Flags of Our Fathers / Letters from Iwo Jima

Braudy, Leo

doi:10.1525/fq.2007.60.4.16

Cited by 4 publications

(4 citation statements)

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“…We structured our analysis following the method described in Figure 1, including discussions of both form and reception. The analysis started with a discussion of the film's themes, which, after researching some of the available relevant literature (Braudy, 2007;Foote, 2008;Hart, 2007;Hughes, 2009), were identified as:…”

Section: Phase 2: Analysis Of the Form And The Film's Receptionmentioning

confidence: 99%

Section: Fase 2: Análisis De La Forma Y Recepción De La Películaunclassified

“…We structured our analysis following the method described in Figure 1, including discussions of both form and reception. The analysis started with a discussion of the film’s themes, which, after researching some of the available relevant literature (Braudy, 2007; Foote, 2008; Hart, 2007; Hughes, 2009), were identified as: the process of hero-making; the role of media in constructing (historical) truth and memory; public uses of history; and the experience of war.

Figure 1. The FFR model. …”

Section: Adopting the Ffr Model: An Examplementioning

confidence: 99%

“…Estructuramos nuestro análisis según el método descrito en la Figura 1, incluidos debates sobre forma y recepción. El análisis partió de un debate sobre los temas de la película que, tras investigar parte de la literatura relevante (Braudy, 2007; Foote, 2008; Hart, 2007; Hughes, 2009), se identificaron como: el proceso de creación del héroe el papel de los medios en la construcción de la verdad histórica y la memoria los usos públicos de la Historia la experiencia bélica

Figura 1. Modelo HFR. …”

Section: Adopción Del Modelo Hfr: Un Ejemplounclassified

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‘Something was wrong with the movie’: formal analysis of historical films and the development of historical literacy (‘Había algo fuera de lugar en la película’: análisis formal de las películas históricas y desarrollo de la alfabetización histórica)

Mavrommati

Repoussi

2020

Journal for the Study of Education and Development

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Historical film literacy has been defined as a set of skills that will 'empower students to look at movies set in the past critically as historical documents'. In the present paper we aim to explore the possibilities of advancing these skills through the development of a model for history education that adds an element of formal analysis to the analysis of historical films in the classroom. Next, we attempt to provide an overview of these skills based on preliminary research findings from the field. Based on students' film reviews written as historical film analyses which made use of the model presented, we conclude that three types of skills related to history education are developed: skills related to historical thinking concepts, skills related to the interpretation of the cinematic language and conventions as ways to construct historical meanings and skills related to analysing the processes of constructing history and memory.

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Section: Phase 2: Analysis Of the Form And The Film's Receptionmentioning

confidence: 99%

Section: Fase 2: Análisis De La Forma Y Recepción De La Películaunclassified