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School and University in the Mirror of Soviet and Russian Cinema ALEXANDER FEDOROV, ANASTASIA LEVITSKAYA, OLGA GORBATKOVA SCHOOL AND UNIVERSITY IN THE MIRROR OF SOVIET AND RUSSIAN CINEMA Fedorov, A.V., Levitskaya, A.A., Gorbatkova, O.I. School and university in the mirror of Soviet and Russian cinema. Moscow: ICO Information for All, 2019. 172 p. SECOND UPDATED EDITION The relevance of the book topic is highlighted by the following reasons: audiovisual media (cinematography, television, and the internet) are effective means of affecting the audience, especially school children and youth (due to their age peculiarities and a high degree of their media contacts); in recent decades Russian schools and universities have significantly been altered and reformed and are still the focal point of vigorous debates; consequently, the analysis of school and university topic transformation in the mirror of Soviet & Russian audiovisual media texts is highly topical nowadays both for culture studies, film studies and media education. The research material of this book is audiovisual media texts about school and university; the authors use a comparative hermeneutic analysis of audiovisual media texts relating to the topic (including stereotypes analysis, ideological analysis, identification analysis, iconographic analysis, narrative analysis of media texts, media text’s character analysis, etc.), anthropological and gender analyses. For researchers in the field of cinematography, pedagogy, cultural studies, media culture, sociology, political science, for teachers, post-graduate students and university students of humanitarian specialties. * This research was funded by the grant of the Russian Science Foundation (RSF, project No. 17-18-01001) at the Rostov State University of Economics. Project theme: "School and university in the mirror of Soviet, Russian and Western audiovisual media texts". Head of the project is professor Alexander Fedorov. 2 SCHOOL AND UNIVERSITY IN THE MIRROR OF SOVIET AND RUSSIAN CINEMA SECOND UPDATED EDITION COPYRIGHT © 2019 BY ALEXANDER FEDOROV [email protected] ALL RIGHT RESERVED. 10 9 8 7 6 5 4 2 1 P. CM. INCLUDES BIBLIOGRAPHICAL REFERENCES. 1. FILM STUDIES. 2. FILM CRITICISM. 3. CINEMA. 4. FILM. 5. MASS MEDIA. 6. SCREEN. 7. IDEOLOGY. 8. RUSSIA. 9. USSR. 10. MEDIA LITERACY. 11. MEDIA STUDIES. 3 Contents Introduction…………………………………………………………………………….. 5 1 Soviet silent films about school and university (1919- 11 1930)…………………………... 2 Soviet films about school and university of the Stalin era and the first post-Stalin years (1931-1955) …………………………………………………………. 15 3 Soviet films about school and university of the "thaw" period (1956-1968) …………. 23 4 Soviet films about school and university of the "stagnation" period (1969-1985) ……. 39 5 Soviet films about school and university of the "perestroika" period (1986-1991) …… 68 6 Russian films about school and university (1992-2018)………………………………. 86 Conclusions 135 List of Soviet and Russian film on school and university topics………………………. 143 References……………………………………………………………………………… 165 4 Introduction The relevance of the research topic is highlighted by the following reasons: audiovisual media (cinematography, television, and the internet) are effective means of affecting the audience, especially school children and youth (due to their age peculiarities and a high degree of their media contacts); in recent decades Russian schools and universities have significantly been altered and reformed and are still the focal point of vigorous debates; consequently, the analysis of school and university topic transformation in the mirror of Soviet, Russian and Western audiovisual media texts is highly topical nowadays both for culture studies, film studies and media education. Our research material is feature films about school and university; we use a comparative hermeneutic analysis of audiovisual media texts relating to the topic (including stereotypes analysis, ideological analysis, identification analysis, iconographic analysis, narrative analysis of media texts, media text’s character analysis, etc.), anthropological and gender analyses. For this purpose we understand the concept “media text” in the context that “definitions of media texts have moved far away from the traditional view of text as words printed in ink on pieces of paper to take on a far broader definition to include speech, music and sound effects, image and so on... Media texts, then, reflect the technology that is available for producing them” (Bell, 1996, p. 3). Obviously, in this respect, we imply that an audiovisual media text (in cinema) above all relies on the above-listed audiovisual images. The research objective is to provide a holistic characteristic, reveal the peculiarities, and identify the place, role and importance of the