DIGITAL TRANSFORMATION IN CINEMA ART EDUCATION: PEDAGOGICAL APPROACHES AND THEORETICAL FOUNDATIONS
Downloads
This study examines digital transformation in cinema education as a pressing pedagogical issue. The research argues that art
education must be reconstructed through multimedia learning theory, constructivist approaches, and the TPACK model. The study
also introduces the concept of generative cinema as an emerging educational and artistic practice supported by artificial intelligence
and algorithmic systems.
1. Manovich, L. (2001). The Language of New Media. Cambridge, MA: MIT Press, pp. 366–368.
2. Shanken, E. A. (2009). Art and Electronic Media. London: Phaidon Press, pp. 319–320.
3. Mayer, R. E. (2014). Multimedia Learning (2nd ed.). Cambridge: Cambridge University Press.
4. Papert, S. (2019). Mindstorms: Children, Computers, and Powerful Ideas. New York: Basic Books.
5. Dewey, J. (2005). Art as Experience. New York: Perigee Books (originally published 1934 by Minton, Balch & Company).
6. Paul, C. (2023). Digital Art. London: Thames & Hudson.
7. Mishra, P. & Koehler, M. J. (2016). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.
Teachers College Record, 108(6), 1017–1054.
8. Kress, G. & Van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication.
London: Arnold, pp. 151–152.
Copyright (c) 2026 «ACTA NUUz»
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
.jpg)
1.png)
