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Such an approach to language teaching and learning also provides optimum opportunities and avenues for consideration of Gardner’s multiple intelligence theory allowing for involvement and successful learning for all intelligences and learner types.
There are a number of theories in relation to motivation but generally motivation is considered as intrinsic (learning for self) or extrinsic (learning for reward) (Atherton, 2010); among the many theories we find Maslow’s (1943) hierarchical theory, which purports five levels of motivation in terms of needs: physiological, security /safety, social, esteem and self-actualization. McClelland developed a system involving three types of motivational needs: power, affiliation and achievement (Christie, Jordan, Troth & Lawrence, 2007). Making movies provides stimulus for all motivational needs; it provides for extrinsic motivation by rewards pertaining to the final outcomes and assessment, together with peer and teacher praise. Intrinsic motivation is fueled by allowing students to be self-authored by writing their own scripts, which they then rehearse, edit and endorse; such activities provide more excitement and interest in learning and help promote confidence in students.
Intrinsic motivation, inherent to self-determination theory, is influenced by three mental and emotional needs: competence, autonomy and relatedness (Alm, 2006). Movie making classes such as those described above increase competence by providing optimal challenges and effective peer and teacher feedback – both negative and positive – as well as praise. Autonomy is fostered because every student has choices and opportunities for self direction, thus feeding their need for internal control and the freedom to ascertain their own conduct. In terms of relatedness, movie making provides a feeling of security and cooperation among the group and the sense of each caring what the other says,
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The paper will compare the two movies in relation to cinematography, lighting, use of sound and the editing styles respectively used by each movie. This analysis will be done with the overall aim of determining whether either industry is better than the other in terms of the movies produced or whether the differences complement the industry and its techniques.
Despite of the immense contribution of art, movies and television shows in building and bringing revolution in human life, people go against them due to some valid, but most of other invalid evidences. This paper aims to discuss the evidences put forward by both the sides in order to further evaluate them and reach to a conclusion. The primary audiences of this position paper are those individuals who are active supporters of arts, movies and television shows, in addition to those people who are against it.
Richmond & McCroskey (2005) define organizational communication as “the process by which individuals stimulate meaning in the minds of other individuals by means of verbal or nonverbal messages in the context of a formal organization” (p. 42). Some organizations may have smoother flow in their communication than others.
Math is used all around us in our daily lives. But to study math, a curriculum is needed.
In math, addition, multiplication, division, and subtraction is necessary. However, we need to learn how to use these properly in order to survive in the world. To use
hich digital movie making had started to make its place in the entertainment world and it revolutionized with the MiniDV feature Sony’s camcorder model DCR-VX100 (Segall pg, 5).
Sidney Lumet one of the most amazing filmmakers in the history has a 40 year in the field of
e attachment theory which states that all children create a very strong connection with their parents and caregivers and this attachment can have a lifelong impact. The theory asserts that if parents become sensitive towards their children, their children see them as a secure