The digital companion: a study of how pupils interpret audiovisual works
Over the course of the twentieth century, sound and the moving image gradually came together to form productions combining the two media, such as cinema and music video art. However, few studies analyse their interaction from the point of view of the audio-spectator, and none look at their impact on...
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| Publicado en: | URI:https://journals.openedition.org/tipa, |
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| Auteurs principaux: | , , , , , , |
| Formato: | Article ou chapitre numérique |
| Idioma: | Anglais |
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TIPA. Travaux interdisciplinaires sur la parole et le langage
2026
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| Acceso en liña: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
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openedition-oai:revues.org:tipa_8048 |
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openedition |
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openedition-oai:revues.org:tipa_8048 https://doi.org/10.4000/16rzm urn:doi:10.4000/16rzm en https://journals.openedition.org/tipa/8048 2026-09-14T02:00:00Z info:eu-repo/semantics/openAccess article info:eu-repo/semantics/article urn:handle:20.500.13089/16rzm https://creativecommons.org/licenses/by-nc-nd/4.0/ The digital companion: a study of how pupils interpret audiovisual works TIPA. Travaux interdisciplinaires sur la parole et le langage Laboratoire Parole et Langage info:eu-repo/semantics/reference/issn/2264-7082 URI:https://journals.openedition.org/tipa Moreau, Jean-Pierre Tortochot, Éric Terrien, Pascal Moynier, Morgane Moreau, Claude Couprie, Pierre Hautbois, Xavier éducation aux médias numériques esprit critique perception audiovisuelle interdiscursivité vidéomusique digital media education critical thinking audiovisual perception videomusic interdiscursivity Over the course of the twentieth century, sound and the moving image gradually came together to form productions combining the two media, such as cinema and music video art. However, few studies analyse their interaction from the point of view of the audio-spectator, and none look at their impact on the development of pupils’ critical thinking in the audiovisual field. Drawing on research in temporal semiotics and music education didactics, this article explores the hypotheses that pupils might perceive dynamic profiles common to both media, synthesise their behaviour through metaphorisation, and thus develop their interdiscursive understanding. If these hypotheses were validated, they could help broaden pupils’ reasoning abilities. The article is structured in three parts: the first looks at the perceived temporal profiles and their typologies to explain audiovisual interaction; the second presents the methodology and experimental protocol, the participants and the audiovisual materials; the results, the proportionality of the labels obtained and the semantic fields represented, are described in the third part. The discussion summarises the results, highlighting their pedagogical potential for encouraging the development of a critical approach to reading contemporary media. Au cours du XXe siècle, le son et l’image en mouvement se sont progressivement rapprochés pour former des productions mêlant les deux médias, tels le cinéma et l’art vidéomusical. Cependant, peu d’études analysent leur interaction du point de vue de l’audio-spectateur, et aucune ne s’intéresse à leur impact sur le développement de l’esprit critique des élèves dans le domaine audiovisuel. S’appuyant sur des recherches en sémiotique temporelle et en didactique de l’éducation musicale, cet article explore les hypothèses selon lesquelles les élèves pourraient percevoir des profils dynamiques communs aux deux médias, synthétiser leurs comportements par métaphorisation, et ainsi développer leur compréhension interdiscursive. Si ces hypothèses étaient validées, elles pourraient aider à élargir les capacités de raisonnement des élèves.L’article est structuré en trois parties : la première revient sur les profils temporels perçus et leurs typologies pour expliquer l’interaction audiovisuelle ; la seconde présente la méthodologie et le protocole expérimental, les participants et les matériaux audiovisuels ; les résultats, proportionnalité des labels obtenus et champs sémantiques représentés, sont décrits dans une troisième partie. La discussion propose une synthèse des résultats, en soulignant leur potentiel pédagogique pour favoriser le développement de l’esprit critique pour une lecture des médias contemporains. |
| collection |
OpenEdition Journal |
| language |
Anglais |
| format |
Article ou chapitre numérique |
| building |
0/Bibliothèque numérique/ 1/Bibliothèque numérique/OpenEdition Journals/ |
| topic |
éducation aux médias numériques esprit critique perception audiovisuelle interdiscursivité vidéomusique digital media education critical thinking audiovisual perception videomusic interdiscursivity |
| spellingShingle |
éducation aux médias numériques esprit critique perception audiovisuelle interdiscursivité vidéomusique digital media education critical thinking audiovisual perception videomusic interdiscursivity Moreau, Jean-Pierre Tortochot, Éric Terrien, Pascal Moynier, Morgane Moreau, Claude Couprie, Pierre Hautbois, Xavier The digital companion: a study of how pupils interpret audiovisual works |
| description |
Over the course of the twentieth century, sound and the moving image gradually came together to form productions combining the two media, such as cinema and music video art. However, few studies analyse their interaction from the point of view of the audio-spectator, and none look at their impact on the development of pupils’ critical thinking in the audiovisual field. Drawing on research in temporal semiotics and music education didactics, this article explores the hypotheses that pupils might perceive dynamic profiles common to both media, synthesise their behaviour through metaphorisation, and thus develop their interdiscursive understanding. If these hypotheses were validated, they could help broaden pupils’ reasoning abilities. The article is structured in three parts: the first looks at the perceived temporal profiles and their typologies to explain audiovisual interaction; the second presents the methodology and experimental protocol, the participants and the audiovisual materials; the results, the proportionality of the labels obtained and the semantic fields represented, are described in the third part. The discussion summarises the results, highlighting their pedagogical potential for encouraging the development of a critical approach to reading contemporary media. |
| author |
Moreau, Jean-Pierre Tortochot, Éric Terrien, Pascal Moynier, Morgane Moreau, Claude Couprie, Pierre Hautbois, Xavier |
| author_facet |
Moreau, Jean-Pierre Tortochot, Éric Terrien, Pascal Moynier, Morgane Moreau, Claude Couprie, Pierre Hautbois, Xavier |
| author_sort |
Moreau, Jean-Pierre |
| title |
The digital companion: a study of how pupils interpret audiovisual works |
| title_short |
The digital companion: a study of how pupils interpret audiovisual works |
| title_full |
The digital companion: a study of how pupils interpret audiovisual works |
| title_fullStr |
The digital companion: a study of how pupils interpret audiovisual works |
| title_full_unstemmed |
The digital companion: a study of how pupils interpret audiovisual works |
| title_sort |
digital companion: a study of how pupils interpret audiovisual works |
| publisher |
TIPA. Travaux interdisciplinaires sur la parole et le langage |
| publishDate |
2026 |
| container_title |
URI:https://journals.openedition.org/tipa |
| url |
https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.4000/16rzm https://ezproxy.univ-orleans.fr/login?url=https://journals.openedition.org/tipa/8048 |
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1877291606693904384 |