Abstract
The aim of the present research is to investigate the teachers’ use of movies in their classes for the teaching of literature and their opinions on this technique. The research is designed as a case study. The target group of the research, selected on information-oriented sampling, consists of 44 Turkish Language and Literature teachers who graduated from 27 different Turkish universities and work in education centers, state and foundation schools and enrolled in Okan University pedagogical formation program. The responses given to the open-ended questionnaire items prepared by the researcher are interpreted qualitatively by means of content analysis. The data obtained from the research are interpreted under the categories of (1) the movies used in the classroom, (2) the purpose for which the movie is used in the classroom, (3) the selection of movies according to literary genres, (4) benefits of the educational movies for research group, (5) limitations of the educational movies for research group. Depending on the research results, some recommendations are made for the use of movies in the classroom.
Highlights
Adaptation is to redesign an art of work under the technical facilities of another branch of art and create a new atmosphere for an appropriate share of artistic experiments and information
Movies should be evaluated as an education material that should be used in the activity plan in accordance with true methods
In the list prepared according to the data, the teachers gave includes only 10 movies adapted from literary works
Summary
Adaptation is to redesign an art of work under the technical facilities of another branch of art and create a new atmosphere for an appropriate share of artistic experiments and information. The adaptations of classics belonging to famous writers as Shakespeare, Zola, Tolstoy, Hugo, Dante, Dumas and Dickens provide an efficient and entertaining education facilities in terms of both forms an audience population consisting of middle-class people and teaching literary traditions. Taking advantage of the close relation between education and cinema is important for creating an entertaining education atmosphere for students who have to cope with long and complex literary texts and does not like literature lectures. Use of the visual tools in literature education provides high participation in class discussions, efficient use of the technological tools, the permanence of information, development in group studies in class and capability of sharing the ideas with others (Arıkan, 2009). Movies should be evaluated as an education material that should be used in the activity plan in accordance with true methods
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