This essay investigates how teacher sees and uses mainstream movies as a teaching method. The main question approached is: How does teachers use feature films as a teaching method? Which movies are used and how does their working methods surrounding the movies look like? The purpose of the essay is to make the reader reflect over what influence mainstream media has over the historic knowledge of the students and how teachers use that for educational purposes. The business around historical film has grown over the years and is now a million dollar industry. The conclusion is that teachers mostly use feature films to provoke emotional reactions from the students.

This essay investigates how teacher sees and uses mainstream movies as a teaching method. The main question approached is: How does teachers use feature films as a teaching method? Which movies are used and how does their working methods surrounding the movies look like? The purpose of the essay is to make the reader reflect over what influence mainstream media has over the historic knowledge of the students and how teachers use that for educational purposes. The business around historical film has grown over the years and is now a million dollar industry. The conclusion is that teachers mostly use feature films to provoke emotional reactions from the students.

This essay investigates how teacher sees and uses mainstream movies as a teaching method. The main question approached is: How does teachers use feature films as a teaching method? Which movies are used and how does their working methods surrounding the movies look like? The purpose of the essay is to make the reader reflect over what influence mainstream media has over the historic knowledge of the students and how teachers use that for educational purposes. The business around historical film has grown over the years and is now a million dollar industry. The conclusion is that teachers mostly use feature films to provoke emotional reactions from the students.

Movies are a part of everybody?s, including student everyday life. Teachers have to give their students the tools and means to critically examine movies and media as a whole. This study aims to examine how seven teachers in southern Sweden didactically motivate their use of movies; specifically entertainment features in the history subject. The theoretical framework of this study is Knud Illeris theories about the three dimensions of learning.

The essay aims to show n interpretation of Vampyr and Ordet; seen from a viewpoint Kierkegaards christian existentialism can enhance the understanding of mentioned movies. Central notions from Ks philosophy are explained and then the author points to examples of how this corresponds with the essence of the two movies.The argumentation is based on Ks thoughts on faith and human existence. Other theories concerning Dreyers movies, and to some extent his background, is also discussed.Finally the author concludes that he was right in his hypothesis: that it is possible to show an influence from Kierkegaards christian, existentialistic thoughts in the two movies.Moreover the author thinks that the chosen perspective works as a complement to other written material on the movies and that other writers on the subject have some problems summing up the contents of the movies from their different perspectives.The final conclusion is thus that an interpretation of the movies from a Kierkegaardian viewpoint increases the understanding of the same movies..

The essay aims to show n interpretation of Vampyr and Ordet; seen from a viewpoint Kierkegaards christian existentialism can enhance the understanding of mentioned movies. Central notions from Ks philosophy are explained and then the author points to examples of how this corresponds with the essence of the two movies.The argumentation is based on Ks thoughts on faith and human existence. Other theories concerning Dreyers movies, and to some extent his background, is also discussed.Finally the author concludes that he was right in his hypothesis: that it is possible to show an influence from Kierkegaards christian, existentialistic thoughts in the two movies.Moreover the author thinks that the chosen perspective works as a complement to other written material on the movies and that other writers on the subject have some problems summing up the contents of the movies from their different perspectives.The final conclusion is thus that an interpretation of the movies from a Kierkegaardian viewpoint increases the understanding of the same movies.

Film is a medium which is mainly used for entertainment. It is a medium that is constantly expanding, and beside from it being a relaxing activity it can also be used for educational purposes. This is an aspect of film that should be valued, since it has the possibility to engage, educate and move its viewers. This is a study which aim is to analyze how employees within the care of disabled in Umeå have perceived educational movies. The movies that the staff has watched are a part of a basic training program, which all employees are required to fulfill.

The purpose of this paper is to examine how the portrayal of the Disney princesses have changed over time, we looked at eleven movies with a total of twelve different princesses. We wanted to see if there were any stereotypical roles of women in Disney movies and we wanted to see when the most obvious change occured in the portrayal of the princesses. This paper has used the method of qualitative content analysis using a semiotic and narrative analysis with the help of the actant model. We have selected different characteristics and categories that we looked for in the movies. These features and categories include various stereotypical roles of characters and what chores the princesses perform in their homes.

The similarity between the Russian and the Indian, in a Cold War context, may be ambiguous considering the ethnic-social variables and the period in time from where the Indians relate. However, by analyzing these, as well as other, characters in the exhibition of movies, we could learn something about the ideology of the time from which the movies derive.This study examines ideology and movies in the Cold War era and concludes that the Indian, for example, may be representing the values of the common public enemy, originating from the Cold War ideology. The movies examined, regardless of influence of distinct Cold War themes or lack of such themes, carry attributes that give evidence of typical Cold War ideology. The fear of communism and common enemies connected to a Cold War context, the thought of America as the land of the free ? with the horizon in the ending of the movies as metaphoric to freedom ? and the moral rhetoric that connects to the American thought of a duty as a global savior, are all signs of the Cold War ideology.Even though the messages are somewhat clearer and more distinct in the movies with Cold War motifs, the fact that ideology is projected through other movies as well should be considered essential for the continuing study of movies as cultural artefacts..

The purpose of this essay is to analyse the movie Hotel Rwanda from a didactic point of view using the movie?s use of history and historical culture as the main analytical tools. We also intend to problematize the use of Movies in teaching focusing on the teaching guide from the Swedish film institution concerning Hotel Rwanda. We choose to work with a qualitative method. The reason why we decided to work with a qualitative method is the intention, as mentioned before, to analyse the movie using the tools we described earlier.

This essay examines on what kind of Muslim stereotypes exist in entertainment movies which are being produced in the West and particularly the United States. First, the focus will be on explaining the concept of stereotypes and Islamophobia and what role the media has in the movies' production of its contents. The incident at the World Trade Center will also be discussed briefly. By using semiotic and narrative analyses the essay investigates if a stereotyped image is being used about Muslims and how Muslim main characters that have the role of being protagonists, are visualized in entertainment movies. The material that is included in the empirical analysis consists of three selected movies.

In this essay I have studied how the film industry in the USA has worked with history in movies ever since the birth of film. I have also studied if Swedish teenagers are influenced by the contemporary reflections often showed in these movies. Furthermore I discussed how to work with contemporary reflections on film in a classroom.In these studies I used a group of teenager in the eight-grade. I stated of by asking the teenagers a verity of questions about movies and their interests in movies. Afterwards I showed them four different scenes from two different movies which all included reflections to today?s society.

Movies can be a source to enjoyment, cultural enrichment and relaxation. But movies are also filled with messages and subtext, that effects the one who watches the movie. One of the effects are the reproducing of stereotypes and racism. This essay concentrates on the five best grossing science fiction movies in Sweden between the years 2009 ? 2014.

AbstractIn this study you are going to meet the Nordic Good Thor. I will present a short historic presentation of the Nordic mythology, about the Ragnarok and also I will give a short presentation on several other Gods. I have done three film analyses on movies about Thor. The movies are Thor, The Avengers and Thor- the Dark World. I have compared these three movies about Thor with the Thor that is presented in the literature. I have seen closely on the appearance of Thor, his character and his family situations.

The goal and purpose of this essay is to study if and how multimodality is used within a Swedish school in Kalmar. This is accomplished by observing the different modalities inside the classroom and how the use of different modalities affects the teaching. Unstructured observations combined with a material-based thematic presentation leads up to an analysis based on social semiotics and multimodality. The essay shows how the teaching uses lots of modalities: sound, images, movies, speeches and literary text in lots of different ways. These different types of modalities are used in a multimodal context, providing good conditions for learning..