29, March 2010 | Published : Research |
IRI is leading research on the subject of instruments for critic and annotation tools, and these activities correspond in direct line with the pedagogic and cultural policies upheld by French public authorities. These research coincide specifically with the Ministry of National Education’s policy on the teaching of Art history, as it can be found in a rapport dating from August, 28 2008, which deals more precisely with the organization of teaching in primary schools and high schools.
One of the first goals concerning the teaching of Art history is to « progressively help students to reach the rank of enlightened amateurs « , and this matches the intentions of IRI’s research program on the faces of the amateur and its contemporary practices.
Methodologically speaking, tools like Lignes de Temps are designed to help working on forms, or structures, through its segmentation functions or the ability to cross different editing-cuts (formal or narrative), it is also helpful to access different meanings, by favorizing the expression of a subjective and personal judgment, under the guidance of a teacher (see the Auclaire report , p. 4). At IRI, we deem it important to favor the open nature of a digital tool when it is conceived, facilitating instructions, as well as the evaluation and validation of a gained knowledge.
M. Alain Auclaire’s report of Nov. 2008 on the to be granted support to cinema-related cultural initiatives is specific about the ecosystem with which the new tools for teaching and practicing cinema had to deal. He emphasizes several times the idea that is it primordial to find critical practices not only in class but in the theaters themselves. The question is to know how to uphold a renewal of the film-buff culture, as « film-clubs » once did. How can we articulate a public policy with new medias and new social networks dedicated to cinema on the internet ? How can we both respect broadcasting rights and grand visibility to the rich funds of the public archives ? To answer interrogations, IRI explores different solutions, both technological and industrial.
The IRI gives a special attention to the way those tools directly interact with the methods used in primary schools and high schools (thus Lignes de Temps is frequently used after the projection of a movie), in order to promote a real capitalization of the knowledge acquired in all those circumstances.
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