
As part of our documentation of the project – and for dissemination purposes – we have conducted these two interviews with the educators and researchers, respectively, who talk about their discoveries and experiences during the process.