school and university topic in the mirror of Soviet & Russian films both for culture studies, film studies and media education through a comparative analysis. The object of research is the evolvement of the topic – school and university in the mirror of Soviet & Russian feature films. The subject matter of this studies the transformation of key conceptions, stereotyped models (by which we mean a generalized representation of various phenomena in a graphic and descriptive form) of the school and university topic in the mirror of cinema. The research hypothesis is that classification and a comparative analysis of content models, genre modifications, stereotypes of media texts on school and university will enable us to conclude about cultural, pedagogical, sociocultural lessons of this topic transformation; forecast the development of the topic; launch a teacher training course on the project’s subject. We use hermeneutic analysis methods of media texts suggested by C. Bazalgette (Bazalgette, 1995), A. Silverblatt (Silverblatt, 2001, pp. 80-81) and U. Eco (Eco, 2005, p. 209) giving due consideration to such key media education concepts as media agencies, media/media text categories, media technologies, media languages, media representations, and media audiences. 5 Our research problem results from a contradiction between a comparatively high investigation level of the school and university topic in Soviet audiovisual media texts of the 1960s – 1980s (primarily in cinematography) by Soviet researchers (Baranov, 1979; Gromov, 1982; Kabo, 1974; Levshina, 1978, 1989; Paramonova, 1975, 1976; Penzin, 1973, 1986; Rabinovich, 1969; Rybak, 1980; Stroeva, 1962; Tolstykh, 1988; Usov, 1980, et al.) and insufficient attention to a comparative analysis of the topic evolution in Russian audiovisual media from the Soviet period to the present day (Arcus, 2010; Zharikova, 2015; Shipulina, 2010). On the other hand, foreign scholars (Bauer, 1998; Dalton, 1999; Farber & Holm, 1994; Keroes, 1999; Trier, 2001, et al.) who analyzed the school and university topic in audiovisual media texts did not attempt to compare the Western production of this kind to the Russian one. It should be noted that Soviet works about school and university in the mirror of audiovisual media not infrequently were deeply influenced by the communist ideology (especially it concerns works by K. Paramonova and Y. Rabinovich) that, in our opinion, prevented an in-depth analysis of the topic for culture studies, film studies and media studies. Foreign researchers in the first place were more interested in the political analysis of Soviet and post-Soviet media texts (Dubois, 2007; Kenez, 1992; Lawton, 2004; Shaw & Youngblood, 2010; Shlapentokh, 1993; Strada, 1989; Strada & Troper, 1997) rather than in the analysis of school and university on the screen. Neither Russian nor foreign researchers have approached the media education aspect of the comparative analysis of school and university in the mirror of Soviet & Russian audiovisual media texts so far. However, in our opinion, it is very useful both for education studies and culture studies, especially for training future teachers, cultural specialists, psychologists, sociologists, etc. It stands to reason that reading of any media text is changeable and subject to political regimes fluctuations. Hence, it becomes clear that Soviet publicistic and academic literature about school and university in the mirror of audiovisual media (Baranov, 1979; Gromov, 1982; Kabo, 1974, 1978; Paramonova, 1975, 1976; Penzin, 1973, 1986; Rabinovich, 1969, 1991; Soloveitchik, 1975; Stroeva, 1962, et al.) very often were based on communist ideological approaches. Let us site a passage from a book by one of media education leaders of the Soviet period – Y. Rabinovich (1918-1990): “The Communist party of the regional committee has adopted the course program… It concerns the university audience – future propagandists of the Marxist-Leninist theory, leaders of political education circles. That is why methodological issues are addressed in detail. … By way of example, one unit from the course “Introduction”: “Soviet multinational art” is an active assistant of the Communist party in shaping people’s views and beliefs. Socialist realism is a creative method of the Soviet film art. V. Lenin considered the cinema to be one of the most important arts. Regulations of the Communist party and the Soviet government about literature and art… Art in the USSR and 6 socialist countries in combating the bourgeois commercial cinematography, aspirations of progressive film artists of capitalist countries to reach true representation of reality” (Rabinovich, 1991, p. 86). Media texts about school and university used to be analyzed in the Soviet time mostly from that standpoint. For instance,
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