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Lecturer(s)
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Vala Jaroslav, doc. Mgr. Ph.D.
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Kříž Michal, Mgr. Ph.D.
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Mašát Milan, Mgr. Ph.D.,MBA,Ed.D.
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Course content
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1. Literature and film as forms of narration Discussion: What does "tell" mean in literature and film? - Activity: Analysis of the narrative situation in a short story (B. Hrabal - Automat Svět) and its film version (Perličky na dne). - Methodology: Work in pairs: students compare the character of the narrator and the rhythm of the narration; the teacher leads a guided discussion on the changes in the film transcript. 2. Adaptation theory: typology and models Short lecture + work with the typology of adaptations (McFarlane, Bluestone). - Activity: Classification of adaptations according to the scheme - faithful, free, thematic, intermedial. - Methodology: Worksheet with tasks to compare different versions (e.g. Grandma - a film from the 70s vs. a television production). 3. Basics of film analysis: image, sound, editing - Activity: Analysis of a scene without words - what does the image, sound, rhythm of editing say (e.g. The Incinerator). - Methodology: Use of the "3x why" methodology - why a given shot? why filmed like this? why without music? 4. Ideology in film and literature Activity: Analysis of the value framework in the story - what is considered the norm, what is considered a deviation? - Text + film: I served the King of England - how the view of the hero, sexuality, relationship to the nation changes. - Methodology: Work in groups - 1 group examines the film, 1 text, a common collage of values on the board. 5. History of film education in Czech schools - Activity: Students analyze RVP ZV and RVP G - where is the space for film education? - Methodology: Lecture + assignment: propose 2 options for incorporating film into elementary school teaching - short presentation. 6. Czech Literature on the Screen I (until 1989) - Examples: Hrabal - Postřižiny, Olbracht - Nikola Šuhaj, Vančura - Rozmarné léto. - Activity: Comparison of dialogues and inner speech - what remains, what disappears. - Methodology: Individual table of differences + group discussion. 7. Czech Literature on the Screen II (after 1989) - Examples: Stories of Ordinary Madness, Bonds, Sensitive Man. - Activity: "Role of the Director" - students propose an alternative style/casting/message. - Methodology: Teacher-led debate - argumentation and creative reinterpretation. 8. Changes in film genres and the influence of the original - Activity: Comparison of film and literature in the genres of science fiction (I, Robot), horror (The Core), romance (Pride and Prejudice). - Methodology: Group work - output in the form of a comparative presentation of genre codes. 9. Contemporary Czech documentary and literature - Screening: On Blood, Invisible, FC Roma. - Activity: Analysis of "literary" devices - motifs, narrator, atmosphere. - Methodology: Record sheet with questions: What are the emotions, language, and structure of the documentary? 10. Adaptation of "great" Czech novels - Case study: The Cremator, The Death of the Beautiful Deer, The Sister. - Activity: Students create a script for a film scene from a Czech novel that has not yet been filmed. - Methodology: Teamwork + feedback in the group. 11. Didactic possibilities of adaptations in literature teaching - Model lesson: The Little Prince - reading an excerpt, watching a scene, creative processing. - Methodology: Reflection of RWCT methods - evocation, awareness, reflection + cross-curricular connections. 12. Methods of film analysis and interpretation in school - Techniques: storyboard, scene sequence, dialogic reading, working with audio. - Methodology: The teacher presents a clip without image/sound students reconstruct the story. 13. Final lesson: creating their own teaching module - Activity: Each student creates a proposal for a teaching unit (literary model + film adaptation + didactic objective).
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming)
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Learning outcomes
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The course focuses on the relationship between literature and film, especially the phenomenon of film adaptation of literary works. With regard to the educational context of primary school, it provides a basic orientation in the issue of the transfer of narrative structures between media, including the distinction between the specifics of literary and film narratives. Emphasis is placed on Czech film and literature, but foreign production and documentary film are also reflected. The course includes film screenings, analytical and interpretative activities and discussions on the possibilities of pedagogical use of literary-film parallels in school practice.
Upon completion of the course, the student will be able to: characterize the basic relationships between literary and cinematic works; understand the principles and types of film adaptation; use the basic conceptual apparatus of film analysis and interpretation; distinguish the formal and ideological differences between a literary work and its adaptation; evaluate the possibilities and limits of transmedia transfer with emphasis on the target audience; suggest ways of using literary and film works in the primary school curriculum; apply knowledge in the interpretation of Czech and international literary works in film processing; cultivate media literacy and aesthetic perception of pupils through intermediality.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Student performance, Seminar Work
Preparation of a seminar paper including: introduction of the selected literary work and its film adaptation (including bibliographic data); interpretation of the main theme/message of both works; analysis of the differences between the literary and film versions in terms of narrative structure, media language, ideological shift or style; application of the basic tools of film interpretation (composition, editing, cinematography, acting, sound); overview of the sources used in a unified and professional citation (e.g. ISO 690, APA). Requirements for students with ISP: - Submission of a seminar paper of 10-15 standard pages (excluding title page and final list of references) on the comparison of any book and its film treatment. The seminar paper should include: a) a brief introduction of your chosen book (author, year of publication, illustrator, etc.) and film (director, producers, length of film, etc.); b) the main theme/idea/message of the publication and film: this is not a summary of the content, but an excerpt of the main idea or mission; c) a description of the differences between the publication and its film adaptation; d) a detailed interpretation of the film through the use of basic interpretative tools; e) a list of literature, films viewed, etc., in the form of a valid bibliographic citation of your choice (ISO 690, APA, etc.).
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Recommended literature
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FEDROVÁ, Stanislava (ed.). (2010). Česká literatura v intermediální perspektivě. Praha: Ústav pro českou literaturu AV ČR: Akropolis.
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HUTCHEON, Linda. (2012). Teória adaptácie. Brno: JAMU.
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HUTCHEON, Linda. (2012). Teória adaptácie. Brno: JAMU.
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CHATMAN, Seymour. (2008). Příběh a diskurz. Narativní struktura v literatuře a ve filmu. Brno: Host.
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CHATMAN, Seymour. (2008). Příběh a diskurz. Narativní struktura v literatuře a ve filmu. Brno: Host.
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JŮVA, Vladimír. (1995). Estetická výchova: vývoj, pojetí, perspektivy. Brno: Paido.
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MAŠEK, Jan. (2002). Audiovizuální komunikace výukových médií. Plzeň: ZČU.
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MAŠEK, Jan. (2002). Audiovizuální komunikace výukových médií. Plzeň: ZČU.
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MRAVCOVÁ, Marie. (1990). Literatura ve filmu. Praha: Melantrich.
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MRAVCOVÁ, Marie. (1990). Literatura ve filmu. Praha: Melantrich.
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NAREMORE, James (ed.). (2000). Film Adaptation. New Brunswik, New Jersey: Rutgers University Press.
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