Abstract

El presente artículo analiza la relevancia de los motivos visuales como nuevas herramientas de investigación en cine y comunicación audiovisual, mediante un meta-análisis cuantitativo de dos bases de datos críticas: el ranking de las mejores películas de la historia publicado por el British Film Institute en 2012 y la Enciclopedia Motivos visuales del cine (un proyecto colaborativo de hasta sesenta investigadores y críticos). El primero se utiliza como indicador de valores canónicos de la historiografía cinematográfica, mientras el segundo representa un nuevo acercamiento al cine desde metodologías menos jerárquicas y autorales. Se cuantifican y comparan tres variables estratégicas (décadas, géneros, cineastas), que confirman un nivel de concordancia bajo entre las películas más significativas de ambas bases de datos, y apuntan diferencias notables en cuanto a la perspectiva histórica, los valores de alta y baja cultura y la autoría fílmica. AbstractThis paper assesses the importance of visual motifs as new research tools for film and media studies, by running a quantitative meta-study of two expert review databases: the British Film Institute best-movies 2012 poll and the Encyclopedia of visual motifs in cinema (a joint venture of up to sixty researchers and film critics). The former is used as an indicator of canonic values in film historiography, while the latter represents a new approach to cinema from a less hierarchical and nonauteur- oriented methodology. Three main variables are quantified and compared (decades, genres, directors), pointing to a low accordance between the top films of both databases, as well as to noteworthy differences in terms of historical scope, high / low culture values, and authorship.

Abstract

During the last decades, high intellectual abilities have been revealed as a decisive curricular factor that evidences the need to adapt content to students' characteristics. In Spain, various autonomous communities have designed programs that, through extraordinary activities, seek to respond to this demand and provide talented students with the appropriate context for the development and strengthening of their skills. In the case of Madrid, this proposal includes private involvement of an entrepreneurial nature that has demonstrated the possible connection between the two environments when considering the labor asset, fundamentally oriented to the resolution of projects by adolescent subjects with above average cognitive capacities. This research has examined, by means of a 180º questionnaire completed by 342 subjects (comprised of parents and skilled children, teachers and classmates) in seven Madrid schools, the possibility of identifying the ‘eagerness to achieve’ competence, considering that its early distinction enables its development in educational contexts and the training of students in order to promote individuals who focus their professional work towards the completion of assigned activities. The results obtained have also made it possible to draw up a generic profile of the talented student by combining his or her own assessments and those of his or her environment, and to recognize their most highly valued inherent aptitudes as well as those least valued.