European Researcher. Series A

271-284

Authors: Irina Chelysheva

This article presents a hermeneutic analysis of the Soviet feature films of the thaw era (1956–1968) on the school subject, including: analysis of stereotypes, ideological analysis, identification analysis, iconographic analysis, plot analysis, character analysis, etc.). The author carried out an interdisciplinary review of scientific publications on the problem under study, presented the results of scientific works of culturologists, art historians, philologists, film critics. The study outlines the main trends in the development of works of school cinema in the 50s – 60s of the twentieth century, which include the widespread popularity of cinema in the classroom, the increased interest of filmmakers in the gaps in school cinema, the new view of the school from the point of view of treatment to the individual life searches and moral choices, close relationship of the films to the life of real people. The methodology of the hermeneutic analysis of the films of the "thaw" period is based on research approaches C. Bazalgette, A. Silverblatt and U. Eco (Bazalgette, 1995; Silverblatt, 2001; Eco, 2005). According to the authors' approaches, the hermeneutic analysis has been implemented from the point of view of the main key media education concepts: media agencies, media / media text categories, media technologies, media representations and media audiences

297-312

Authors: Galina Mikhaleva

The article presents the results of the hermeneutic analysis of soviet films of the “stagnation” period (1969–1984) on the student theme. It compares the media texts to the cultural and historic tradition and reality of the “stagnation” era. The research objective was to analyze and characterize the cultural and historical contexts, to define the role and value of the university topic in the mirror of the Soviet cinema in terms of social studies, culture studies, film studies, anthropology, gender studies and media education. The author of the article concludes that the soviet cinematography of the “stagnation” epoch officially supporting the communist ideology: 1) referred to eternal topics in arts; 2) created mainly politically and ideologically neutral media texts focusing on critical reflection on reality, acute social conflicts, moral and patriotic education of youth, overall youth culture promotion; 3) reflected both positive aspects, achievements of the soviet state in the stagnation period, and negative sides of sociopolitical and cultural life of soviet people; 4) continued to use stereotyped role and gender media text character profiles; 5) broadened the scope of problems, narrative and genre range of media texts about university and students; 6) more realistically presented media images of university teachers and students in comparison to the cinematograph of the “thaw” period; 7) diversified the social typology of university students’ and teachers’ media images; 8) used a variety of artistic devices for describing characters and reality; 9) dynamized the dramatic and psychological effects in creating media texts personages, their characters and fates.

321-328

Authors: Salahidin U.Tursunbaev, EvgeniaА. Kalina

The article discusses the importance of creating and ensuring the psycho-pedagogical terms of support for gifted children. The article presents the peculiarities of psychological and pedagogical support of children with signs of giftedness in terms of organization of further education, based on the analysis of scientific-methodical literature and pedagogical practice of studying. Itsummarizes the experience of psycho-pedagogical support of children with signs of giftedness in Sochi center of creative development and humanitarian education.