Ein­füh­rung / Vor­be­rei­tung

Spre­chen
O N Hör-/Hör-Seh­ver­ste­hen

S iden­ti­fi­zie­ren die der Szene zu­grun­de lie­gen­de Pro­ble­ma­tik und schär­fen ihre Per­spek­ti­ve auf den Film als Gan­zes

Ima­gi­ne you were wit­ness to the fol­lo­wing scene:
(scene: Felix ste­aling a cho­co­la­te bar, co­mics in the con­ve­ni­ence store)

1. film wi­thout sound (Dar­stel­lung des Ver­hal­tens)
Part­ner A (watching) de­scri­bes to Part­ner B (not watching) what is going on.

Do a live-com­men­ta­ry of the scene.
List / Rank /Dis­cuss mo­ti­va­tions for sho­p­lif­ting

• It’s cool
• Ever­yo­ne is doing it.
• Can’t af­ford it other­wi­se.
• Let’s see what I can get away with.
• Can’t help it.
• I’ll show them.
• Let’s be dif­fe­rent.
• No­bo­dy cares any­way

2. film with sound (Be­wer­tung des Ver­hal­tens)
Dis­cus­sing the boy’s be­ha­viour. (Mur­mel­ge­spräch)

? Does your ran­king still fit the scene?
? Say in how far the sound has added to the in­ter­pre­ta­ti­on of the scene.
? Which mea­su­res ought to be taken against the of­fen­der?
(ar­rested and pa­ra­ded through a store in hand­cuffs, face char­ges for theft, ban­ned from stores, cri­mi­nal re­cord (har­der to get a job, into col­le­ge)

Spre­chen
S er­ar­bei­ten Be­ob­ach­tungs­auf­ga­ben für den Film.

? What would you take into con­side­ra­ti­on to ex­plain and judge
the of­fence/the cha­rac­ter’s be­ha­viour?

the out­co­me of the si­tua­ti­on; re­le­van­ce of the in­ci­dent; the boy’s fa­mi­ly si­tua­ti­on;
his re­la­ti­ons­hip to the shop owner; his fri­ends ...

( In­flu­en­ces on per­so­na­li­ty )
Do­ku­men­ta­ti­on und Grup­pie­ren der Fra­gen/Im­pul­se auf Me­ta­plan
” team-buil­ding
L prä­sen­tiert Form des Ar­beits­er­geb­nis­ses der UE
                    Film Re­view con­tai­ning

S er­hal­ten / grei­fen zu­rück auf sprach­li­chen Input zu
cha­rac­te­ri­sing ad­jec­tives / lan­gua­ge of films / ex­pres­si­ons of opi­ni­on

Working with films: Her­un­ter­la­den [doc] [154 KB]