Abstract
Multiscreen society bombards us with images about which we can not think, to this is added a technological development that is hast urned us as a issues – receivers of pictures / images in our daily lives. Thus arises a need to deepen the possibilities of emancipation that the current socio-historical landscape can have. “Educar la mirada” we are a group of professionals in education and audiovisual communication that pretend, through film- art and new audiovisual creation devices, to encourage literacy and audiovisual creation for life. We start from work with collectives whose artistic motive has no lucrative interest, such as the public school; hence our interest in non-productive subjects. This project arises from the work carried out by the Trabenco Educational Community ( Public School ) in relation to the environment that exists between childhood and the audiovisual media.Theories of reflection on audiovisual literacy and ways of doing creative people who have a clearer meaning for our approach are: F.P.R Bergala, work CineSinAutor, proposals for Medvedkin, language patterns Alxander and creative crystallizations by authors such as Trier, Rossellini, Rodari, Vigotsky or Svankmajer.This project aims at a careful attention to the audiovisual with the intention of giving it a use beyond stagnant paradigms, where the possibilities we seek are those that make effective the needs and purposes that are given by the collectives themselves.
Highlights
Multiscreen society bombards us with images about which we can not think, to this is added a technological development that is hast urned us as a issues – receivers of pictures / images in our daily lives
Theories of reflection on audiovisual literacy and ways of doing creative people who have a clearer meaning for our approach are: F.P.R Bergala, work CineSinAutor, proposals for Medvedkin, language patterns Alxander and creative crystallizations by authors such as Trier, Rossellini, Rodari, Vigotsky or Svankmajer
This project aims at a careful attention to the audiovisual with the intention of giving it a use beyond stagnant paradigms, where the possibilities we seek are those that make effective the needs and purposes that are given by the collectives themselves
Summary
Las teorías de reflexión sobre alfabetización audiovisual y modos de hacer creativos que tienen un significado más claro para nuestros planteamientos son: Los F.P.R. de Bergala, los trabajos de CineSinAutor, las propuestas de Medvedkin, el lenguaje de patrones de Alexander y las cristalizaciones creativas a través de autores como Trier, Rossellini, Rodari, Vigotsky o Svankmajer. Como si del comienzo del cine se tratara, con los hermanos Lumière y su grabación de “La salida de los obreros de la fábrica”(1895), el plano fijo facilita una reflexión muy interesante sobre el espacio y el tiempo, se trata de un marco rígido que fuerza una libertad creativa, nos asegura la necesidad de elección del lugar a grabar, el punto de vista desde el que queremos recoger la escena, los elementos que queremos que aparezcan y aquellos que desechamos...cada una de estas elecciones tiene un porqué, está repleta de decisiones basadas en una mirada que se va aprendiendo a sí misma, que va puliendo nuestra visión del mundo y que nos lleva a situarnos de una manera concreta en él. Otro criterio en la creación que también nos resulta interesante es el de la sencillez del francés Robert Bresson, “cuando un solo violín basta para que utilizar dos” y es que para este cineasta “el arte consiste en descubrir lo necesario, en eso y nada más”, en la sencillez de los medios, en prescindir de estilizaciones pretenciosas y llegar mostrar las cosas de la manera más clara y simple posible
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
