Only 40% of European instructors use films and documentaries in class

17/06/2015

A European study coordinated by the UAB reveals the scarce use of audiovisual material in European schools. Approximately 60% of more than 6,700 teachers surveyed stated that their use is occasional or nonexistent. The report, entitled "Film Education in Europe: Showing films and other audiovisual content in European Schools. Obstacles and Best Practices" (Filmed), was prepared by a consortium directed by the Communication and Education Bureau of the Universitat Autònoma de Barcelona. Apart from the conclusions, the report also highlights that the most significant limitations have to do with logistics and organisation related to the use of spaces and schedules; as well as curricular obstacles.

The data reveals that teachers do not have the autonomy to introduce films into their programmes, nor are they incorporated into traditional classes (78%), which represents an obstacle in achieving audiovisual literacy.

The infrastructure is not seen as a limit to accessing this type of material. For 76% of teachers in Europe, their schools are well or very well equipped to reproduce audiovisual contents in class, including Spain. Nevertheless, the majority of European schools (74%) have less than 50 films at their disposal, while a third of the schools own less than ten films. A total of 63% of teachers use their own resources to view films.

With regard to types of materials used in the classroom, documentaries are used most, among 60% of teachers. Specific educational material is used by 46% of teachers. Commercial films are not take into consideration as much: fiction is used by 34% of teachers and animated films by 23% of them.

There is a tendency to use audiovisual content as a complementary tool to what has been worked on in class (63%). A total of 45% of teachers surveyed, however, estimate that the use of films in the classroom stimulates the acquisition of competences associated with creativity and critical thought.

Spain

The study also reveals that Spain is among the European countries in which national films are used less at school (37.6%), following Cyprus, Lithuania and Italy (and others). However, the figure does surpass countries such as Malta (2.6%), Portugal (16.6%) and Belgium (21.4%).

In Spain, nevertheless, frequent use of audiovisual materials are above the European average (8 points in primary education and 5 points in secondary education). There is also a slightly higher use of specific educational material (75%) over documentaries (70%), which contrasts with the overall tendency in Europe.

Audiovisual Literacy

Some 62% of teachers affirmed that audiovisual literacy is not a commonly broached subject, in which the elevated cost of licences represents a large obstacle in introducing films into the classroom (46%).

Other aspects making audiovisual literacy difficult for students are insufficient teacher skills (88%, with 40% considering it very relevant) and school infrastructures and technical resources (77%). One of the main limitations for the development of audiovisual literacy in Europe is the fact that it is not included in any official school curriculum. This is what 64% of teachers perceive as an important obstacle. For 62% of them, including this discipline in class is sporadic and fairly uncommon. A total of 80% of teachers consider that extracurricular activities focusing on promoting audiovisual literacy are not presented at their schools.

A real obstacle is the lack of knowledge of legal agreements and terms in which audiovisual material can be used by teachers (41% say there are no legal impediments and 37% are fully unaware of this subject).

According to the experts consulted by the Filmed consortium, this situation makes it even more difficult to use this material in schools, and generates misunderstandings with regard to licences, in which over two-thirds of teachers consider acquiring licences a complicated and arduous task.

The study highlights the need to set down new agreements between schools and the industry in this subject.
The European Commission encourages member states to include media literacy as a school subject. It is nevertheless something still waiting to be included in schools. Part of the difficulty in achieving this is that most European countries do not contemplate making exceptions for the use of audiovisual contents in schools. Stated in the Audiovisual Media Services Directive of 2010, this figure would permit using audiovisual materials for educational purposes in a totally or partially free manner.

The Report

Filmed is the result of a research conducted by a consortium directed by the Universitat Autònoma de Barcelona and formed by the European Think Tank on Film and Film Policy, CUMEDIAE (Culture and Media Agency Europe) and AEDE (European Association of Teachers). The study, which describes the situation of 28 member states, members of the EEA and Switzerland, offers an in-depth analysis of the state of film literacy in Europe.
The structure of the report presents an analysis from three different viewpoints. The first chapter describes the situation in schools from the perspective of teachers, thanks to a global survey delivered to 6,701 teachers in Europe. The analysis was complemented with another analysis of the good practices in Europe and with interviews to national and international experts at different events, such as the Filmed Learning Experiences, celebrated at the Filmoteca de Catalunya in June 2014.

The second chapter focuses on the perspective of the cultural industry and the use of audiovisual resources, particularly films, in schools. This chapter is based on in-depth interviews with entities of the sector and a transversal questionnaire in which over 100 experts participated. Finally, the third part consists of the analysis of the Audiovisual Media Services Directive of 2010 and its relation with author's rights and limitations on using audiovisual material in the classroom. The study includes a series of recommendations made by the European Commission to foster film literacy and use these types of materials in schools throughout Europe.

The Communication and Education Bureau is a research group of the Universitat Autònoma de Barcelona (UAB) which has conducted several different projects and research studies commissioned by the European Commission.

More information:

https://filmedeurope.wordpress.com/proyecto/
http://www.gabinetecomunicacionyeducacion.com/es