Abstract
This article explores a film education project conducted on an extra-curricular after-school basis in a Greek secondary school in Tampouria, Piraeus. A documentary-making project exploring the area around the school was realized by a group of ten 15-year-old students under the supervision of their English teacher/researcher. The following case study explores how aspects of the students’ cultural taste and identity were expressed through this moving image literacy project, carried out in a foreign language. Various forms of data – observation, textual and audiovisual – are analysed within a social semiotic framework. The article seeks to demonstrate how the students’ cultural taste was formed by different kinds of global and local influences, and how aspects of their multifaceted identities were revealed during the documentary-making process, and expressed through the creation of media texts within a context of Greek education.
Highlights
This article explores a small-scale case study I conducted while working as an English teacher/researcher in a secondary school in the area of Tampouria, in Piraeus, Greece
Greek teenagers’ cultural taste and identity expression through a documentary-making project 45 mobile phone and I have edited them on a program there.’
In education systems where media education is part of the national curriculum, teachers are typically provided with suggested material and predetermined bibliographies to use in their projects (Dyson, 2002); this is not the case in Greece
Summary
This article explores a small-scale case study I conducted while working as an English teacher/researcher in a secondary school in the area of Tampouria, in Piraeus, Greece. At the time of writing, Tampouria is an industrial neighbourhood of Piraeus with a high percentage of economic immigrants, mainly from the Balkans and Eastern Europe. It has some factories and a commercial port, where most of its inhabitants work. The extra-curricular cultural project I organized on an after-school basis was joined (on a voluntary basis) by ten students (nine girls and one boy) during a sevenmonth period, for three hours per week. The students were of mixed competencies, ranging from those with a high level of experience to those with less, participating in the project because of their interest in videos and their love for their neighbourhood. Greek teenagers’ cultural taste and identity expression through a documentary-making project 45 mobile phone and I have edited them on a program there.’ Student P mentioned that ‘I enjoyed this documentary project because I dealt with the history of ... the place where I grew up.’
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