Methoden
Die hier beschriebenen Methoden lassen sich bei der Arbeit mit einer Reihe von Medientexten, Film- und Fernsehtexten aber auch Videospielen, effektiv im Unterricht einsetzen. Sie helfen, die Konventionen und Codes der audiovisuellen Gestaltung aufzuzeigen, und die vielfältigen Beziehungen zwischen Text, Produzent und Publikum aufzuzeigen.
Learning Objective
• Moving
image sound tracks can have four elements:
music, sound effects, voice and silence. All
of these contribute to meaning.
• Sound effects are of two types: ‘atmosphere’ (ie continuous sound) and ‘spot effects’ (ie short sounds).
• Sound – particularly music – can set the ‘mood’ of a text and establish its generic identity (eg comedy, thriller).
• Sound can often do more to ‘pin down’ the meaning of a sequence than visual images can.
• Sound can affect not only the way viewers interpret the images but also what they actually think they can see.
• Off-screen sounds can help to create the impression of three-dimensional space.
• Silence can also have a powerful effect on the interpretation of a sequence.
• Sound effects are of two types: ‘atmosphere’ (ie continuous sound) and ‘spot effects’ (ie short sounds).
• Sound – particularly music – can set the ‘mood’ of a text and establish its generic identity (eg comedy, thriller).
• Sound can often do more to ‘pin down’ the meaning of a sequence than visual images can.
• Sound can affect not only the way viewers interpret the images but also what they actually think they can see.
• Off-screen sounds can help to create the impression of three-dimensional space.
• Silence can also have a powerful effect on the interpretation of a sequence.
Key Questions
About
music:
• What kind of music is this? What feelings/images does it suggest to you?
About sound effects:
• What exactly can you hear and what might it represent?
About words:
• What is said and what can you tell about the speaker(s) from their voice(s)?
About silence:
• Why do you think the sequence is silent at this point? What might be going on?
About the final viewing:
• What difference does the sound make to the sequence? What difference would it make if some elements were missing?
• What kind of music is this? What feelings/images does it suggest to you?
About sound effects:
• What exactly can you hear and what might it represent?
About words:
• What is said and what can you tell about the speaker(s) from their voice(s)?
About silence:
• Why do you think the sequence is silent at this point? What might be going on?
About the final viewing:
• What difference does the sound make to the sequence? What difference would it make if some elements were missing?
Bild und Ton (Sound and Image)
• Verdecken Sie den Bildschirm und fordern Sie die SchülerInnen auf die Tonspur einer kurzen Flmsequenz zu achten. Lassen die sie SchülerInnen genau beschreiben, was sie hören.
• Fordern Sie die SchülerInnen auf, zu betimmen, um welche Art von Medientext es sich wohl hier handelt. Dann sollen sie den Inhalt der Sequenz und des Stil der Bilder erraten.
• Letztlich zeigen Sie ihnen sie FIlmsequenz und laden zu einem Gespräch darüber, wie Bild und Ton aufeinander wirken.
Mögliche weitere Übung:
• Versuchen sie eine oder alle der folgenen Experimente: eine andere Musik, andere Toneffekte, eine andere Stimme, die den gleichen Text liest, oder einen anderen Text; oder sie leiminieren eines dieser Elemente. Diskutieren sie, wie dies die Art und Weise beeinflusst, wie die Bilder gedeutet werden können.
Source: Übersetzt und adaptiert von Moving Images in the Classroom. Bfi British Film Institute
Image: Patrick Fugit in
Almost Famous - Text Source: Moving Images in the
Classroom. Bfi British Film Institute